Jurnal Pendidikan Ipgktar 2015

JURNAL PENDIDIKAN IPGKTAR 2015
Comparative Instructional Quality of DPLI and PISMP Graduate

Teachers of IPG Kampus Tun Abdul Razak
John Anak Brodi

Moris Anak Henry Manjat
Stanley Anak Abang PhD
john.brodi@ipgmktar.edu.my
moris.henrymanjat@ipgmktar.edu.my
stanley.abang@ipgmktar.edu.my
IPG Kampus Tun Abdul Razak Kota Samarahan
Abstract
Quality teachers are important to generate quality human
resource needed for the development and advancement of the
nation. Teachers training institutions are tasked to produce such
quality teachers. This study examines the quality of graduate
teachers trained in Institut Pendidikan Guru Kampus Tun Abdul
Razak (IPGKTAR) in the aspects of teaching, inclusive of
content
knowledge
and
pedagogical
implementation.
Comparison is done on the two groups of students under the

Diploma Pendidikan Lepasan Ijazah (DPLI) and Program
Ijazah Sarjana Muda Perguruan (PISMP) programmes. A total
of 40 novice teachers trained by the institute were the samples of
the study. Data were taken from respondents consisting of
school administrators using the five point Likert scale of the MS
ISO 9001:2008 Clients Satisfaction Feedback Questionnaires
(CSFQ). The data was analysed using SPSS. Findings from the
study revealed that novice teachers had achieved a high standard
7
of quality in teaching. Those qualities include content

knowledge, the planning of lessons, students engagement,
pedagogical approaches and assessments.
Keywords: instructional quality, pedagogical approaches,

students engagement, continuous assessment
In the knowledge oriented world, education is vital for mankind

to move forward. The younger generation ought to be equipped with
comprehensive curricular to prepare them to be productive individuals
cognitively, physically, socially, emotionally and spiritually. The role of
teachers is second to none in shaping the mind and development of
children. The concept of quality teaching has been a core issue
debated in educational circles (Sakarneh, 2015). Coenders and
Terlouw (2015) stated that when curricular change, teachers have to
bring their knowledge and beliefs up to date. Thus teachers must
consistently update themselves with the latest development in
knowledge and education. Teacher quality is a major concern to
realize the intented outcomes. Institute of Teacher Education plays a
direct role in producing quality teachers. In the case of IPGKTAR two
groups of students were graduated and posted to schools in the year
2014. One was the DPLI group comprising of student teachers who
had done their first degree courses in various fields in the universities
prior to being trained to be teachers in the teachers institute. Another
group was the PISMP whom underwent a program through a predegree program for one and half years before being admitted to a full
degree program for four years. This study is to determine the overall
8
quality of novice teachers produced by the institute and at the same

time making a comparative evaluation of the quality based on the
groups.
Objectives of the Study
The objectives of the study are:

1. To examine the instructional quality of graduates trained by
IPGKTAR based on school administrators satisfaction index.
2. To determine whether there is any significant difference in the
quality of graduates trained by IPGKTAR between the DPLI and
PISMP programmes.
Literature Review
Quality teaching should lead to the intended outcome which is

the acquisition of knowledge, skills, attitudes and values by students.
Thus, a learners experience is important as stated by Kisiel (2012) in
which he emphasized the thrill of new experience when a student can
see the things he/she had read in a book. This implies that personal
and real experience is important in enhancing and boosting learning
activities. The conceptualization of hands-on would seem to be
related to a connection to the authentic experiences (Kisiel, 2012).
This experience is somewhat thrilling, interesting, challenging
and beneficial to students. Quality teachers should be able to
incorporate such experiences into their classroom activities. Different
learning needs of students can be met by using a variety of teaching
methods (Sakarneh, 2015). In addition, education institutions should
9
come up with new learning initiatives to offer learners a more fulfilling

learning experience (Woo, 2011). Coenders and Terlouw (2015)
talked about the instrumental nature of the models for teachers,
suggesting the combination of a development phase with a class
enactment phase. Meanwhile, Sakarneh (2015) underlined the
characteristics of quality teaching as follows:
i.
Planning based on outcomes.
ii. Quality teaching and learning leads to deep understanding.

iii. Different learning needs of students can be met by using a
variety of teaching methods.
iv. Student-centered activities enable students to achieve and
apply their learning to life.
v. Significance of teaching and learning.
vi. Teaching and learning strategies that meet quality teaching
practices.
vii. Learning strategy using critical thinking.
viii. Conducive teaching and learning environment.
ix. Equity and safety.
x. Accommodating students needs.
xi. Use of information and communication technology.
xii. Assessment and evaluation of learner outcomes.
10
Smimou and Dahl (2012) concluded that quality teaching is related to

many attributes as follows:
Perceived teaching quality had many attributes or
descriptors in the minds of students (considering
students as consumers, clients, or partners in the
learning process). Such highly regarded descriptors
are centred on learning, enthusiasm, interaction and
engagements
with
students,
professorstudent
rapport, communication skill, and practical relevance.
According to Byrd and Rasberry (2011), effective teachers

entail
student
motivation,
intellectual
readiness,
persistence,
creativity, the ability to apply knowledge and work productively with

others and nurture them to be globally competent. Considering the
extensive use of online sources for teaching a number of scholars
suggested the incorporation of the internet as a tool for teaching and
learning instruction. Online or html modules are a viable alternative to
print modules. The decision to come up with html modules for certain
programmes is an attempt to look into new ways to engage learners
and provide them with a more interactive learning experience (Woo,
2011). A group of researchers even explore the possibility of using
the quick response (QR) code as a way to help learners. QR codes
are 2-dimensional barcodes which function as vast information
storage with easy and quick access. The use of QR codes in
education is still in its early stage (Abby, Norlia & Latifah, 2014).
Nevertheless, this form of information processing is an innovative way
which teachers can explore and execute to enhance learning. Hence,
providing an added value to teaching. This technology might one day
11
project learning to a new dimension where vast information can be

transferred in a short time frame.
Methodology
This study was based on the response from school

administrators about the quality of novice teachers who graduated
from IPGKTAR. The subjects of the study were PISMP and DPLI
students trained by IPGKTAR who were posted in Sarawak in 2014.
Sampling
The sampling of the study was purposive. The respondents for
this study consist of 40 school administrators whom graduated
teachers from IPGKTAR were posted to, based on the list of novice
teachers posting given by the State Education Department of
Sarawak
Instrument
The instrument used was the MS ISO 9001:2008 CSFQ July
2012 version. The questionnaires were designed to collect data on
teacher quality in four components, namely personal, instructional,
co-curricular and management. It is based on the opinions of school
administrators related to the quality in each component. It has a five
point Likert scale ranging from 1 (very unsatisfied) through 5 (very
satisfied). The CSFQ has a total of 45 items to identify teacher quality
related to self-quality, teaching and learning, co-curriculum and
management of school routines.
12
The CSFQ was posted to 94 schools according to the lists of

postings provided by Sarawaks State Department of Education after
novice teachers had been posted to schools for a period of one year.
The CSFQ was administered and answered by the school
administrators and returned to the researchers through the attached
self-addressed envelope. A total of 40 administrators responded to
the CSFQ.
Data analysis
The data concerning the teaching and learning component of
the questionnaire was analysed using Statistical Package for Social
Science (SPSS) software. Descriptive statistics of CSFQ items
regarding views of school administrators on teacher quality was the
basis for examining the tendency of the result. In this particular study,
the focus was only on the quality of teaching and learning of the
novice
teachers
related
to
content
knowledge,
pedagogical
knowledge, delivery skills and student engagement. Comparative

study was done on the two programs namely; PISMP and DPLI to
determine the quality of novice teachers. The analysis for this was
done by using the T-test to compare the means and evaluate the
significance.
Findings
The number of samples involved is 40 which represents 42.6

percent of the total population of 94. As shown in Table 1, the mean
scores indicated the school administrators satisfaction with the
various aspects of teaching qualities of novice teachers involved.
13
Results from the analysis showed that all the aspects of teaching
quality scored means exceeding the value of 4 out of the maximum
score of 5. The mean scores in all the teaching and learning aspects
recorded based on the ranking from the highest are:
i.
Planning of lesson plan (mean=4.65; SD=0.483)
ii.
Engages students actively (mean=4.58; SD=0.501)
iii.
Continuous evaluation (mean=4.48; SD= 0.554)
iv.
Content knowledge (mean=4.45; SD= 0.504)
v.
Delivery of lesson (mean=4.43; SD=: 0.501)
vi.
Deployment of various techniques (mean=4.33; SD=0.526)
vii.
Usage of various sources (mean=4.30; SD=0.464)
Table 1: Satisfaction level of school administrators in various aspects of

teaching by novice teachers
N
Subjects content knowledge
Planning of lesson plan
Delivery of lesson
Usage of various sources
Continuous evaluation
Deployment of various
techniques
Engages students actively
Valid N (listwise)
Minimum Maximum Mean
40
40
40
40
40
40
4
4
4
4
3
3
5
5
5
5
5
5
4.45
4.65
4.43
4.30
4.48
4.33
Std.
Deviation
.504
.483
.501
.464
.554
.526
40
40
4.58
.501
Comparison between the two groups showed that the DPLI

group scored higher means in all components of the teaching and
learning as shown in Table 2. The DPLI group scored higher means
in the components of: content knowledge, planning of lesson plan,
delivery of lesson; usage of various sources; continuous evaluation to
14
improve students learning; deployment of various techniques; and

active engagement of students.
Table 2: Mean score of satisfaction level for PISMP and DPLI.
Program
Subjects content knowledge

Planning of lesson plan
Delivery of lesson
Usage of various sources
Continuous evaluation
Deployment of various
techniques
Engages students actively
DPLI
PISMP
DPLI
PISMP
DPLI
PISMP
DPLI
PISMP
DPLI
PISMP
DPLI
PISMP
DPLI
PISMP
Mean
19
21
19
21
19
21
19
21
19
21
19
21
19
21
4.53
4.38
4.74
4.57
4.58
4.29
4.32
4.29
4.58
4.38
4.42
4.24
4.63
4.52
Std.
Deviation
.513
.498
.452
.507
.507
.463
.478
.463
.507
.590
.507
.539
.496
.512
Results from the T-test (Table 3) showed that the significant

level in all the components of teacher quality are higher than 0.05.
Depending on the Levene's Test for Equality of Variances, the
significant values (highlighted in Table 3) for the components of
content knowledge, planning of lesson, delivery of lesson, usage of
various sources, continuous evaluation, deployment of various
techniques and engaging students actively are 0.369, 0.282, 0.063,
0.841, 0.264, 0.277 and 0.504 respectively. All these values are more
than the critical significant value of 0.05. The significant value should
15
be less than the critical value of 0.05 for it to be considered

statistically significant. Thus the difference in the means between the
two groups are not statistically significant.
Table 3: Test of difference in teaching quality, PISMP and DPLI
Independent Samples T-Test
Levene's Test
for Equality of
Variances
F
Subjects
content
knowledge
Planning of
lesson
Delivery of
lesson
Usage of
various
sources
Continuous
evaluation
Deployment of
various
techniques
Engages
students
actively
Equal variances
assumed
Equal variances
not assumed
Equal variances
assumed
Equal variances
not assumed
Equal variances
assumed
Equal variances
not assumed
Equal variances
assumed
Equal variances
not assumed
Equal variances
assumed
Equal variances
not assumed
Equal variances
assumed
Equal variances
not assumed
Equal variances
assumed
Equal variances
not assumed
.937
4.232
2.646
.162
.609
.530
1.337
Sig.
.339
.047
.112
.690
.440
.471
.255
t-test for Equality of Means
df
Sig.
(2tailed)
Mean
Diff.
Std.
Error
Diff.
95%
Confidence
Interval of the
Difference
Lower
Upper
.909
38
.369
.145
.160
-.178
.469
.908
37.338
.370
.145
.160
-.179
.470
1.084
38
.285
.165
.153
-.144
.474
1.090
37.995
.282
.165
.152
-.142
.473
1.912
38
.063
.293
.153
-.017
.604
1.903
36.629
.065
.293
.154
-.019
.606
.202
38
.841
.030
.149
-.271
.331
.202
37.331
.841
.030
.149
-.272
.332
1.133
38
.264
.198
.175
-.156
.552
1.141
37.915
.261
.198
.173
-.153
.549
1.102
38
.277
.183
.166
-.153
.519
1.106
37.933
.276
.183
.165
-.152
.518
.675
38
.504
.108
.160
-.215
.431
.676
37.811
.503
.108
.159
-.215
.430
16
Discussion
Instructional teaching quality
The quality of teachers is directly related to the most important
and traditional role of the profession, which is teaching. Teachers
must master the content and pedagogical knowledge for a particular
subject in order to be effective in delivering the lesson (Ho & John,
2014). Quality teaching is paramount to quality learning. Nevertheless
this does not mean teaching is done in every single minute by
teachers. Various strategies and techniques can be used by teachers,
whether it is student centred, outcome based, materials or media
based learning. Student teachers or trainees need to have the
pedagogical knowledge and skills appropriate for teaching the subject
areas to address students individual learning styles and readiness to
learn (Ho, John & Stanley, 2014).
Findings from this study showed that both the PISMP and
DPLI graduate teachers from IPGKTAR had performed highly in their
teaching
endeavours
based
on
the
perception
by
schools
administrators where they were posted. The mean scores observed

were ranging from 4.30 to 4.65 out of the maximum 5 for the
components of knowledge of subjects, planning for lessons, delivery,
use of multiple sources for teaching, invoking various teaching
techniques, evaluation of learning and the active engagement of
students in learning activities.
Comparison between two groups of graduates showed that the
DPLI group scored higher means in all components of the teaching
and learning as compared to the PISMP group. However the
independent sample T-test showed that there is no significant
17
difference in teaching quality between the two groups. The results for
the T-test for all the components registered the significant values that
are higher than 0.05 which means the difference in the means is not
statistically significant. Thus we may conclude that there is no
significant difference in the quality of teaching between the DPLI
group and PISMP group.
Conclusion and Recommendations
The findings from this study lead to the conclusion that the
overall quality of novice teachers trained by IPGKTAR is high in the
context of teaching and learning in schools. They are able to actively
perform their role as instructional leaders in education as required by
the Malaysian school system. Comparatively the DPLI group seems
to be better in quality based on the evaluation by school
administrators but the difference is not statistically significant. The
difference observed in the analysis might probably be due to chance
factors in the samples.
Although the difference is not significant some conclusions
could still be extracted from the difference in the quality. The
implication from this findings might be related to many factors, one of
which the DPLI group is comprising of student teachers who are more
matured in terms of age and experience as they had done their
degree courses in various field in the universities prior to being
trained to be teachers in the teachers institute. Another factor could
be the nature of the programs undergone by the two groups. There is
a significant difference between the two programs. The PISMP is a
program which take in the students fresh from schools. They go
18
through a pre-degree program for one and half years before being
admitted to a full degree program for four years. In comparison, the
DPLI program consisted of post-graduates from universities to
undergo education training program to become qualified teachers.
Thus they are more experienced and matured in their thinking.
Whatever it may be, further research into this might provide more
comprehensive and specific answer to the differences. Ho, John and
Stanley (2014) emphasized the collaborative school culture where all
teachers share responsibility for student learning and well-being,
shared decision-making and expertise in advancing the effectiveness
of schools and the mission of public education.
Limitations and Future Study
The study was limited to only graduate teachers of PISMP and

DPLI trained by IPGKTAR who were posted in Sarawak in 2014.
Purposive surveyed samples involved only teachers posted in
Sarawak due to geographical factors. This study also used only
quantitative method of data collection and analysis. Therefore, for
further in-depth study, qualitative methods of data collection should
also be considered to ensure a wider and more comprehensive
findings.
19
References
Abby, A. S., Norlia, G. & Latifah, A. L. (2014). Embedding QR codes

in the teaching and learning process. Seminar Kebangsaan
Pembelajaran Sepanjang Hayat 2014.
Open University
Malaysia.
Byrd, A. & Rasberry, M. (2011), Teacher and teaching effectiveness:
A bold view from National Board Certied Teachers in North
Carolina, North Calorina: Center for Teaching Quality.
http://www.teachingquality.org.
Coenders, F. & Terlouw, C. (2015). A model for in-service teacher
learning in the context of an innovation. Journal of Sci Teacher
Educ 26:451470. Springerlink.com.
Ho, H. T. & John, B. (2014). Quality of teaching and what next? Jurnal
Penyelidikan Pendidikan 2014. IPG Kampus Tun Abdul Razak.
Kota Samarahan.
Ho, H. T., John, B. & Stanley, A. (2014). Quality teacher isues and
challenges.
Prosiding
Seminar
Penyelidikan
IPGM
Zon
Sarawak 2014. IPG Kampus Rajang.

Kisiel, J (2013). Introducing future teachers to science beyond the
classroom. Journal of Sci Teacher Educ 24:6791. The
Association for Science Teacher Education, USA.
Sakarneh, M. (2015). Articulation of quality teaching: a comparative
study. Journal of Education and Training Studies. Vol. 3(1).
Redfame Publishing.
20
Smimou, K. & Dahl D. W. (2012). On the relationship between

students
perceptions
of
teaching
quality,
methods
of
assessment, and satisfaction. Journal of Education For

Business, 87: 2235. Routledge.
Woo, T. K. (2011). Developing quality learning materials for effective
teaching and learning in an old environment: making the jump
from print modules to online modules. AAOU Journal, Vol. 6(1),
51-58.
21
Teachers Practices That Promote Effective

Classroom Management
Ho Ho Tong
Ahap Bin Awal
Zaliha Binti Musa
ho.hotong@ipgmktar.edu.my
ahap.awal@ipgmktar.edu.my
zaliha.musa@ipgmktar.edu.my
Abstract
This case study examines the extent of trainee teachers (TT)

applying in their teaching the knowledge and skills of effective
teaching practices. A total of four TT were surveyed using the
Teacher Classroom Management Strategies Questionnaire
(TCMSQ). The findings indicated effective teaching practices
by TT include keeping pupils on tasks, maintaining classroom
control by using firm, consistent management statements,
maintaining classroom routines and expectations, creating a
positive group feeling and a sense of belonging within the class,
identifying behavioural problems and carrying out effective
corrective measures in classroom management, demonstrating
maturity and calmness in reacting to unexpected pupils
behaviour and prioritizing planning and support in managing the
social-emotional behavior of pupils to promote a conducive
22
learning environment. Consequently, based on the findings, it is

absolutely imperative that high quality implementation of
effective teaching practices should be used by teachers
effectively to increase pupil engagement and learning and
enhancement of continuous professional learning with high
levels of integrity and competence.
Keywords:
social-emotional
teaching
behaviour
practices,
deficit,
effective
effective
classroom
management
Gone are the days when primary school pupils were passive,
quiet, obedient and sat still in the classroom during lessons. Based on
observations and experiences by the researchers when supervising
trainee teachers, pupils are noisy, boisterous and inattentive, with
most of them showing a social-emotional behaviour deficit (SEBD)
which are characterized by inattention, hyperactivity and impulsivity.
Such pupils are generally difficult to control in the classroom. Pupils
who are inattentive have difficulty focusing on any one thing and
become bored easily with a task after only a few minutes.
Further, based on observations by the researchers of this
study, pupils who are hyperactive demonstrate high mobility as they
are always on the move with frequent physical activities. In addition,
pupils who are impulsive have difficulty curbing their actions and are
prone to indiscipline in the classroom. Also, the trainee teachers
assigned to primary schools for their practicum training bear the brunt
of handling these SEBD children. Though they have been trained
23
theoretically in the classroom management course to deal with SEBD

pupils in classrooms, the real situation is quite overwhelming for these
young trainees. The trainee teachers from Teacher Education
Institutes come to the primary schools with high hopes and
expectations of teaching the young pupils with teaching techniques
and learning theories they learnt at the institute. However, their hopes
are dashed when they are rudely awakened to naughty, hyperactive
and ill-disciplined pupils who are unable to sit still in the classroom.
In addition, as evidenced during observations by the
researchers and inputs from mentor teachers of this study, SEBD
pupils display high mobility in the classroom, moving freely according
to their whims and fancies and disrupt lessons in the classroom,
which contributing to the trainee teachers unable to conduct their
lessons effectively. The problem is aggravated if the class is packed
with a large number of pupils. When the class consists of big number
of pupils, they can traumatise a trainee teacher with their mischievous
antics. As the pupils sit in groups, it makes it easier for them to get up
to their usual antics, like pinching or disturbing one another, not
paying attention and not being engaged in the learning process.
Hence, experienced teachers usually go to the class wielding a cane
or a long ruler to signify their authority and the pupils are quite scared
to play or create problems during their class.
Trainee teachers, on the other hand, carry teaching aids and
teaching kits to the classroom. They are not allowed to hit or cane the
pupils and so they have a difficult time controlling them. Moreover,
they are required to show compassion and care to the young
learners. Therefore, they then spend a lot of time and energy
managing the pupils rather than teaching them. Consequently, it is
24
really a big challenge to trainee teachers if they are assigned to weak,

problematic and crowded classes where the pupils are boisterous,
naughty and mischievous.
Purpose of the Study
The purpose of the study is to examine the extent of trainee

teachers applying in their teaching the knowledge and skills of
effective teaching practices in relation to classroom management to
promote a conducive learning environment.
Literature Review
MacSuga-Gage, Simonsen and Briere (2012) presented two

key areas of effective teaching practices. First, during instruction, the
delivery of instruction should be explicit and engaging. Effective
delivery focuses on increasing pupils active engagement, which
helps to reduce behavioural deficits. Therefore, teachers need to
provide high rates of opportunities to respond and apply pragmatic
strategies to manage instruction. Second, effective teachers employ
classroom management practices to create a positive classroom
environment which consists of three approaches: (i) organize their
physical
classroom
environment
to
minimize
crowding
and
distractions, (ii) comprehensive social skills instruction to establish,

teach, monitor, and reinforce positively stated classroom expectations
(e.g., respect others, responsible and respectful). These expectations
provide pupils and teachers appropriate behaviour during teacher
directed instruction, partner work, independent work and other
25
classroom routines, and (iii) effective teachers apply consequence

strategies
to
reinforce
appropriate
behaviour
and
correct
inappropriate behaviour.
Pupils with emotional or behavioural disorder (E/BD) exhibit
behavioural
excesses
or
deficits
as
demonstrated
through
problematic behaviours such as non-compliance, disruption of the

learning process, disrespect, lack of motivation, and aggression all of
which impact learning outcomes. Consequently, effective teacher
behaviours for classroom management begins with the teacher
establishing structure and predictability before, during and after the
teaching - learning process. So once the foundation is set, effective
instructional and behavioural management strategies are integrated
to effectively manage these behaviours. For instance, before
instruction,
effective
teacher
behaviour
such
as
structured
instructional planning is adopted to accommodate pupil ability.

Structured lesson planning is incorporated with class-wide learning
outcomes for all pupils and differentiated learning outcomes for some
pupils to differentiate instruction and accommodate developmentally
appropriate individualized learning. Subsequently, the teacher is
required to provide opportunities for active pupil engagement during
instruction. In addition, the teacher needs to establish rules, routines
and expectations for appropriate pupils behaviour to support
instruction and minimize distractions. Hence, it is important that pupils
are aware of what is expected of them during the learning process.
Likewise, the teacher needs to establish a conducive classroom
environment encompassing a schedule of activities during the lesson
and
reiterate
all
classroom
rules,
routines
and
procedures
immediately prior to the lesson. Moreover, effective prompts like one

26
or a combination of auditory (e.g., clapping), gesture (e.g., hand

raise), or visual (e.g., silence sign) signals are important teacher
practices to get the attention of the pupils and actively engaged in the
learning process (Hirn & Park, 2012)
Classroom management is central to teacher practice.
Successful pupil learning depends on a teachers ability to manage
the group effectively as a whole such as keeping their attention,
redirecting
negative
or
distracting
behaviour,
and
continually
assessing the pulse of the room to optimize pupil motivation and

engagement. On the other hand, classroom management is not about
controlling pupils or demanding perfect behaviour. Instead, effective
management is about supporting pupils to manage themselves
throughout daily learning and activities. Therefore, it is a teachers
role to give pupils the tools they need to interact with and meet the
demands of the social and instructional environment of school.
Different activities and different children will require different types of
support, so teachers need a diverse set of strategies (Jones, Bailey &
Jacob, 2014). Further, classroom management is essential to
effective teaching practices. Pupils learning outcome depends on a
teachers ability to sustaining the attention of pupils and continually
promoting a positive learning environment in order to optimize
learning.
Likewise, according to Jones, Bailey and Jacob (2014),
effective classroom management is based on planning and
preparation. Teachers map the days learning activities as well as
transitions between activities and think deliberately about what is
likely to happen and be difficult for specific individuals, groups, or the
class as a whole. When disruptions occur, they have a strategy
27
prepared in advance, enabling them to steer pupils back on track. In

addition, effective classroom management is embedded in the
environment. A well-managed classroom incorporates a set of
routines and structures throughout the day with the support of direct
materials. They remind pupils of classroom expectations and help
them to achieve them. Posters, charts, or a calm-down corner are
examples of material support; routines might include a strategy to
help pupils transition between activities, such as a song or signal and
structures might include a morning meeting or weekly celebration for
positive behaviour. As a result, these features organize and define
appropriate behaviour at different times of the day. And most
importantly, supports that are embedded in the environment help
pupils manage themselves by reinforcing expectations and promoting
positive behaviour.
Methodology
The study was conducted on trainee teachers during their
second phase of teaching practicum from 27th July until 18th
September 2015. The population of the study were trainee teachers
of the 2013 January intake cohort of the Program Ijazah Sarjana
Muda Perguruan (PISMP) or Bachelor of Teachership from Teacher
Education Institute Tun Abdul Razak Campus.
Sampling
The sampling of the study was a case study which involved
only trainee teachers majoring in preschool education. Further, a total
of 4 trainee teachers were examined in the study.
28
Data collection
An adopted Teacher Classroom Management Strategies
Questionnaire (TCMSQ - The Incredible Years 2012) was
administered to trainee teachers after the completion of their teaching
practicum. The TCMSQ consisted of 30 statements (items) about the
knowledge and skills of effective teaching practices for effective
classroom management comprising three components: (i) Confidence
of Managing Classroom Behavior (items 1 3), (ii) Effective Teaching
Practices (items 4 27) and (iii) Planning and Support (items 28
30). The respondents indicated on their questionnaires the extent of
applying effective teaching practices based on a 5 point Likert scaIe
in their actual teaching during their 8 weeks practicum.
Findings
Frequency was employed to analyze the extent to which
trainee teachers applied in their teaching the knowledge and skills of
effective teaching practices in relation to classroom management.
As illustrated in Table 1, one of trainee teachers were neutral
about their confidence in managing current behaviour problems in the
classroom, two were somewhat confident and only one were
confident (item 1). Secondly, the results were the same about their
ability to manage future behaviour problems in the classroom (item 2).
On the other hand, two of trainee teachers were neutral about their
ability to promote pupils emotional, social and problem solving skills,
one were somewhat confident and one confident (item 3).
29
Table 1: Confidence level of trainee teachers in managing classroom

behaviour
The number of trainee teachers
according to confidence level
Neutral Somewhat Confident
confident
Item
1
2
Managing current behavior

problems in your classroom
Ability to manage future
behavior problems in your
classroom
Ability to promote students
emotional, social and problem
solving skills.
Likewise, Table 2 depicted the extent of effective teaching

practices of trainee teachers during instruction. As evidenced in item
4, all trainee teachers frequently coaching positive social behavior of
pupils. For item 5, three trainee teachers frequently commenting on
pupils bad behavior and one trainee teacher sometimes commenting
on pupils bad behavior. Further, all trainee teachers frequently
rewarded targeted pupils positive behaviour with incentives (item 6)
and praised positive behaviour (item 7). It was also illustrated in item
8 that three trainee teachers sometimes employed time out for
aggressive behavior and one trainee teacher rarely used this practice.
In addition, it was interesting to note one trainee teacher never
practiced singling out a child or group of children for misbehavior and
only three trainee teachers (item 9). As revealed, all four trainee
teachers frequently applied effective teaching practices such as
reprimanding in a loud voice (item 11), setting up individual incentive
program to reinforce behavior (item 18) and gave clear positive
30
directions (item 19). Likewise, only one trainee teacher frequently

used physical restraint in classroom management (item 10).
Furthermore, other effective teaching practices include ignoring
misbehavior that is non-disruptive to the class (item 13), using
nonverbal signals to redirect a child who was disengaged (item 15)
and calling a child after a bad day to promote acceptable behavior
(item 24). The findings indicated two trainee teachers frequently and
another two trainee teachers sometimes applied the above teaching
practices.
As evidenced in item 14, three trainee teachers frequently
employed verbal redirection for a child who was disengaged and two
trainee teachers frequently warned or threatened to send a child out
of classroom if she/he does not behave (item12). However, two
trainee teachers never apply them for item 12 and one trainee teacher
never apply them for item 14. In addition, findings indicated three
trainee teachers frequently used emotion coaching (item 22) and
persistence coaching (item 23) to strengthen positive behavior.
Likewise, trainee teachers also employed problem-solving strategy
(item 16) and application of special privileges (item 17) for effective
teaching. Both items revealed one trainee teacher never apply both
the teaching practices. On the contrary, one trainee teacher (item 16)
and two trainee teachers (item 17) frequently apply the related
strategies. Next, the analysis of the findings showed two trainee
teachers frequently warned of consequences for misbehaviour (item
20) and used clear classroom discipline plan and hierarchy (item 21)
for effective classroom management.
31
Table 2: Frequency of effective teaching practices during instruction

Item
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Coach positive social behaviour

Describe or comment on bad
behaviour
Reward targeted positive behaviors
with incentives
Praise positive behavior
Use time out for aggressive
behavior
Single out a child or a group of
children for misbehavior
Use physical restraint
Reprimand in a loud voice
Warn or threaten to send a child out
of classroom if she/he doesnt
behave
Ignore misbehaviour that is nondisruptive to the class
Use verbal redirection for a child
who is disengaged
Use nonverbal signals to redirect a
child who is disengaged
Use problem-solving strategy
Use special privileges
Set up individual incentive program
Give clear positive directions
Warn of consequences for
misbehavior
Use clear classroom discipline plan
and hierarchy
Use emotion coaching
Use persistence coaching
Calling a child after a bad day
Teach specific social skills in circle
time
Teach children to ignore disruptive
behavior
Use anger management strategy for
self
Collaborate with other teachers for
solutions and support
Review progress in reaching goals
for individual student behavior plans
Encourage a positive school
community
The number of trainee teachers using

effective teaching practices during
instruction
Never
Rarely
SomeFrequently
times
4
0
0
0
0
4
0
0
0
2
0
1
0
0
1
4
1
1
0
0
0
0
0
0
2
1
0
0
1
2
4
4
0
0
0
0
0
0
1
1
2
3
3
2
32
In contrast, only one trainee teacher rarely and sometimes

applied both strategies respectively. Moreover, three trainee teachers
frequently taught pupils specific social skills (item 25) and one trainee
teacher frequently taught pupils to ignore disruptive behaviour (item
26) for effective social engagement. On the other hand, one trainee
teacher rarely taught the skills for both items and two trainee teachers
sometimes taught the skills for item 26. Finally, the findings indicated
trainee teachers also employed anger management strategy for self
(item 27) for effective teaching practices. Analysis showed two trainee
teachers frequently applied anger management strategy and one
trainee teacher rarely and sometimes practiced it for effective
teaching practices.
And most importantly, as evidenced in item 28, item 29 and
item 30, all trainee teachers frequently collaborated with colleagues
for solutions and support, reviewing progress in reaching goals for
individual student behavior and encourage a positive school
community.
Discussion
The general findings indicated it was perplexing that trainee

teachers had a rather low level of confidence in managing
behavioural problems and the awareness to promote pupils
emotional, social and problems solving skills in the classroom as
indicated in Table 1. Since this was their second phase of practicum,
they ought to have high confidence in managing pupils behaviour.
This fact suggests that for the trainee teachers in this study,
knowledge and skills of managing pupils social-emotion behavioural
33
problems should be reinforced and emphasized in classroom

management in order to ensure effectiveness of teaching.
As summarised in Table 2, seven general findings emerged
about effective teaching practices from the study. The first effective
teaching practice was keeping pupils on tasks as derived from items
14, 15, 19 and 26. However, it was interesting to note that one trainee
teacher never used verbal redirection for a child who is disengaged.
This fact implied she/he was ignorant of the effectiveness of this
technique in classroom control and discipline. It is imperative for
trainee teachers to use verbal and nonverbal teaching practices to
continuously engage pupils in the teaching and learning process.
A second general finding observable were trainee teachers
maintaining classroom control by using firm, consistent management
statements as indicated in items 10, 11 and 13. Reprimanding pupils
in a loud voice to manage social-emotion behavioural problems and
ignored misbehavior that was non-disruptive to the class seemed to
be the norm practice. The data suggest the trainee teachers had
mastered the techniques and practiced them during practicum. An
implication for trainee teachers are the needs to continue to strive for
conducive learning environment.
Another general finding of effective teaching practice was
closely associated with maintenance of classroom routines and
expectations as revealed in items 5, 8, 9, 12, 20 and 21. In addition,
data suggested trainee teachers undervalue and under apply effective
teaching practices for skills related to items 8, 9, 12 and 20.
Therefore, it also implied the trainee teachers were less confident in
these skill and they should be guided or facilitated by their supervising
lecturers or teachers mentor in developing the skills.
34
Fourth, the results of the analysis of items 4, 6, 7 and 25

showed that trainee teachers creating a positive group feeling and a
sense of belonging within the class. It implied that trainee teachers
promoted positive interactions leading to positive relationships and
establishing a positive classroom atmosphere. This is very important
as pupils in the classroom with a positive classroom climate are more
likely to demonstrate desirable behavior, be on tasks, and an overall
improvement of social-emotional behaviour.
A fifth general finding extracted from items 11, 17, 18, 22, 23
and 24 indicated trainee teachers identifying behavioural problems of
pupils and carrying out effective corrective measures in classroom
management. Furthermore, the facts they were practicing them
frequently suggested they were aware of the importance to providing
a supportive, collaborating and accepting learning environment in
order to sustain pupil engagement and learning while preventing,
ameliorating and decreasing social-emotional behaviour problems.
The
next
general
finding
revealed
trainee
teachers
demonstrated maturity and calmness in reacting to unexpected

student behavior as evidenced in item 27. The finding suggested selfmanagement occurs when trainee teachers support their own
practices by assessing their teaching practices or skills and providing
their own feedbacks. And most importantly, as depicted in items 28,
29 and 30, the finding suggested trainee teachers also prioritize the
importance of planning and support in ensuring the successful
implementation of effective teaching practices and classroom
management. In other words, in order to strengthen teachers
behaviour that reinforce effective teaching practices, they advocate
best practices and professional learning among colleagues for
35
continuous improvement. Equally important, the study indicated they

should reach out to and collaborate with parents, the learning
community and other stakeholders to enhance effective teaching
practices to promote positive classroom environment. Thus these
findings were consistent with previous study (Jones, Bailey & Jacob,
2014; MacSuga-Gage, Simonsen & Briere, 2012; Hirn & Park, 2012).
From this we can see
learning to apply effective teaching practices
are crucial for trainee teachers with teacher mentors and supervising
lecturers having a critical task of facilitating their professional
development
skills
of
instructional
practices
and
classroom
management.
Limitations
This study was primarily limited by its small sample size. In
addition, it focused only on respondents who major in preschool
education. The sample size could have been expanded to include
other major courses. A larger sample with more diversity would have
a higher validity of the results. Further, qualitative data should be
included in the questionnaire to enhance the reliability of the study.
Conclusion and Recommendations
The findings put the onus of effective teaching practices firmly

on the teachers. They should strive to practice and engage in a
continuum of effective teaching practices by enhancing a set of
knowledge, skills, and habits of mind that are essential to develop
effective teaching practices. Further, teachers should be competent in
36
the quality use of effective instructional practices which leads to

positive outcomes for students.
On the other hand, an in-depth study in future should be
conducted and further information regarding how trainee teachers
knowledge, skills and attitudes on effecting teaching practices with
qualitative data would provide greater insight into their beliefs and
practices.
References
Hirn, R.G., & Park, A.K. (2012). Teacher-mediated instructional
strategies for students with emotional or behavioral disorders.
Beyond Behaviorl, Vol. 22(1). Retrieved http://www.ccbd.net/
Jones, S.M., Bailey, R., & Jacob, R. (2014). Social-emotional learning
is
essential
to
classroom
management.
Retrieved
http://pdk.sagepub.com/content/96/2/19
Magsuga-Gage, A.S., Simonsen, B., & Briere, D.E. (2012). Effective
teaching
practices
environment.
that
Beyond
promote
positive
classroom
Behavior. Vol.
22(1).
Retrieved
http://www.ccbd.net/
The Incredible Years. (2012). Teacher Classroom Management
Strategies
Questionnaire.
Retrieved
http://www.incredibleyears.com
37
Keberkesanan Amalan Pentadbiran Peperiksaan

Di IPG Kampus Tun Abdul Razak
Stanley Abang PhD
Ahmad Ashry Ismail
Mohd. Nur Furqan Abdullah
Andrew Modol
stanley.abang@ipgmktar.edu.my
ahmadashry.ismail@ipgmktar.edu.my
furqan.abdullah@ipgmktar.edu.my
andrew.modol@ipgmktar.edu.my
Abstrak
Pemantauan perlaksanaan pentadbiran peperiksaan merupakan

aspek penting di Institut Pendidikan Guru (IPG) untuk
menjamin mutu serta kualiti pelaksanaan peperiksaan yang
dijalankan
mematuhi
garis
panduan
yang
ditetapkan.
Pemantauan pelaksanaan proses peperiksaan bertujuan supaya

ketua pengawas dan pengawas peperiksaan melaksanakan
peranan serta tanggungjawab terhadap proses sebelum, semasa
dan selepas peperiksaan dijalankan. Kajian deskriptif ini
dijalankan untuk melihat keberkesanan amalan pentadbiran
peperiksaan di IPG Kampus Tun Abdul Razak (IPGKTAR),
Kota Samarahan. Borang soal selidik digunakan untuk mengutip
data
ialah
Instrumen
Pemantauan
Peperiksaan
Institut
Pendidikan Guru Malaysia (IPGM) dan seramai 31 borang

pemantauan peperiksaan telah dianalisis. Dapatan kajian
menunjukkan min amalan pentadbiran peperiksaan sebelum,
38
semasa dan selepas peperiksaan dijalankan di IPGKTAR pada

tahap min tinggi bermaksud sangat berkesan. Dengan kata lain,
ketua pengawas dan pengawas peperiksaan melaksanakan
pentadbiran peperiksaan dengan mematuhi setiap proses dan
prosedur peperiksaan yang telah digariskan dan ditetapkan
IPGM. Kesimpulannya amalan pentadbiran peperiksaan yang
berkesan sangat penting untuk memastikan setiap peperiksaan
dilaksanakan dengan sistematik, teratur, keselamatan terjamin
dan berkualiti selaras dengan Arahan Peperiksaan dan Buku
Panduan Peperiksaan dan Pengawasan Peperiksaan IPGM.
Kata Kunci:
Institut Pendidikan Guru, Unit Peperiksaan dan

Penilaian, pentadbiran peperiksaan, pemantauan
peperiksaan
Pentadbiran peperiksaan melibatkan prosedur, kawalan dan

amalan pemantauan yang berkesan penting untuk IPG bagi
memastikan dan menjamin mutu serta kualiti bentuk perlaksanaan
peperiksaan
yang
dijalankan
mematuhi
garis
panduan
yang
ditetapkan. Lantaran itu, IPG harus menekankan pentadbiran

peperiksaan sebagai keutamaan dengan melaksanakan pemantauan
bagi setiap peperiksaan dan amali dijalankan supaya lebih berkesan.
Dengan melaksanakan pemantauan tersebut semua pihak iaitu
pelajar,
pentadbir
atasan,
pengawas
dan
ketua
pengawas
peperiksaan mengetahui wujudnya sistem pentadbiran peperiksaan

yang sistematik dan mantap bagi setiap IPG. Di IPGKTAR
pelaksanaan pentadbiran peperiksaan adalah tanggungjawab Unit
39
Peperiksaan dan Penilaian (UPP) yang mengurus dan melaksanakan

setiap
peperiksaan
dan
amali
sepanjang
tahun
berdasarkan
peraturan dan prosedur yang telah ditetapkan. Antaranya ialah

peperiksaan akhir semester I dan semester II, peperiksaan ulangan
bagi pelajar yang gagal, peperiksaan akhir program Diploma
Pendidikan secara Kursus Dalam Cuti, amali Muzik dan amali
Pendidikan Jasmani. Dengan kata lain, UPP di IPGKTAR secara
langsung berperanan dalam proses pelantikan calon pengawas,
ketua
pengawas
dan
pemantau
dalam
kalangan
pensyarah-
pensyarah berdasarkan kriteria-kriteria tertentu apabila sesuatu

peperiksaan dijalankan.
Penyataan Masalah
Aspek dan amalan pentadbiran peperiksaan penting untuk

memastikan tiada berlakunya penyelewengan, ditadbir mengikut
proses dan prosedur yang ditetapkan, kelancaran perjalanan
peperiksaan dan menjamin kualiti peperiksaan yang dilaksanakan.
Malah semasa proses peperiksaan dijalankan aspek penyelewengan
dalam kalangan pelajar merupakan kesalahan yang serius dan
melanggar Arahan-Arahan Peperiksaan boleh dikenakan tindakan
tatatertib mengikut AKTA 174-Bahagian V (Tatacara Tatatertib)
seperti amaran dan digagalkan dalam kursus tersebut (KPM, 2013).
Antara arahan-arahan dan kelakuan semasa peperiksaan yang perlu
dipatuhi pelajar ialah:
i.
Dikehendaki hadir untuk menduduki peperiksaan pada tarikh,

masa dan tempat yang telah ditetapkan.
40
ii.
Dilarang masuk ke dalam dewan/bilik peperiksaan sehingga

diarahkan berbuat demikian.
iii.
Calon tidak boleh lewat daripada tiga puluh (30) minit selepas
peperiksaan bermula dan dilarang masuk ke dalam dewan/bilik
peperiksaan
dan
seterusnya
tidak
boleh
menduduki
peperiksaan tersebut.
iv.
Dilarang meninggalkan dewan/bilik peperiksaan tanpa arahan

ketua pengawas. Sekiranya calon ingin keluar dan masuk
semula
perlu
mendapatkan
kebenaran
dari
pengawas
peperiksaan dan calon hendaklah berada dalam pengawasan.

v.
Pelajar tidak boleh mengambil apa-apa buku, kertas, kertas

kerja, dokumen, gambar dan benda lain selepas dan semasa
peperiksaan
kecuali
menerima
daripada
pengawas
peperiksaan.
vi.
Menulis atau telah menulis melalui orang lain, apa-apa

maklumat atau gambar rajah yang mungkin berkaitan dengan
peperiksaan yang diduduki, di atas tangan, bahagian lain
tubuh badan atau pakaian.
vii.
Berhubung dengan mana-mana pelajar lain semasa sesuatu

peperiksaan melalui apa-apa jua cara.
viii.
Menipu atau cuba menipu dan berkelakuan mengikut cara

yang boleh ditafsirkan sebagai menipu dan cuba menipu
dalam sesuatu peperiksaan dan semasa peperiksaan itu
sedang dijalankan.
Peraturan
di
atas
menunjukkan
aspek
pentadbiran
peperiksaan menjadi keutamaan IPGM bagi memastikan tiada

berlakunya kes penyelewengan dan penipuan semasa peperiksaan
41
dijalankan di setiap IPG Kampus (IPGK). Namun demikian,

walaupun arahan dan peraturan telah ditetapkan tetapi sekiranya
pengawas atau ketua pengawas tidak mematuhi dan melaksanakan
tugas seperti ditetapkan boleh menyebabkan perkara-perkara yang
tidak diingini berlaku. Antaranya meniru, membuat bising dalam
dewan
peperiksaan,
tidak
mematuhi
arahan
dan
peraturan
peperiksaan, perjalanan peperiksaan tidak sistematik. Oleh yang

demikian,
aspek
pemantauan
sepanjang
peperiksaan
peperiksaan
dilaksanakan
bukan
yang
dijalankan
hanya
bertujuan
memastikan tiada kes penyelewengan dan penipuan berlaku tetapi

memastikan setiap pengawas dan ketua pengawas menjalankan
tugas
dengan
penuh
dedikasi,
amanah,
bertanggungjawab,
bekerjasama dan berintegriti tinggi. Dengan kata lain, pelaksanaan

sistem
pemantauan
peperiksaan
dapat
memastikan
setiap
pengawas dan ketua pengawas sentiasa mengambil berat serta

mematuhi sistem yang sedia ada.
Objektif Kajian
Kajian ini bertujuan untuk menentukan keberkesanan amalan

pentadbiran peperiksaan di IPGKTAR.
Manakala objektif
khusus
kajian ini ialah:

i.
Menentukan tahap keberkesanan amalan pentadbiran

peperiksaan secara keseluruhan.
ii.
Menentukan tahap keberkesanan amalan pentadbiran

peperiksaan sebelum, semasa dan selepas peperiksaan.
42
Kepentingan Kajian
Kajian ini penting kerana dapat menentukan serta memberi

gambaran terhadap keberkesanan amalan pentadbiran peperiksaan
yang sedia ada di IPGKTAR. Daripada dapatan kajian yang diperolehi
dapat dijadikan sebagai panduan dan maklumat kepada UPP dan
pengurusan tertinggi IPGKTAR untuk memastikan bahawa amalan
pentadbiran peperiksaan mengikut prosedur dan proses yang telah
ditetapkan. Selain itu, kajian ini dijalankan sebagai panduan dan
kesedaran kepada pihak terbabit supaya mengambil tindakan,
membaiki dan memantapkan lagi sistem pentadbiran peperiksaan
yang sedia ada. Dengan kata lain, melalui dapatan kajian ini pelbagai
langkah penambahbaikan secara berterusan dapat dilaksanakan
untuk memastikan bahawa amalan pentadbiran peperiksaan di
IPGKTAR dapat dipertingkatkan ke tahap yang berkualiti dan
sistematik. Seterusnya, diharapkan melalui dapatan kajian ini ianya
dapat
memastikan
setiap
pengawas
dan
ketua
pengawas
menjalankan tugas dengan bertanggungjawab, berintegriti tinggi,

amanah, berdedikasi serta mematuhi semua proses yang telah
digariskan sebelum, semasa dan selepas peperiksaan dijalankan di
seluruh IPG khasnya.
Tinjauan Literatur
Setiap pelajar yang layak menduduki peperiksaan tertakluk

kepada peraturan yang ditetapkan oleh IPGM berdasarkan kepada
Peraturan Maktab Pendidikan Guru (Peperiksaan, Penilaian dan
Pensijilan) tahun 1999 dan dikemaskinikan pada 30 Julai 2013 iaitu
43
Panduan Dan Syarat Penganugerahan Sijil, Diploma dan Ijazah,

IPGM (KPM, 2013). Semakan semula dan penambahbaikan ini
bertujuan memantapkan peraturan penganugerahan yang diguna
pakai selaras dengan keperluan agensi jaminan kualiti, dasar dan
prosedur
yang
ditetapkan
oleh
dasar
dan
peraturan
IPGM.
Berdasarkan kepada buku panduan tersebut, setiap pensyarah dan

pelajar perlu bertanggungjawab terhadap mengambil akauntabiliti
sepenuhnya terhadap sebarang kesan ketidakpatuhan dalam perkara
yang telah ditetapkan. Ini bermaksud pihak IPGM dan IPGK
mengambil berat terhadap aspek seperti kehadiran kuliah, kehadiran
peperiksaan serta kelakuan pelajar semasa menduduki peperiksaan.
Dengan kata lain, pelaksanaan pentadbiran peperiksaan oleh setiap
IPG penting kerana akan menentukan bahawa setiap prosedur dan
peraturan peperiksaan yang ditetapkan dipatuhi oleh pelajar-pelajar,
pengawas dan ketua pengawas yang mengawas peperiksaan
tersebut.
Aspek pengurusan peperiksaan perlu diselaraskan supaya
aturan, penyusunan dan pelaksanaan berlaku dengan berkesan serta
sistematik. Pelbagai aspek perlu diberi perhatian bagi memastikan
ianya mencapai tahap cemerlang, antaranya memerlukan satu
pendekatan yang menyeluruh bagi mentadbir atau mengurus perkara
ini. Ini bermaksud, organisasi pendidikan seperti sekolah, IPG dan
universiti
perlu
mengetahui
bahawa
aspek
pentadbiran
dan
pengurusan peperiksaan tidak boleh dipandang ringan kerana ianya

sebahagian komponen yang sangat penting dan perlu dititikberatkan
dalam organisasi pendidikan. Selain itu, memberi tumpuan dan
menitikberatkan amalan pengurusan yang berkualiti dan berkesan
44
supaya tidak berlaku sebarang masalah atau penyelewengan

sepanjang peperiksaan dilaksanakan.
Metodologi
Rekabentuk
kajian
ini
merupakan
kaedah
penyelidikan
deskriptif. Menurut Mohd. Majid (1990) kaedah penyelidikan deskriptif

merupakan penyelidikan yang bermatlamat untuk menerangkan
sesuatu fenomena atau mendapatkan maklumat yang sedang
berlaku. Selain itu kaedah deskriptif ini tidak memerlukan usaha untuk
mengawal sesuatu olahan atau tidak menentukan terlebih dahulu
faktor-faktor yang mendatangkan kesan terhadap peristiwa atau
fenomena yang ingin dikaji. Bagi sesuatu kajian yang menggunakan
kaedah ini perlu mengenal pasti maklumat yang digunakan untuk
menyelesaikan, memenuhi matlamat dan objektif penyelidikan yang
dijalankan. Menurut Stanley dan Muhamad Suhaimi (2014) kajian
deskriptif menerangkan peristiwa dangan membuat analisis data
deskriptif yang diperolehi daripada borang soal selidik yang diperolehi
daripada responden kajian.
Seterusnya dalam penyelidikan deskriptif ini penyelidik telah
memilih kajian kes kerana penyelidikan ini melibatkan satu kumpulan
kecil iaitu pelaksanaan pentadbiran peperiksaan di IPGKTAR sahaja.
Selain itu, kajian kes dapat menerangkan pemahaman terhadap
perkara yang berlaku seperti keadaan sekarang dan apakah kesan
sekiranya berlaku perubahan dalam aspek-aspek pembolehubah
yang dikaji (Mohd. Majid, 1990). Dalam kajian ini, penyelidik ingin
melihat
keberkesanan
amalan
pentadbiran
peperiksaan
oleh
pengawas dan ketua pengawas sedia ada dan bagaimanakah kesan

45
kepada proses peperiksaan sekiranya aspek ini tidak ditekankan oleh

ketua pengawas dan pengawas peperiksaan dari aspek pemantauan
oleh pemantau yang dilantik di IPGKTAR. Oleh demikian, kajian ini
tidak menggambarkan keseluruhan pentadbiran peperiksaan di
seluruh IPG di Malaysia.
Alat kajian yang digunakan dalam mengumpul maklumat kajian
ini ialah borang soal selidik Instrumen Pemantauan Peperiksaan,
Jabatan Pengurusan Peperiksaan dan Senat yang merupakan alat
piawai yang digunakan untuk pemantauan peperiksaan di 27 buah
IPGK di Malaysia. Alat kajian ini mengandungi 17 item berskala likert
iaitu 1(Tiada) hingga 4 (Sangat Baik). Manakala terdapat tiga aspek
atau dimensi yang diukur iaitu Sebelum Peperiksaan (5 item),
Semasa Peperiksaan (7 item) dan Selepas Peperiksaan (5 item).
Menurut Mohd. Majid Konting (1993), hubungan antara nilai
peratusan dan frekuensi lebih kukuh sekiranya disokong dengan nilai
min. Oleh itu, satu garis panduan atau cut off point bagi skor min
telah ditetapkan. Jadual 1 menunjukkan skala min dan tahap
kekuatan min berdasarkan Sanger et al. (2007).
Jadual 1: Garis panduan dan cut off point bagi skor min
Skor min
Tafsiran skor min
3.00 hingga 4.00

2.00 hingga 2.99
1.00 hingga 1.99
Tinggi
Sederhana
Rendah
(Sumber: Sanger et al., 2007)
Daripada Jadual 1 bermaksud skor min antara 1.00 hingga

1.99 menunjukkan skor bagi variabel tersebut pada tahap rendah,
manakala skor min 2.00 hingga 2.99 menunjukkan skor min variabel
46
atau dimensi variabel yang dikaji pada tahap sederhana. Seterusnya

skor min 3.00 hingga 4.00 menunjukkan skor min variabel yang dikaji
pada tahap tinggi. Dalam konteks kajian ini ianya bertujuan untuk
melihat tahap amalan keberkesanan pentadbiran peperiksaan di
IPGKTAR berdasarkan skor min. Selepas mendapat skor min, item
dirujuk pada Jadual 1 bagi menentukan tahap kekuatan min setiap
variabel item kajian. Seterusnya tahap skor min setiap variabel kajian
dikenal pasti dan diuji seperti dinyatakan dalam objektif kajian.
Data kajian
Maklumat
atau
data
yang
dianalisis
dalam
kajian
ini
berdasarkan borang soal selidik pemantauan peperiksaan yang

dijalankan pada Peperiksaan Akhir November 2014, Peperiksaan
Ulangan Mac 2015, Peperiksaan Akhir Peringkat 2 Program Diploma
Perguruan Malaysia (PDPM KDC) 2015 dan Peperiksaan Mei 2015 di
IPGKTAR. Kesemua maklumat ini diperolehi dan disimpan di UPP.
Manakala analisis data yang digunakan ialah statistik deskriptif iaitu
nilai peratusan (frekuensi) dan min untuk menjelaskan dapatan
kajian. Menurut Chua (2006), statistik deskriptif merupakan statistik
yang digunakan untuk menghuraikan ciri-ciri variabel dengan
menggunakan petunjuk-petunjuk seperti min, median, mod, taburan
normal dan skor Z. Malah statistik deskriptif dapat digunakan untuk
membuat kesimpulan mengenai data numerikal tetapi dapatan kajian
daripada sampel kajian tidak dapat digeneralisasikan kepada
populasi. Ini bermaksud dapatan kajian ini hanya menunjukkan
keberkesanan pentadbiran peperiksaan di IPGKTAR sahaja dan
bukan keseluruhan 27 buah IPG di Malaysia.
47
Dapatan Kajian
Analisis deskriptif dilakukan bagi meringkaskan data-data

berkenaan dengan konstruk-konstruk pemantauan peperiksaan.
Konstruk pemantauan peperiksaan tersebut terbahagi kepada tiga
iaitu sebelum peperiksaan, semasa peperiksaan dan selepas
peperiksaan. Kekerapan dan min bagi setiap konstruk tersebut
diterangkan dalam Jadual 2.
Jadual 2: Min dan sisihan piawai pemantauan peperiksaan
Bil.
1
2
3
Konstruk amalan
pentadbiran peperiksaan
Sebelum Peperiksaan
Semasa Peperiksaan
Selepas Peperiksaan
Keseluruhan
Min
SP
3.9096
3.9815
3.9871
3.9594
.2606
.1026
.0499
.1377
Daripada Jadual 2, skor min keseluruhan bagi konstruk

pemantauan peperiksaan ialah 3.95 manakala skor min konstruk
pemantauan peperiksaan sebelum peperiksaan dijalankan ialah 3.90.
Seterusnya skor min konstruk pemantauan peperiksaan semasa
peperiksaan dijalankan ialah 3.98 dan min konstruk pemantauan
peperiksaan selepas peperiksaan dijalankan ialah 3.98. Daripada
dapatan
kajian
menunjukkan
kesemua
konstruk
skor
min
pemantauan peperiksaan pada tahap tinggi.

Manakala
Jadual
menunjukkan
skor
min
konstruk
pemantauan peperiksaan sebelum peperiksaan mengikut item-item

kajian. Item 5 menunjukkan semua bahan/nota yang boleh membantu
calon menjawab soalan peperiksaan telah ditanggalkan dari dinding
dewan/ bilik peperiksaan menunjukkan skor min tertinggi iaitu 4.00
48
diikuti item 2, 3 dan 4 menunjukkan skor min 3.93 iaitu ketua

pengawas memberi taklimat ringkas kepada pengawas di dewan/bilik
peperiksaan, calon dipanggil masuk ke dewan/bilik peperiksaan
selewat-lewatnya 15 minit sebelum peperiksaan bermula dan semua
calon masuk dengan teratur tanpa membuat bising mengikut pintu
dibenarkan sahaja pada tahap tinggi. Di samping itu item 1
menunjukkan semua pengawas hadir selewat-lewatnya 30 minit lebih
awal daripada masa peperiksaan bermula menunjukkan skor min
3.74.
Jadual 3: Min dan sisihan piawai bagi item pemantauan sebelum
peperiksaan
Bil.
1
2
3
Item pemantauan sebelum peperiksaan

Semua pengawas hadir selewat-lewatnya 30
minit lebih awal daripada masa peperiksaan
bermula
Ketua pengawas memberi taklimat ringkas
kepada pengawas di dewan/bilik peperiksaan
Calon dipanggil masuk ke dewan/bilik
peperiksaan selewat-lewatnya 15 minit
sebelum peperiksaan bermula
Semua calon masuk dengan teratur tanpa
membuat bising mengikut pintu dibenarkan
sahaja
Semua bahan/nota yang boleh membantu
calon menjawab soalan peperiksaan telah
ditanggalkan dari dinding dewan/ bilik
peperiksaan
Purata
Min
3.7419
SP
.4448
3.9355
.2497
3.9355
.3592
3.9355
.2497
4.000
.0000
3.9096
.2606
49
Jadual 4: Min dan sisihan piawai bagi item pemantauan semasa

peperiksaan
Bil.
1
2
3
4
6
7
Item Pemantauan Semasa Peperiksaan

Ketua pengawas mentadbir peperiksaan
berpandukan prosedur yang digariskan dalam
Buku Panduan Peperiksaan dan Pengawasan
Semua calon mematuhi peringatan penting
kepada calon
Pengawas membuka pembalut kertas
peperiksaan di hadapan calon
Kertas soalan yang diedarkan adalah betul
dan mencukupi mengikut jadual waktu
peperiksaan
Semua pengawas berada di dalam
dewan/bilik peperiksaan sepanjang masa
kecuali dengan kebenaran Ketua Pengawas
Semua pengawas memastikan semua calon
mematuhi peraturan peperiksaan
Ketua pengawas mengambil tindakan dan
menyediakan laporan jika berlaku
penyelewengan
Purata
Min
4.0000
SP
.0000
4.0000
.0000
3.9355
.3592
3.9677
.1796
3.9677
.1796
4.0000
.0000
4.0000
.0000
3.9815
.1026
Seterusnya Jadual 4 menunjukkan analisis deskriptif bagi skor

min
konstruk
pemantauan
peperiksaan
semasa
peperiksaan
mengikut item-item kajian. Berdasarkan Jadual 4, item 1, 2, 6 dan 7

menunjukkan skor min ialah 4.00 iaitu ketua pengawas mentadbir
peperiksaan berpandukan prosedur yang digariskan dalam Buku
Panduan
Peperiksaan
dan
Pengawasan
diikuti
semua
calon
mematuhi peringatan penting kepada calon, semua pengawas

memastikan semua calon mematuhi peraturan peperiksaan dan ketua
pengawas mengambil tindakan dan menyediakan laporan jika berlaku
penyelewengan. Seterusnya analisis menunjukkan item 4 dan 5
menunjukkan skor min 3.96 iaitu kertas soalan yang diedarkan adalah
50
betul dan mencukupi mengikut jadual waktu peperiksaan dan semua

pengawas berada di dalam dewan/bilik peperiksaan sepanjang masa
kecuali dengan kebenaran ketua pengawas. Item 3, iaitu pengawas
membuka
pembalut
kertas
peperiksaan
di
hadapan
menunjukkan
skor
calon
menunjukkan skor min 3.93.

Seterusnya
Jadual
min
konstruk
pemantauan peperiksaan selepas peperiksaan. Berdasarkan Jadual

5, didapati skor min bagi item 1, 2, 3 dan 5, iaitu semua bahan ujian
terutamanya kertas jawapan tepat jumlahnya, semua skrip jawapan,
kertas soalan, JMK telah disemak dan disusun selepas peperiksaan
berakhir, semua bungkusan kertas jawapan, lebihan kertas soalan
dan
peralatan
Peperiksaan
peperiksaan
dan
Penilaian
diserahkan
(KUPP)
kepada
dan
semua
Ketua
Unit
pengawas
memastikan dewan/bilik peperiksaan berada dalam keadaan bersih

selepas peperiksaan berakhir ialah 4.00 pada tahap tinggi. Hanya
item 4, iaitu semua calon keluar dalam keadaan teratur tanpa
membuat bising mengikut pintu yang dibenarkan sahaja menunjukkan
skor min 3.93.
51
Jadual 5: Min dan sisihan piawai bagi item pemantauan selepas

peperiksaan
Bil.
1
2
3
Item pemantauan selepas peperiksaan

Semua bahan ujian terutamanya kertas jawapan
tepat jumlahnya
Semua skrip jawapan, kertas soalan, JMK telah
disemak dan disusun selepas peperiksaan berakhir
Semua bungkusan kertas jawapan, lebihan kertas
soalan dan peralatan peperiksaan diserahkan
kepada Ketua Unit Peperiksaan dan Penilaian
(KUPP)
Semua calon keluar dalam keadaan teratur tanpa
membuat bising mengikut pintu yang dibenarkan
sahaja
Semua pengawas memastikan dewan/bilik
peperiksaan berada dalam keadaan bersih selepas
peperiksaan berakhir
Purata
Min
4.000
SP
.0000
4.000
.0000
4.000
.0000
3.9355 .2497
4.000
.0000
3.9871 .0499
Perbincangan Kajian
Dapatan
kajian
menunjukkan
keseluruhan
pemantauan
peperiksaan di IPGKTAR berada pada tahap min yang tinggi. Ini

bermaksud pelaksanaan dan proses peperiksaan yang dijalankan
sebelum, semasa dan selepas peperiksaan di IPKTAR sangat
memuaskan dan mengikut prosedur yang telah ditetapkan. Proses
serta pelaksanaan peperiksaan sangat penting dan harus diberikan
perhatian dalam setiap peperiksaan kerana melibatkan isu-isu
keselamatan, kerahsiaan maklumat dan kebocoran soalan semasa
peperiksaan dijalankan. Selain itu, setiap ketua pengawas dan
pengawas peperiksaan yang mengawas peperiksaan dikehendaki
mengisi borang Akta 88 iaitu Akta Rahsia Rasmi 1972 menunjukkan
IPG memandang berat dan serius dalam proses peperiksaan yang
52
dijalankan supaya dilaksanakan dengan berkesan. Bagi calon

peperiksaan, arahan dan peraturan peperiksaan yang ditaklimatkan
sebelum calon menjawab soalan bertujuan supaya calon bukan
hanya mematuhi peraturan peperiksaan tetapi lebih penting supaya
proses peperiksaan berjalan dengan lancar dan berkesan.
Dapatan seterusnya menunjukkan min pemantauan sebelum
peperiksaan dijalankan berada pada tahap tinggi menunjukkan
proses sebelum peperiksaan bermula dilakukan dengan berkesan.
Daripada aspek item menunjukkan kesemua min pada tahap tinggi
dengan item semua bahan/nota yang boleh membantu calon
menjawab soalan peperiksaan telah ditanggalkan dari dinding dewan/
bilik peperiksaan adalah min tertinggi. Ini bermaksud sebelum
peperiksaan dijalankan semua bahan-bahan serta nota-nota yang
ditampal di dinding dewan atau bilik peperiksaan telah ditanggalkan
kerana dapat membantu calon menjawab soalan peperiksaan. Selain
itu, ketua pengawas telah melakukan tugas dengan berkesan kerana
memberi taklimat ringkas kepada pengawas berkenaan dengan tugas
dan peranan semasa mengawas peperiksaan, memanggil dan
memastikan calon masuk ke dewan atau bilik peperiksaan secara
beratur dan tidak membuat bising. Peranan dan tanggungjawab ketua
pengawas sangat penting kerana menentukan kelancaran sepanjang
proses peperiksaan dijalankan. Walaupun item semua pengawas
hadir
selewat-lewatnya
30
minit
lebih
awal
daripada
masa
peperiksaan bermula pada tahap tinggi tetapi merupakan item min

terendah
dalam
konstruk
sebelum
peperiksaan.
Dapatan
ini
bermaksud terdapat segelintir pengawas peperiksaan lewat hadir ke

dewan atau bilik peperiksaan pada masa ditetapkan iaitu 30 minit
lebih awal daripada masa peperiksaan bermula. Sudah pasti
53
kelewatan segelintir pengawas peperiksaan ini menyebabkan proses

persediaan
sebelum
peperiksaan
seperti
mengedarkan
buku
jawapan, menjaga pelajar masuk ke dalam dewan atau bilik

peperiksaan dengan teratur, tidak bising dan tidak membawa nota
atau bahan dilarang, mengedar slip kehadiran peperiksaan, taklimat
ringkas oleh ketua pengawas tidak dapat dilaksanakan dengan
berkesan.
Seterusnya dapatan kajian juga menunjukkan min pemantauan
bagi semasa peperiksaan sedang dijalankan pada tahap tinggi.
Dapatan ini bermaksud ketua pengawas atau pengawas peperiksaan
menjalankan tugas dan peranan dengan berkesan. Selain itu,
daripada tujuh item yang digunakan untuk mengukur keberkesanan
proses semasa peperiksaan menunjukkan min pada tahap tinggi.
Didapati empat item menunjukkan min 4.00 bermaksud ketua
pengawas dan pengawas peperiksaan melaksanakan tugas dengan
berkesan dan berpandukan kepada peraturan serta prosedur yang
telah ditetapkan. Selain itu, ketua pengawas dan pengawas sentiasa
memberi arahan dan peringatan penting kepada calon untuk
memastikan calon mematuhi peraturan peperiksaan menunjukkan
supaya tidak berlakunya penyelewengan dan isu-isu peniruan
semasa peperiksaan dijalankan. Tiga item iaitu pengawas membuka
pembalut kertas peperiksaan di hadapan calon, kertas soalan yang
diedarkan adalah betul dan mencukupi mengikut jadual waktu
peperiksaan dan semua pengawas berada di dalam dewan/bilik
peperiksaan sepanjang masa kecuali dengan kebenaran ketua
pengawas
perlu
diberi
perhatian
supaya
mencapai
tahap
keberkesanan yang maksimum. Walaupun min menunjukkan tiga

item ini pada tahap tinggi tetapi terdapat segelintir pengawas
54
peperiksaan tidak memaklumkan terlebih dahulu kepada ketua

pengawas sekiranya ingin keluar dari bilik peperiksaan atas urusan
rasmi atau peribadi. Hal ini penting supaya ketua pengawas
mengetahui
pergerakan
pengawas
dan
memastikan
bilangan
pengawas yang mencukupi di dalam dewan atau bilik peperiksaan

pada satu-satu masa tersebut. Selain itu, bilangan pengawas yang
mencukupi selari dengan nisbah pelajar dapat mengurangkan
peluang berlakunya calon melakukan peniruan atau penyelewengan
semasa peperiksaan dijalankan.
Didapati masih terdapat segelintir pengawas tidak membuka
pembalut kertas peperiksaan di hadapan calon-calon. Hal ini penting
kerana sebagai bukti kepada calon bahawa kertas peperiksaan yang
diedarkan tidak berlaku kebocoran atau tercemar sebelum masa dan
tarikh ianya dilaksanakan. Oleh yang demikian, setiap ketua
pengawas peperiksaan pada masa akan datang perlu menekankan
aspek ini dengan memberi taklimat ringkas kepada pengawas
peperiksaan. Selain itu, item iaitu kertas soalan adalah betul dan
mencukupi mengikut jadual peperiksaan menunjukkan masih terdapat
berlakunya kertas soalan tidak betul serta mencukupi. Namun
demikian, perkara sebegini di luar kawalan IPGK kerana proses
penyediaan
kertas
soalan
peperiksaan
terletak
pada
IPGM.
Walaupun begitu, peranan UPP IPG kampus sangat penting untuk

memastikan setiap kertas soalan peperiksaan yang diterima adalah
betul dan bilangan mencukupi supaya proses peperiksaan berjalan
dengan lancar.
Konstruk selepas peperiksaan dijalankan menunjukkan min
pada tahap tinggi bermaksud proses tersebut dilaksanakan dengan
berkesan.
Proses
selepas
peperiksaan
juga
penting
untuk
55
memastikan setiap urusan keselamatan bahan-bahan peperiksaan,

skrip jawapan calon dan kebersihan bilik dewan peperiksaan
dilakukan mengikut prosedur ditetapkan. Daripada lima item yang
digunakan untuk mengukur konstruk ini didapati empat item berada
pada min 4.00 iaitu sangat tinggi. Ini bermaksud item iaitu semua
bahan ujian terutamanya kertas jawapan tepat jumlahnya, semua
skrip jawapan, kertas soalan, JMK telah disemak dan disusun
selepas peperiksaan berakhir, semua bungkusan kertas jawapan,
lebihan kertas soalan dan peralatan peperiksaan diserahkan kepada
Ketua Unit Peperiksaan dan Penilaian (KUPP) dan semua pengawas
memastikan dewan/bilik peperiksaan berada dalam keadaan bersih
selepas peperiksaan berakhir dilaksanakan oleh ketua pengawas dan
pengawas dengan berkesan. Namun demikian, didapati segelintir
calon keluar selepas peperiksaan membuat bising, tidak teratur dan
mengikut pintu yang dibenarkan sahaja. Justeru itu, peranan ketua
pengawas serta pengawas peperiksaan penting supaya memastikan
pelajar tidak membuat bising dan keluar secara teratur selepas
peperiksaan tamat antaranya memantau pergerakan dan memberi
arahan ringkas kepada calon.
Implikasi Kajian
Daripada
dapatan
dan
perbincangan
kajian
menunjukkan
keseluruhan proses perlaksanaan sebelum, semasa dan selepas

peperiksaan di IPGKTAR pada min yang tinggi (3.74 - 4.00)
bermaksud proses peperiksaan dilaksanakan dengan berkesan dan
mematuhi setiap prosedur yang ditetapkan. Keberkesanan proses
peperiksaan ini sangat penting, harus dikekalkan dan dipertingkatkan
56
ke tahap yang maksimum supaya sepanjang peperiksaan yang

dijalankan dilaksanakan dengan sistematik, berkualiti dan lancar serta
selaras dengan Arahan-Arahan Peperiksaan dan Buku Panduan
Peperiksaan dan Pengawasan Peperiksaan (APBPPPP) IPGM (KPM,
2013).
Selain itu, masih terdapat aspek-aspek yang perlu diperbaiki
supaya proses peperiksaan di IPGKTAR dapat dijalankan dengan
berkesan dan mematuhi setiap proses dan prosedur yang ditetapkan
berdasarkan APBPPPP dan instrumen pemantauan peperiksaan
IPGM. Antaranya ialah kehadiran pengawas peperiksaan sepatutnya
30 minit sebelum peperiksaan bermula. Walapun perkara ini telah
ditekankan oleh UPP semasa taklimat pengawasan peperiksaan
kepada pensyarah didapati terdapat segelintir pensyarah datang
lewat ke dewan atau bilik peperiksaan untuk mengawas. Justeru itu,
pihak pentadbiran IPG kampus serta UPP perlu memainkan peranan
dan mengambil tindakan seperti mengedarkan surat peranan dan
tanggungjawab pengawas peperiksaan, memberitahu secara bertulis
atau memo kepada pengawas peperiksaan.
Aspek jumlah kertas soalan yang betul dan mencukupi
mengikut bilangan calon dan masa peperiksaan perlu diberi perhatian
oleh UPP khasnya supaya tidak berlaku lagi bilangan kertas
peperiksaan tidak mencukupi atau salah. Walapun perkara ini di
bawah bidang kuasa IPGM namun pihak UPP kampus perlu
mengambil inisiatif seperti melakukan proses semakan semasa
proses penerimaan kertas soalan, berurusan terus dengan IPGM
berkenaan soalan peperiksaan dan memastikan inden bilangan
pelajar dan kod kertas peperiksaan dimasukkan ke dalam sistem
peperiksaan dengan betul dan tepat.
57
Kesimpulan
Perlaksanaan pentadbiran peperiksaan yang dijalankan di

IPGK sangat penting untuk menentukan ianya mematuhi setiap
proses dan prosedur yang telah ditetapkan. Selain itu, amalan
pemantauan peperiksaan yang dilaksanakan IPGK pada setiap
peperiksaan yang dijalankan dapat membantu dan meningkatkan
keberkesanan amalan perjalanan sebelum, semasa dan selepas
peperiksaan dijalankan. Ianya bukan sahaja memastikan setiap
peperiksaan
dilaksanakan
dengan
sistematik,
teratur
dan
keselamatan terjamin tetapi dapat melonjakkan lagi keberkesanan

amalan pentadbiran peperiksaan di setiap IPGK. Secara tidak
langsung amalan pentadbiran yang berkesan dapat melonjakkan
nama dan penarafan bintang IPG tersebut supaya setanding dengan
institut pendidikan yang lain.
Rujukan
Chua, Y. P. (2006). Statistik Penyelidikan. Kuala Lumpur: McGrawHill.

Ho Ho Tong, Rahmah Murshidi, Gan We Ling, Zaliha Musa, Ahap
Awal, Lee Hou Yew, John Brodi, Sapiee Saidi & Stanley
Abang. (2014). Penyelidikan Tindakan: Teori dan Amalan (Ed.
Ke-2). Kota Samarahan: Institut Pendidikan Guru Kampus Tun
Abdul Razak.
58
Kementerian Pendidikan Malaysia. (2013). Panduan dan Syarat

Penganugerahan Sijil/Diploma/Ijiazah Institut Pendidikan Guru
Malaysia.
Mohd. Majid Konting. (1990). Kaedah Penyelidikan Pendidikan. Kuala
Lumpur: Dewan Bahasa dan Pustaka.
Sanger, D., Spliker, A., Williams, N., & Belau, D. (2007). Opinion of
female juvenile delinquents on communications, learning and
violence. Journal of Correctional Education. Vol. 58(1): 69-92.
Stanley Abang & Muhamad Suhaimi Taat. (2014). Pola keselarasan
Personaliti dan Persekitaran Kerja Guru Pelatih di IPG Kampus
Tun Abdul Razak. Jurnal Penyelidikan Pendidikan 2014.
Institut Pendidikan Guru Kampus Tun Abdul Razak.
59
Revisiting Writing Assessment in Second Language Writing

Clarence Jerry PhD
clarence.jerry@ipgmktar.edu.my
IPG Kampus Tun Abdul Razak
Abstract
Assessing writing has been a daunting task for any SL

practitioners in the process of helping students acquire the skill
of writing. Any form of assessment, direct or indirect, will
reveal the overall quality of students writing, which is crucial
indeed to teachers planning in meeting students writing needs.
Revisiting writing assessment in second language writing, this
paper discusses the five types of product measures that provide a
broader assessment of writing: holistic scoring, primary trait
scoring, analytic scoring, revision analyses, error analysis, and
error corrections. The discussion also covers the advantages and
disadvantages of these text-linguistic measures, which would be
definitely relevant to any assessors of second language writing
who are in search of the appropriate tools to assess their
students written work.
Keywords: holistic scoring, primary trait scoring, analytic
scoring, revision analyses, error analysis, error
corrections
60
Sommer (1989) defines assessment as the process of finding

out who the students are, what their abilities are, what they need to
know, and how they perceive the learning will affect them. Sommer
further distinguishes assessment from evaluation when he says that
assessment takes place at the outset of the writing course, whereas
evaluation describes ongoing activities that eventually provide closure
in the writing course. Assessment is summative as it is used to
discover the overall quality of writing, and is used for large scale
evaluation to determine how much the students know. As such,
assessment places the need of the students at the centre of the
teachers planning. Assessment in writing can be direct or indirect.
Direct assessment reflects the classroom teaching of writing. This
type of assessment gives the opportunity to students to show how
they can organize, compose, argue, and use a variety of words and
sentences. Indirect assessment is objective and involves editing. The
four types of product measures that provide a broader assessment of
writing are holistic scoring, primary trait scoring, analytic scoring,
revision analyses, error analysis and error corrections. In this section,
the discussion will cover the advantages and disadvantages of these
text-linguistic measures, which are relevant to any assessor of written
work.
Holistic Scoring
In the 1960s, writing assessment was dominated by indirect

tests of writing ability such as multiple-choice examinations of
grammar), whereas the 1970s saw an increasing acceptance not only
of direct testing (writing tests) but also with a view of writing as a
61
communicative act and as a recursive, nonlinear process which could

not be taught or learned as a sequence of discrete stages.
Accordingly, holistic scoring assigning a single score to an
essay based on the readers quick overall impression of the essay
and how well it communicated the writers ideas became the most
widespread assessment method and remained so until the mid-1980s
(Cho, 2003; Hamp-Lyons, 2002; Yancey, 1999)
Scoring holistically means that:
...an essay is not evaluated in terms of its specific
features, for instance, its development, creativity,
sentence structure, or mechanics; neither are the
ratings derived by mentally adding together scores for
the individual features. Instead, a paper is scored in
terms of the overall impression the synergistic effect
that is created by the elements working together within
the piece (Wolcott & Legg, 1998, p. 71).
Holistic scoring may involve rank-ordering, that is, assigning

the papers to the different scores the best paper to the highest
score and the worst the lowest (Cooper, 1977); however, scores are
commonly anchored to a set of external criteria, such as a scoring
rubric, which guide trained raters in making their decisions (Arter &
McTighe, 2001; Bailey, 1998). For example, in the holistic rubric for
the continuous writing section provided by the Malaysian Board of
Examination (2006) for the Malaysian Certificate of Education or Sijil
Peperiksaan Malaysia (SPM), there is a six-point scale or mark range
addressing various aspects of the quality of the essay, including
language or grammar, sentence structure, vocabulary, punctuation,
62
spelling, paragraphing or organisation, and content.
Rubrics,
however, may range anywhere from zero to fifty points; an even

number of points is commonly recommended so that readers must be
forced to decide whether the essay belongs in the top- or the bottomhalf of the group.
Holistic scoring gives an overall evaluation of writing.
Teachers usually read students writing for general or whole
impression, and based on this impression they sort out essays into
three, four, five, or six categories from very good to poor. Then the
essays in each category can be awarded a numerical score or letter
grade. Every aspect of the composition, both content and mechanical
considerations, affects the teachers response, but none of them are
specifically identified or directly addressed using a checklist. Instead,
the focus is on overall writing performance.
In this method, the students will not know their strengths and
weaknesses as grading are given as a whole.
Holistic scoring is
mostly used in large scale assessment. Although this approach is

fast and efficient to judge overall writing performance without
emphasis on any particular writing skill, it is not an appropriate
measure to use when teachers want to assess how well students
have used a particular writing form or applied specific writing skills in
a composition. The main disadvantage of this approach is that
teachers may unknowingly place too much emphasis on mechanical
correctness, especially, spelling, grammar usage, and handwriting
and therefore show bias in their assessment (Searle & Dillon, 1980)
Holistic scoring has been praised for rewarding students on
what they do well (Wolcott & Legg, 1998). Holistic scoring is also the
least time-consuming of all the assessment methods, as it involves
63
assigning only a single score. For this reason, holistic scores have
been commonly employed in L1 (and to the lesser extent, L2) writing
studies as a means of measuring the impact of a particular form of
pedagogic intervention, such as the use of various types of feedback.
However, holistic scoring has also been extensively criticized.
For example, holistic scores have been found to correlate significantly
with certain features of the text, including handwriting and text length
(Steward & Grobe, 1979; Nold & Freedman, 1977), the number of
grammatical errors (Sweedler-Brown, 1993; Homburg, 1984), Lexical
features (Engber, 1995; Grobe, 1981), content and organisation
(Freedman, 1979) and rhetorical features (Tedick & Mathison, 1995),
raising the question of whether holistic scorers actually assess the
essay as a whole, or whether their decisions are guided by a
relatively small set of criteria. Other researchers have criticized
holistic scoring on the grounds that even when a scoring rubric is
provided to focus the raters attention on multiple aspects of the text,
this in itself disconnect [s] the holistic rater from the whole or gestalt
of the text, creating an unnatural relationship between the text and
the reader which distorts the final judgments provided to the text
(Elbow, 1996; Huot, 1993, 1990).
Holistic scoring has also been criticized for obscuring the
source of the score (Hyland, 2002; Weigle, 2002; Cumming, 1997),
preventing students, teachers and researchers from gaining a deeper
understanding of the particular strengths and weaknesses of the
essay. This is a particular concern when dealing with L2 learners, as
these writers tend to exhibit more variation across the different
subcomponents that make up the totality of writing skill (Hamp-Lyons,
1995). For example, an L2 writer may have solid control of grammar
64
and mechanics, but at the same time, be aware of the rhetorical

conventions that guide essay organisation. Thus, when his/her essay
receives a 3 on a scale of 1 to 5, we are left wondering whether 3 is
an average of the high and low elements of the essay, whether 3 is
indeed a true representation of the writers abilities, and what exactly
caused the writer to receive that score. As Hamp-Lyon (1995) notes
a holistic scoring system is a closed system, offering no windows
through which teachers can look in and no access points through
which researchers can enter (p. 760 761).
Furthermore, even though some have claimed that holistic
scoring facilitates high inter-rater reliability rates (provided that raters
have received training) (Bailey, 1998; Wolcott & Legg, 1998), other
researchers have claimed that the field has experienced widespread
methodological confusion with respect to inter-rater reliability rates
(Polio, 2001). At the same time, though, other researchers have
claimed that too much attention has been paid to inter-rater reliability
and not enough to validity-that is, whether the holistic scale truly
assesses the writing ability of the student (Huot, 1990). As Charney
(1984) notes,
... the validity of holistic scoring remains an open
question despite such widespread use[;] the question of
whether holistic ratings produce accurate assessments
of true writing ability has very often been begged; their
validity is asserted, but has never been convincingly
demonstrated. (p. 68)
Possibly due in part to these criticisms, it appears that no study

investigating feedback and L2 writing has relied on holistic scoring as
65
the sole measurement of writing quality or change across drafts.

Those which have used holistic measures have done so in
conjunction with other assessment measures (Chandler, 2003; Blain,
2001; McGroarty & Zhu, 1997).
For example, Berg (1999) used holistic scoring in conjunction
with revision analysis to measure the impact of training in peer
revision on the drafts produced by forty-six university-level ESL
students. She found that the group who had been trained in peer
response received a significantly higher difference score (the holistic
score of the second draft minus that of the first draft) than did the
untrained group. Although the use of the holistic score did not allow
her to determine which aspect(s) of the students writing improved,
the general improvements seen helped Berg to conclude that peer
training did significantly benefit the L2 writers.
In another study to use a combination of measures, Prater and
Bermdez (1993) used fluency measures and holistic scoring to
assess whether elementary school ESL students, when given the
opportunity to work in small group and to receive feedback from their
peers on their drafts, evidenced greater pre test-post test gains in the
quality of their compositions than did students who worked
individually and only received feedback from the teacher. They found
that even though the peer feedback group received significantly
higher ratings on two out of the three fluency measures (number of
words and number of idea units), there were no significant differences
between groups in terms of the final holistic score received. The
researchers attributed this to the short-term nature of the study,
saying that it is likely that one month is not a sufficient length of time
to produce significant differences in overall quality of writing (p. 108)
66
a possibility that has been raised by other researchers as well (e.g.

Chandler, 2003; Hillocks, 1986).
In addition to its reported lack of ability to measure short-term
changes in writing quality, holistic scoring has also been criticized for
its inability to detect differences between groups at close proficiency
levels. Polio et al. (1998), for example, noted in their decision to rely
on objective measures of linguistic accuracy rather than on holistic
scales, that the latter were not fine-grained enough for use on a
homogeneous population, that is, on students who have placed into
the same class (p.52). Due to the fact that these scales do not
provide detailed diagnostic information on particular aspects of the
students writing (such as grammar, organisation, and so on), holistic
scales are generally used for measuring differences between groups
in a wider range of proficiencies.
Holistic
scoring
can
help
researchers
delineate
large
differences between groups, and thus may be a useful time- and costeffective method for determining whether two groups are roughly at
the same proficiency level or not. However, as this method cannot
illuminate how the groups differ (for example, was one superior in
grammar and another in the organisation?). It may be less utilitised
when investigating finer-grained differences between groups at
approximately the same level of proficiency.
Primary Trait Scoring
The focus in primary trait scoring is on whether or not students

have incorporated specific traits or qualities in their writing. Developed
partly in response to the limitations of holistic scoring, primary trait
67
scoring is a form of criterion-based assessment in which one trait of

the writing (e.g., descriptive, persuasive arguments or organisation) is
chosen and then evaluated holistically (Wolcott & Legg, 1998). The
underlying assumption of this method is that different types of writing
require different types of skills and strategies. Success in writing a
descriptive essay, for example, will depend much more on the writers
ability to provide a detailed, example-rich description than on his or
her use of persuasive arguments. Thus, in the primary trait scoring,
the evaluator begins by reflecting on the purpose of the writing, as
well as on the types of rhetorical strategies, kinds of information and
methods of presentation that would be important in carrying out the
task successfully (Odell & Copper, 1980). The next step is to identify
the most important feature the primary trait that would
characterize a successful essay, given its purpose, audience and
genre. The essays are then evaluated and given a single number,
which represents the quality of the paper according to that single trait
(White, 1986)
Primary trait scoring has been praised for giving a sharper view
of the complex of particular skills required to do a given task, and
therefore increasing the likelihood that we will be able to identify
strengths and weaknesses precisely (Lloyd-Jones, 1977, p. 47).
Furthermore, given the fact that skill in writing one type of essay (e.g.
description) does not necessarily transfer to skill in writing another
(e.g., persuasion), primary trait scoring can help identify a students
strengths or weaknesses on a particular writing task and thus has the
potential to provide more detailed diagnostic feedback (Wolcott &
Legg, 1989).
68
However, this type of
scoring has been labelled as
reductionist, as it collapses the multifaceted nature of the writing into

a single trait, thus hindering researchers and teachers from assessing
the totality of skills that are involved in writing (Wolcott & Legg, 1998).
Furthermore, this restricted focus may also pose problems for the
evaluators themselves, as they may have difficulties in focusing on
one trait of the paper to the exclusion of others (Wolcott & Legg,
1998). Researchers have in fact suggested that such a focus is
impossible: as Hamp-Lyons (1991) notes, facets are not independent
but are interwoven throughout the text, so that readers judgements of
one facet are influenced by the quality of others (p. 247).
In a study done by Ashwell (2000), the researcher employed
multiple measures to investigate the timing of form-focused and
content-focused feedback, including a primary trait on the content of
the essay. The researcher developed a primary trait rubric which
provided descriptors for different levels of quality concerning the
content of the essay. For example, the highest ranking category
described the content of the students essay as displaying an ability to
communicate with few or no
difficulties for the reader, while the
lowest described the writing as display [ing] little or no ability to

communicate.[and] represent [ing] a totally inadequate answer
(p.254). With this scale, he found that three out of the four groups of
students received significantly worse content scores on their second
drafts than on their first. Between the second and third drafts,
however, all groups received slightly better, though not statistically,
content scores. Although Ashwell suggested that the amount and type
of feedback given may have caused the students to prioritize form
over content, due to the fact that inter-rater reliability rates were quite
69
low (less than 70 percent), it may be the case that the rubric was not
an adequately valid measure of the quality of the content in the
students essays.
If carefully designed and piloted, primary trait rubrics may be a
useful method for assessing discrete aspects of the learners writing,
such the quality of the content in their essays. However, as writing is
multidimensional skill, involving a number of sub skills working in
tandem
(e.g.,
grammar,
organisation,
argumentation
skills,
discourse), such rubrics may also act as blinders, obscuring other

aspects of change in the students writing skills.
Analytic Scoring
more
common
assessment
procedure
in
studies
investigating feedback and writing quality is the analytic scale, also

commonly known as multiple trait scoring. In this procedure, a set of
traits is chosen (e.g., grammar, organisation, content) and then
evaluated individually (Brown & Bailey, 1984; Hamp-Lyons, 2001,
2003). These scores are then summed to arrive at the final score;
alternatively, a weighted sum may be used to represent the relative
importance of the various features in the final score (White, 1986).
In analytic scoring, teachers score writings against a range of
writing skills. This form of assessment is most appropriate when
teachers want to compare students writing to a standard of
excellence. Diederich (1974) developed an analytic scoring system
for high school and college students that divides writing performance
into two main categories, general merit and mechanics, and he
identifies several specific traits related to each category. The specific
70
traits for general merit are ideas, organisation, wording, and style.
The specific traits related to mechanics are usage and sentence
structure, punctuation and capitalization, spelling, and handwriting
and neatness. Percentage values could also be assigned to each
category to determine a grade. Perhaps the most significant
drawback of this system is that equivalent weight is given to the two
categories even though writing educators recommend that greater
emphasis be given to content.
Analytic scoring such as that used by the ESL Composition
Profile has been the recommended scoring procedure for use with L2
writers, as it gives more-in-depth information about the writers
particular strengths and weaknesses (Bacha, 2001; Hamp-Lyons,
1995; Connor, 1991; Hamp-Lyons & Henning, 1991) and has been
fruitfully employed in a number of studies investigating the
relationship between feedback and L2 writing (e.g., Blain, 2001; Saito
& Fuita, 2004; Paulus, 1999).
instance,
(which
development,
included
Paulus (1999) analytic rubric, for

categories
cohesion/coherence,
on
structure,
organisation/unity,
vocabulary,
and
mechanics) allowed her to detect significant differences in the quality

of writing produced by two groups of students, one receiving peer
feedback and the other teacher feedback.
Analytic scoring, however (as with all other forms of writing
assessment), has not escaped criticism. First of all, it is problematic
to identify which sub skills should be included in the scoring rubric.
Arguably, writing is composed of a wide variety of skills: spelling,
punctuation, grammar, local grammar, local organisation, global
organisation, persuasiveness, style, humour and so forth. Which ones
are the most important to assess for a particular group of learners
71
engaged in a particular task? Will different tasks and/or writers call for
different sub skills? Or will the sub skills that are identified for one
type of writing be irrelevant for another? The lack of agreement in the
profession on what these sub skills have suggested to some that
writing remains more than a sum of its parts and that the analytic
theory that seeks to define and add up the sub skills is fundamentally
flawed (White, 1986, p. 123). Nevertheless, as L2 writers often
exhibit considerable variation across writing sub skills, the use of an
analytical
rubric
may provide
the
researcher
with
better
understanding of the students particular writing strengths and

weaknesses and thus be of greater analytic utility than either holistic
or primary trait scoring (Wolcott & Legg, 1998).
Revision analyses
The most common method for analysing change across drafts
has been to conduct revision analyses that is, to count the number
(and/or type) of changes the writer makes from one draft to the next
(e.g., Tuzi, 2004; Hyland, 2000; Tsui & Ng, 2000: Berg, 1999; Conrad
& Goldstein, 1999; Paulus, 1999; Ferris, 1997). Both L1 and L2
researchers have relied on this type of analysis in their studies as
textual changes are relatively easy to observe and quantify. In
addition, it has been argued that as revision entails noticing a
discrepancy between the intended text and the instantiated text
(Allal & Chanquoy, 2004), revisions may be seen as evidence of
change or destabilization in the learners interlanguage or at least
greater engagement in the writing process.
Drawing upon the latter argument, Stanley (1992) used a
simple frequency count of revisions to compare the effectiveness of
72
the groups trained and untrained in methods of peer feedback. In her

study, thirty-one freshman ESL students were split into two groups:
Group 1 received extensive coaching (seven hours over four weeks)
on how to provide peer feedback; Group 2 received only an hour of
training. Stanley then compared the final drafts written after the peer
review session, not to establish the relative quality of the writings, but
to determine the extent to which students responded to their peers
efforts by making changes in their work (p.223). Although no
statistics were provided, the researcher claimed that essays produced
by students in the trained group contained more revisions (and thus
reflected a greater level of engagement) than it did essays from the
untrained group.
Other studies have taken the additional step of categorizing the
revisions, typically into surface changes and text-based changes
(Faigley & Witte, 1981). The former one is concerned with spelling,
grammar and meaning-preserving changes (such as word order),
while the latter is defined as those which affect the content of the
essay.
From
their
study,
Faigley
and
Wittes
claimed
that
inexperienced writers tend to make only surface-level changes to their

writing, while more advanced writers make a greater number of textbased changes. If a researcher is interested in gaining a rough
estimate of the relative effectiveness of various types of feedback,
revision analyses may in fact be appropriate. However, it needs to be
kept in mind that a greater number of changes does not necessarily
meant a writer has produced a higher quality draft: A student can
make small changes (to either meaning or form) without significantly
impacting the quality of the text. Likewise, he or she can make a few
more substantial changes which lead to a significantly higher quality
73
piece
of
writing.
Thus,
even
when
frequency
counts
are
supplemented with categorization schemes which take into account

the type and relative success of the revision, researchers need to be
extremely cautious when using this procedure to make claims about
the relationship between feedback and L2 writing.
Error analysis
Before any further discussion on error analysis (EA) as a form
of assessment, it is indeed important to differentiate between errors
and mistakes. In noticing something wrong with a piece of written
work, there is a need to decide if it is an error or a mistake. According
to Klassen, 1991, error refers to form of structure that a native
speaker deems unacceptable because of the inappropriate use. It
also refers to the use of a linguistic item in a way which a fluent or a
native speaker of the language regards as showing faulty or
incomplete learning (Richards, Platt & Weber, 1989), and also the
result of not having the appropriate knowledge or having any false
knowledge (Corder, 1981). So, if students are familiar with a language
item, but cannot correct themselves, this is an error. On the same
note, Byrne (1993) states that learners make errors when they try to
do something with the language which they are not yet able to do, like
for instance, they often make false generalisations or they transfer
from the mother tongue. On the other hand, mistakes are slips of
some kind committed through carelessness or something that is
already learned by students, but temporarily forgotten (Byrne,
1993:123), and also the lack of processing ability which is the ability
to perform up to ones competence level (Corder, 1981). Edge (1989)
points out mistakes are caused by: (1) the influence of the first
74
language; (2) misunderstanding a rule; (3) a decision to communicate

as best one can; (4) lack of concentration, and (5) by a mixture of
these and other factors. If learners make a mistake which can be selfcorrected, this is called a slip.
According to Teh (1993), error analysis (EA) is the
identification, description and explanation of errors either in its spoken
or written form. There are five stages that are involved in EA. The first
stage is error identification and this is followed by error classification
(initial analysis and description of the errors), where errors are
classified according to categories or sub-categories like the following:
semantic errors (wrong words, wrong form, poor choice of words,
slang of colloquialism), and syntactic errors (tense, preposition,
article, spelling, word order, subject-verb agreement). Errors can also
be classified as global errors or local errors. Then, an explanation for
errors is provided as to why the errors have been made like mother
tongue interferences, loan words, overgeneralization of rules, the
inherent difficulties of the target language and medium transfer, to
name a few. Finally, the errors are evaluated to determine how much
they deviate from the target language norm, to what extend they
affect communication and which method of correction can be most
effectively meted out (Teh, 1993: p. 54).
Research done on error analysis has provided empirical
evidence pointing to emphasis on learners errors as an effective
means of improving grammatical accuracy (White et al, 1991; Caroll
and Swain, 1993). Analysing the types of errors that students make,
through observing, categorizing, and analysing writing errors, will
reveal which item has been incorrectly learnt by the students. Error
analysis sheds light on the manner in which students internalize the
75
rules of the target language and develop as writers. This insight into
language learning problems is useful to the teacher because it
provides information on common trouble-spots in language learning
that can be corrected through the appropriate remedial measures in
the form of teachers feedback or preparation of effective teaching
materials. According to Selinker (1992: 150), errors are indispensable
to learners since the making of errors can be regarded as a device
the learner uses in order to learn.
Corder (1973) writes that a teacher is the one who benefits the
most from error analysis. Teachers who can analyse and treat errors
effectively are better equipped to help their students become more
aware of their errors, thus students will be able to minimize or
overcome their learning problems. Error analysis with frequency
counts of types of errors provides feedback and tells the teacher the
effectiveness of his teaching materials and techniques, and help to
discover which part of the language is not adequately learnt. In error
analysis, only those errors that alter the meaning of the text are
considered important (Klassen, 1991). The decision of whether or not
to correct a students error depends on how seriously the error alters
the meaning of what is being written and the possibility that the
student may self-correct the error. Teachers can categorise writing
errors and examine the list to discover the patterns of errors. This
information is then used to make instructional decisions.
Error corrections (EC)

According to Teh (1993), there is no single method of dealing
with errors made by students. Some of the common practices of
teachers are to mark every error, provide the correct answer for errors
76
made, mark the first and only draft or work written by students, make
general comments, make students rewrite the corrected version
several times over and view errors as signs of failure. Josephson
(1989) in his study has advocated some of the methods for error
corrections: the use of peer marking/editing, selective marking, code
correction, effective and specific comments, checklist of limited
common errors, different coloured inks, discussion of errors on tape
and direct versus discovery-type of marking. In supporting peer
marking/editing method for EC, Byrne (1993) proposes that students
be allowed to work on these mistakes/errors themselves with the help
of their peers. Peer-marking/editing is especially useful in the first
draft of their written work. Here students are given the responsibility to
edit each others work individually or in a group before handing in the
final draft to the teacher. Besides being fun for students to be allowed
to correct and learn from errors other than their own, it also reduces
the need for too many red markings from the teacher.
Klassen (1991), however, opines that not every error should be
corrected and believes that gravity of errors should determine which
correction is necessary. She suggests that teachers should focus on
marking global errors in the first draft of their students written work
and then local errors in the second draft. The teacher could provide
clues and codes in the form of abbreviations, symbols, arrows,
circles, lines and explicit marginal comments (see Figure 1), instead
of providing the correct answers every time a student makes an error.
The practical reason for this is students will continue to make that
error unless they recognize the type of error they are making.
77
Serious error
Minor error
Written in margin
multiple errors
Omission
Repetition (Circle
the repeated
words/structure)
Error in paragraphing
Merit
structure/vocabulary
(written above the
word/structure)
Paragraph
Figure 1: Samples of the Symbols Used in the Marking of Students Writing
Haycraft (1993) suggests that the most comprehensive method

of correcting compositions is to have an analytical approach where
mistakes are divided into categories and abbreviations. Haycraft
(1993) also notes that teachers should underline errors in the text and
put appropriate symbols in the margin to indicate the type of error.
Thus, at the same time, students would be able to see what they
originally wrote. At the end of the composition, the errors are added
up under each category and listed. Through this approach, the
students will become more conscious of their common errors and
may be careful in writing subsequent compositions.
78
Byrne (1993) also finds correcting all errors in students work

time-consuming for teachers and discouraging for the students. Byrne
(1993) believes that teachers should:
not attempt to correct all mistakes in a piece of
writing, but only those in certain areas, such as tense or
articles,
either
because
this
is
where
students,
particularly need help or because you (teachers) have

decided to focus attention on these for a while. (p. 124
125)
By focussing on a few errors each time, students are less likely to

become demotivated in learning English (Ellis & Sinclair, 1989).
As opposed to the advantages of EC, numerous studies have
revealed that grammar correction to second language writing students
is actually discouraging to many students, and may even be harmful
to their writing ability (Semke, 1984; Sheppard, 1992; Truscott, 1996).
Truscott (1996) reasons that writing class grammar feedback does
not work because it treats only the surface appearance of grammar
and not with the way language develops. Indeed, those who support
this opinion believe that the learning of linguistic items does not occur
in a linear fashion, considering that learning grammar in a second
language is a complex and gradual process. Thus, for the
grammatical correction to work, the correction must be precisely tied
into the correct levels of this process. Research has also shown that
corrections made by second language writing teachers are frequently
arbitrary, not consistent, and greatly dependent upon the amount of
time the teacher has with L2 students (Zamel, 1995). Apart from that,
79
students often find teachers remarks vague, confusing, and

contradictory, and they also feel that teachers do not provide
sufficient grammatical explanations about their writing mistakes
(Cohen, 1987). According to Cohen (1987), generally students only
make a mental note of the corrections they have understood, and
usually would not incorporate these corrections into their work if they
have to rewrite their papers.
Conclusion
As can be seen from the discussion above, many measures

exist for assessing the quality of a text, each with its own strengths
and weaknesses. Writing is enormously complex, involving not only
grammatical accuracy and skills in organizing information, but also a
knowledge of what a particular audience expects of a writer engaged
in writing a particular genre. Feedback may impact these skills in
subtle ways that are not immediately measurable by any of the
assessment procedures discussed above. Even when no one-to-one
relationship can be found between a particular pedagogical
intervention (such as feedback) and change however defined on
the students drafts, this does not mean that learning has not
occurred. The reverse is also true: change on a draft, for example, in
the form of a higher holistic score or fewer grammatical errors, does
not mean that the writer has learned more about the writing process.
Changes can be made without understanding the reasons for making
them or the ability to make them in the future on new pieces of
writing. Given the evidence to date, it seems that no theory has been
developed that helps explain which measures are the most
80
appropriate for a particular set of learners, tasks and research goals.

Published studies in English investigating L2 writing, known to the
researcher,
may
have
indeed
employed
multiple
measures.
However, the majority has relied on indirect measures (such as

revision analyses and interviews), which, while valuable, do not speak
directly to the quality of the essay. To assess more directly the quality
of a students piece of writing, both analytic scales (which give morein-depth diagnostic feedback on multiple aspects of the students
writing) and multiple objective measures (which can provide more
detailed information on problematic aspects of the students grammar
and lexis) are clearly needed. The acquisition of the writing skill in a
second language is not easy. It is not even easy for the assessors or
raters as they have to capitalize on their own writing knowledge and
experience in marking and assessing to be able to evaluate students
writing effectively.
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88
The Effectiveness of Using Power-Point Animation to Teach

Vocabulary in Primary School
Ling Song Kai PhD
lingsongkai@hotmail.com
Pejabat Pendidikan Daerah Sibu
Abstract
Mastering English vocabulary among second language learners
has been a problem among our pupils since English Language
was first taught in our country. As a result, this study attempts
to investigate the effects of using animation in teaching
vocabulary to 34 pupils in Year One of a primary school in Sibu,
Sarawak. The instrument employed in this research was the
vocabulary tests of pre and post-test. The researcher analysed
the data through SPSS V22. The analysis shows no statistically
significant difference between the mean values of the pre-test
and post-test results of the pupils in the control group. This
indicates that pupils did not gain much vocabulary when
traditional methods such as flash cards and verbal explanation
were used in teaching vocabulary in the classroom. Hence, this
study provides the foundation for hypothesis generation related
to future design, development and the instructional use of
animations in teaching primary school pupils.
Keywords:
vocabulary,
animation,
pre-test,
post-test,
intervention
89
The basic of learning English is learning the words and getting

the meaning right before we can form a correct simple sentence and
learn the other parts of language. In other words, if the pupils are
having difficulties in expanding their vocabulary, it will hinders the
pupils to learn the other aspects of English language. Consequently,
the inability of learners to expand their vocabularies has become a
major issue for the language teachers, researchers and practitioners
(Liu Jing-hua, 2006 as cited in Tabar & Khodareza, 2012).
Pupils learn in many different styles or ways. For example,
some pupils learn with their eyes (visual learners) or with their ears
(auditory learners) and others through experience. Others learn better
when they work alone or in groups. It is obvious that learning styles
play a crucial role in the learning process as they affect the learners
learning outcomes. Based on the recent UPSR results, we should be
able to notice that our pupils did not achieve good grades in English
language. The overall performance in English dropped 0.06 points on
the National Grade Point Average (GPMP). This could result from the
nature of curriculum evaluation instruments, strategies and methods
used in teaching and learning process.
Banez & Ramos (2009) believed in the power of using
animation in the educational process, where a form of entertainment
could be designed and used as an educational tool. Audiovisual
materials may function as a powerful educational tool in many ways.
Therefore, learning environments can be more colourful, motivating
and at the same time more supportive for pupils in the learning
process.
In addition, the use of computer animation as a teaching
technique can accommodate the needs of different teaching styles,
90
and it provides the basic activities of the Cognitive Theory which

explains the brain is the most incredible network of information
processing. Mayer (n.d.) stated that learners would be able to create
a deep understanding of words or pictures alone. According to Ur
(1991), one of the ways to help learners remember words is by linking
the words with each other through meaning-sound associations.
Computer animation can be used as a visual aid to illustrate
meanings, and give organization to the material being taught.
Animation consolidates better understanding and greater retention.
Having reviewed the literatures, it was noticed that there are
not many studies aimed at finding the effect of animation integration
to the pupils in Malaysia. For example, it was evidenced as in the
case study of 3D and 4D software animation in community college
Malaysia. However, lately the government realizes that mastering
English is important if we want to compete globally where English is
prominently used by countries all over the world for communication
purposes. On the teaching of English, the Ministry of Education and
curriculum planners have introduced various programmes for
teachers to lift the standard of English in all schools. Among them is
the teaching of grammar in the English class and the Memperkukuh
Bahasa
Inggeris
(MBI)
programmes,
new primary school
curriculum, Kurikulum Standard Sekolah Rendah (KSSR), with a 90minute increase in weekly English lessons for all pupils, and
emphasis on the professional development of English teachers.
Learning English as a second language in Malaysia however,
is not an easy task. With the advancement of technologies, software
with multimedia elements and interactive contents have emerged to
assist English language teaching. In view of this, it is high time that
91
teachers examine different ways to increase students understanding

of the language by motivating them and using new approaches to
teach English. One factor to be looked into is the teaching of
vocabulary using technology like animations. As a tool, an animation
makes students more focused on the words because it is interactive
and addresses the need of their senses as well. While they try to
understand the meaning of words associate with the scenes that they
watch on the screen, they are also exposed to the pronunciation of
words and the written form of words simultaneously. It is felt that
learning words in context but with animation will cause vocabulary to
become more interesting.
Statement of the Problem
This study aims to examine the problem of teaching vocabulary

effectively in school. The initial investigation discovered some
reasons for the low level of pupils achievement in English. One of the
reason was the pupils had limited vocabulary. Thus, the pupils found
it difficult to understand words and eventually they fared badly in
school tests. Based on the latest English Literacy test results in my
school, only 61.5% out of 144 pupils had mastered construct 3 until
12 and 55 out of 144 still did not master construct 3 till 12
(vocabulary). It could be the method of teaching of the teacher. As
pointed out by Knight (1994), vocabulary acquisition is considered by
teachers to be the main problem in second language learning.
Animation could be effective for gaining attention in presenting
information in school and make vocabulary teaching enjoyable for
both teachers and pupils.
92
In 2011, KSSR was introduced to increase the teaching

duration for English to 90 minutes per week. Further, in order to
improve the pupils performance in English, it also emphasizes on the
professional development of English teachers. However, as of today,
teachers and parents still complain of pupils low proficiency level in
English. This may be due to the traditional learning styles and
methods that are used to teach English. Thus, there is a need for an
effective way to develop pupils proficiency in English and to come up
with a new and creative technique to overcome this issue is crucial.
Teachers should do something to improve their teaching methods in
order to increase pupils proficiency. Animation could be effective for
attracting pupils when presenting information in the classroom and
make language teaching enjoyable for both teachers and pupils.
Purpose of the Research
The main purpose of the research is to examine the effectiveness

of using animation to teach English vocabulary to Year One pupils.
The research objectives are:
i. To examine whether integration of animation can be an
effective approach to the teaching of vocabulary in English.
ii. To examine whether teaching using animation is preferable in
the learning of vocabulary among pupils.
Literature Review
Vocabulary, the core of the language, is not acquired at one

shot, but rather requires a long process. Due to the wide scale and
93
ever increasing availability of computers as an instructional delivery

system, many computer-based instructional (CBI) products are used
extensively to present content. Among CBI products, animation is
widely used in instruction in various subjects, such as physics,
mathematics, mechanics, biology, and computer science. Despite the
overall support for animations, there are few studies which reveal
effects of using animations on enhancing learning or attitudes (Arikan
& Taraf, 2010). For Malaysian pupils for whom English is a second
language, integrating animation into vocabulary teaching can improve
the development process for effective learning of English vocabulary,
rather than depending on reading or listening comprehension
activities.
Young learners
According to Philips (1993) young learners are children from
the first year of schooling (five or six years old) to eleven or twelve
years old.
The teacher who is familiar with these characteristics will take
into consideration childrens short attention spans while teaching and
will naturally use repetition and apply effective reinforcement.
Teachers also should keep in mind that children of this age tired
easily. So, they ought to vary their techniques to break the boredom
like storytelling, songs, dialogues, games and animation.
Definition of animation
According to Mayer and Moreno (2002) and Rieber (1991),
animation should, in principle, be effective in illustrating spatialtemporal changes.
Animation as an instructional application is

94
generally assumed to be more effective than static graphics for

communicating information that involves directional characteristics or
change over time. Therefore, animation would offer a more concrete
way of learning content, reducing the processing demands on shortterm memory, and increasing the potential for successful encoding of
long-term memory (Rieber & Kini, 1991).
In this study, animation as animated cartoons or pictures,
including text and sound displayed on a computer monitor for the
content of unit 13 from English Year One Textbook.
Conceptual framework
Animation
Vocabulary
Intervention
Strategy
Figure 1: Conceptual framework of the study
The present research is an attempt to investigate the potential

of animation in assisting the learning and understanding of vocabulary
in English.
According to Krashen 1985 (as cited in Diaz-Rico, 2008),
language acquisition occurs when the student is exposed to sources
of comprehensible input. Pupils who have favourable attitudes and
self-confidence may have a low filter with consequent efficient second
95
language learning. Those pupils with unfavourable attitudes have high

filters.
Mayer (2001) recommends that learners are able to create a
deeper understanding of words when they establish connections
between words and pictures than from words or pictures alone.
Animation explores how the brain processes information given in
picture and text. The Cognitive Theory of Multimedia was formulated
by Mayer (2001) that focused on human cognition rather than
technology capacity and features. Mayer stated that certain
combinations of multimedia optimize learning, in terms of retention
and transfer. Mayer (2001) explains how cognitive theory contributes
to and gives three theory-based assumptions about how people learn
from words and pictures.
Past studies
According to Mayers Cognitive Theory of Multimedia Learning
(2001), the computer is a system for delivering information to
learners. The instructors role is to present information, as words or
pictures or both, and the learners role is to receive the information.
He said that adding pictures, such as animation should deepen the
meaning of the presented information and give it a physical
translation. Thus, young learners who prefer visual presentations
would benefit from this process. According to Al-Jarf (2005), research
into the use of computer-assisted instruction in English-language
teaching indicates that the computer based grammar instruction can
be as effective as or more effective than traditional techniques of
instruction such as workbooks and lectures.
96
Kim and Gilman (2008) examined the use of multimedia

components such as visual text, spoken text, and graphics in a Webbased
self-instruction
program
to
increase
learners
English
vocabulary learning in Seoul. 172 middle school students participated

in the study. The results indicated that an effective way to improve
learning of English vocabulary is to offer graphics that illustrate what
the vocabulary means. Banez and Ramos (2009) examined the
possibility of using a Flash 8 tool to create animation in facilitating
pre-school students basic spelling lessons. The sample was Three
Little Stars School in Nueva Ecija. The researchers used two
interview guides, one before the production of the animated tool, and
another after use of the same. It also used the finished animation tool
to deal with alphabet and spelling. The result was that animated tool
was a significant help in the teaching of the alphabet and spelling to
the pre-school students of the Three Little Stars School in Nueva
Ecija. This study benefited the theoretical framework of dual coding
theory and animation.
The findings of a study by Faizah and Mohamad (2009)
regarding the effectiveness of customized courseware in teaching
grammar come to the conclusion that technology integration in
teaching is very effective indeed. Their quasi experimental study
involved 40 young learners in Year 5 at one of the primary schools in
the state of Terengganu, Malaysia. The findings showed that
generally the customized courseware was effective in teaching
grammar. Kilickaya and Krajka (2010) compared the usefulness of
online vocabulary teaching and the traditional methods used in an
upper-intermediate Academic English class. The control group
students practiced vocabulary items in ten reading passages through
97
vocabulary notebooks and cards. The finding showed that the

learners in the experimental group outperformed the learners in the
control group and that the experimental group students had better
recall of the words studied online, evidenced by a follow-up post-test
given 3 months later.
Arikan and Taraf (2010) examined the effectiveness of
authentic animated cartoons in teaching English to young Turkish
learners. Their experimental design study involved thirty 4 th grade
pupils. They made a comparison between instruction based
essentially on traditional grammar and vocabulary teaching and one
that made use of authentic animated cartoons. The results indicated
that the experimental group outperformed the control group in
learning target grammar points and vocabulary items.
Meltem, Aysegul & Soner (2010) did a research on language
practice with multimedia supported web-based grammar revision
material. The findings indicate that learners enjoyed using the
material and developed a positive attitude towards the system. The
population in the study were university students who lived in foreign
countries; not primary school pupils who studied in Malaysia. Thus,
there was a need to conduct a research on the local population, using
the technology that carries content, which is suitable to the standard
of Malaysian pupils ability.
Softa (2011), through her research related to learning
environment and effect and use of technology in the study of the
English language, found that students were highly appreciative of the
use of technology at school and felt excited and motivated about it at
a score of 63% and the use of computers in the English class was
very motivating at a score of 65.1. Thus, the findings support the
98
research questions. Cheng (2011), studying the influence of

integrating technology in language learning courses, found out that
there was a positive relationship between technology use and student
motivation.
Methodology
The study attempts to investigate the effectiveness of using

animation to teach English vocabulary for Year One pupils of a
primary school in Sibu, Sarawak. The school was a national school of
Bahasa Malaysia and English mediums of instruction.
Sample
The sample for this study consists of 34 Year 1 pupils in a
primary school in Sibu. The ability of the learners and the type of
stream chosen are simply to fulfil the requirements of the research,
that is, to investigate the effectiveness of using animation to teach
English vocabulary to Year 1 pupils. Two classes of Year 1 pupils
were selected; the first class of 17 pupils represents the experimental
group and the second of 17 pupils represents the control group.
Research design
The quasi experimental research design was employed in this
study. The experimental group was used to identify the effect of using
animation to teach vocabulary to the year one pupils. Meanwhile, for
the control group, the participants were learning English vocabulary
using the old approach. Both groups have the same ability and were
randomly selected to carry out the activities. Upon completion, a post99
test was given to the treatment group and control group to determine
their progress.
Research instruments
The instrument used in this research was the vocabulary test:
the pre-test and post-test. The main aim of the pre-test was to
determine pupils performance and understanding of the vocabulary
lesson designed for this research. After the normal vocabulary
lessons was carried out with the control group and the intervention
was conducted on the experimental group, both groups were given
the post-test to determine the pupils performance in learning
vocabulary.
Vocabulary test (pre-test & post-test)

Table 1: Table of specification for the vocabulary test
Question
No.
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Knowledge
Item & Marks
Percentage
5 items (10%)
5 items (10%)
5 items (10%)
5 items (10%)
5 items (10%)
5 items (10%)
5 items (10%)
5 items (10m)
5 items (10m)
5 items (10m)
5 items (10m)
5 items (10m)
5 items (10m)
5 items (10m)
10%
10%
10%
10%
10%
10%
10%
The vocabulary test to measure the pupils achievement in

vocabulary was prepared using the KSSR Year One English textbook
and the opinions of experienced teachers were sought. The test
consisted of seven sections. All the questions tested were of the
100
knowledge level according to Blooms Taxonomy. The distribution of

the questions was shown in Table 1.
The test consisted of 7 questions and each question contained
five items and carry two marks for each correct answer.
Table 2: Table of specification for the questions
Question No.
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Area
Fill in the missing letters
Label
Match the pictures with the correct vocabulary
Choose the correct word to fill in the blanks
Fill in the blanks
Name the animal
Underline
Intervention strategy
A lesson plan that integrated the element of animation was
designed based on researchers experience, relevant literature and
comments.
Description of the lesson pan

Below is a description of the components of the lesson plan:
i.
The objectives
The objectives of each lesson were respectively derived from
the vocabulary lessons.
ii.
Key words
The key words were chosen from the new words in the pupils
English Year One Textbook such as Jam, Jar, classroom,
tomato and so on.
101
iii.
Materials
English Year One Textbook, (animation in power-point),
(practicing and exercises in power-point), LCD projectors and a
laptop were used as planned for each lesson.
iv.
Procedures and techniques
1.
Teacher provides game and song (in warming-up stage), the

teacher helps pupils activate their prior knowledge and that
helps in preparing them for the new lesson.
2.
Teacher revises previous vocabulary and structures.
3.
Teacher plays the animation power point to present new

vocabulary (picture and sound).
4.
Pupils repeat (pronounce) the vocabulary correctly.
5.
Pupils repeat the vocabulary and structure.
6.
Teacher encourages pupils to induce the intended vocabulary

from the context.
7.
Teacher gives a short summative evaluation to assure the

pupils understanding of the vocabulary.
8.
Teacher gives pupils homework to do as evaluation of what

they have studied.
The Implementation of the lesson plan

The lessons chosen for the experiment were taught to the
experimental group as follows:
1.
The techniques of teaching the experimental group were based

on
teaching
vocabulary
using
animation
which
was
hypothesized to enhance using vocabulary correctly while the

control group was taught using the ordinary method.
The
control group is given the same quality of materials and the

102
same content with the experimental group. The only difference

is the experimental group gets the animations in their materials
and the control group does not. Other variables should remain
the same.
2.
The lesson was presented according to the lesson plan.
3.
The pre-test was administered to the experimental and the

control groups. The results were recorded and statistically
analysed.
4.
The process of teaching the two groups followed the time

planned for the experiment.
5.
After the experiment, the post-test vocabulary test was

administered to the two groups. The results were recorded and
statistically analysed.
Procedure of data collection

The pre-test was conducted to 1B class on 15th July 2014 and
to 1K class on 16 July 2014. The first lesson was carried out on 4th
August 2014 for both the classes. The animation power point to
present new vocabulary (picture and sound) with each slide
containing one word and a number of animated pictures to represent
it. The pupils looked at the picture and subsequently, the new word
appeared to in front of them. The same pictures used in the power
point were printed out and used for teaching the control group.
The second lesson for both groups was carried out on 5th
August 2014. The topic on Vegetables was taught. The third lesson
for both groups was carried out on 11th August 2014. With the same
topic, the fourth lesson for both groups was carried out on 12th August
2014.The researcher was teaching the topic on animals.
103
These four lessons were given on the same day for the two
groups. The duration of each lesson was 30 minutes. The control
group learned their lesson in their ordinary classroom, while the
experimental group had their lesson in the schools computer
laboratory. The post-test was given to both groups on 15th August
2014.
Results
This section discusses the research findings, focusing on the

effectiveness of pre-test and post-test using animation in the teaching
of vocabulary in English to Year One pupils.
Table 3: Cronbach alpha test
Cases Valid
Excluded
Total
N
34
0
34
%
100.0
.0
100.0
Table 4: Reliability test

Cronbachs Alpha
.856
N of items
4
The findings were presented by comparing the results of the pupils

pre-test and post-test results and also by analyzing their responses to
the questionnaires given. The data were analyzed through the use of
t-tests. Those findings are listed below.
104
Descriptive
statistics
results
for
the
control
group
and
experimental group
As shown in Table 5, 6, 7 and 8 below, the mean score for
vocabulary learning during pre-test for the experimental group was
52.65. The mean score increased to 62.06 in the vocabulary posttest. On the other hand, the mean score of the vocabulary learning for
the control group was 53.06 and increased to 55.00 in the post test.
These results show clearly that the use of animation improved the
vocabulary acquisition of the experimental group pupils.
Table 5: Descriptive statistics (pre-test of the control group)

N
Pre-test control
17
Valid N
(listwise)
17
Minimum Maximum
40
64
Mean
Std. Deviation
53.06
7.102
Table 6: Descriptive statistics (post-test of the control group)

N
Post-test control
17
Valid N
(listwise)
17
Minimum Maximum
40
66
Mean
Std. Deviation
55.00
7.649
Table 7: Descriptive statistics (pre-test of the experimental group)

N
Pre-test
experimental
17
Valid N (listwise)
17
Minimum Maximum
40
66
Mean
Std. Deviation
52.65
6.284
105
Table 8: Descriptive statistics (post-test of the experimental group)

N
Post-test
experimental
17
Valid N (listwise)
17
Minimum Maximum
46
77
Mean
Std. Deviation
62.06
7.949
Pre-Test results for both control and experimental groups

Table 9 displays the results of the t-test analysis of the pre-test
data for both the control and experimental groups.
Table 9: Pre-test of the two groups (Paired Samples Statistics) - onesample test
Test Value = 0
95% Confidence
Interval of the
Difference
t
df
Sig. (2tailed)
Mean
Difference
Lower
Upper
Pre-test control
30.805
16
.000
53.059
49.41
56.71
Pre-test
experimental
34.541
16
.000
52.647
49.42
55.88
In order to determine the initial equivalence between the two

groups before the application of the experiment, a t-test was applied
on the mean scores of the two groups on the vocabulary pre-test. The
results indicated that the mean score of the experimental group was
52.647, the mean score of the control group was 53.059, and that
t=30.805 (p>0.05) which was not statistically significant at 0.5 level of
confidence. In other words, there was no statistically significant
106
difference between the two groups before the commencement of the

experiment.
Pre-test and post-test results for the experimental group

Table 10 displays the results of the t-test for paired samples
analysis of the pre-test and post-test data for the experimental group.
Table 10: Analysis of pre-test and post-test data for the experimental group
- paired samples statistics
Pair 1 Pre-test
Post-test
Mean
Std.
Deviation
52.65
17
6.284
1.524
62.06
17
7.949
1.928
Std. Error Mean
Paired samples test

Paired Differences
95% Confidence
Interval of the
Difference
Pair 1 Pre-test
Post-test
Std.
Std.
Error
Mean Deviation Mean Lower
Upper
-9.412
-7.957 -13.714 16 .000
2.830
.686 -10.867
Sig. (2df tailed)
The t-test yielded a t-value of -13.714 and p<.001 which was

statistically significant. The results indicated that the mean value
obtained from the post-test for the experimental group was
107
statistically significantly higher than the mean value obtained from the
pre-test. It provides a positive answer to the question of this study.
There was statistically significant difference between the mean scores
of pupils who learn by animation (the experimental group) and who
learn by traditional method (the control group). Pupils individual
results are shown in Appendix A.
Pre-test and post-test results for the control group
Table 11 shows the results of the t-test for the paired samples
analysis of the pre-test and post-test data for the control group.
Table 11: Analysis of the pre-test and post-test data for the control group paired samples statistics
Pair 1 Pre-test
Post-test
Mean
Std.
Deviation
Std. Error Mean
53.06
17
7.102
1.722
55.00
17
7.649
1.855
Paired samples test

Paired Differences
95%
Confidence
Interval of the
Difference
Std.
Std.
Error
Mean Deviation Mean Lower Upper
Pair 1 Pre-test -1.941

Post-test
2.772
.672 -3.366
df
-.516 -2.887 16
Sig. (2tailed)
.011
108
The t-test yielded a t value of -2.887 and p<.011. The analysis

shows no statistically significant difference between the mean values
of the pre-test and post-test results of the pupils in the control group.
Summary and Recommendations
The current study differs from the other animation studies

because it discusses a different component of the language namely
vocabulary. There is no study to deal with teaching vocabulary using
animations for low-achieveing grade one pupils. The teaching of
vocabulary with animation holds great promise in our educational
setting. It is hoped that with the use of animation to teach vocabulary,
the pupils will be provided with an innovative and fun way to learn
English vocabulary. This study also indicates that pupils do not
improve much on their vocabulary when traditional methods were
used in teaching vocabulary in the classroom, mainly through the use
of flash cards and verbal explanation. Pupils individual results are
shown in Appendix A. This study provides the foundation for future
study, design and development of animations in teaching of English
vocabulary to primary school pupils.
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112
Appendix A : Pre Test and Post Test Results for Experimental Group
Subjects
Pre Test
Post Test
Subject 1
54
63
Subject 2
51
63
Subject 3
49
60
Subject 4
62
71
Subject 5
57
69
Subject 6
60
69
Subject 7
51
60
Subject 8
51
57
Subject 9
46
54
Subject 10
46
51
Subject 11
54
63
Subject 12
54
66
Subject 13
49
54
Subject 14
54
69
Subject 15
40
46
Subject 16
66
77
Subject 17
51
63
113
Penggunaan Pendekatan Heuristik Bagi Peningkatan

Penyelesaian Masalah Matematik Beraras Tinggi
Wong E-Mann
emwong193@yahoo.com
SMK Seri Patiambun Limbang
Abstrak
Kajian ini bertujuan mengkaji hubungan antara penggunaan

pendekatan
Heuristik
dengan
peningkatan
murid
dalam
penyelesaian masalah Matematik yang beraras tinggi di sebuah

sekolah di Limbang, Sarawak. Pendekatan Heuristik dalam
kajian ini merujuk kepada model drawing iaitu menyelesaikan
masalah dengan pewakilan blok. Masalah pemikiran beraras
tinggi ialah merujuk kepada empat tahap teratas dalam
Taksonomi Bloom iaitu mengaplikasi, menganalisis, menilai
dan mensistesis. Dalam kajian ini seramai 60 orang murid yang
terlibat dan dibahagikan kepada kumpulan rawatan dan
kumpulan kawalan. Instrumen yang diggunakan ialah ujian pra
dan pasca. Item instrumen dipetik dari soalan Trends and
International Mathematics and Science Study (TIMSS). Ujian t
ke atas data dengan SPSS versi 21.0 menunjukkan penggunaan
pendekatan
Heuristik
dapat
meningkatkan
murid
dalam
penyelesaian masalah Matematik beraras tinggi dengan tahap

kesignifikan =0.05
114
Kata kunci:
heuristik, penyelesaian masalah aras tinggi,

model drawing, TIMSS, PISA
Trends and International Mathematics and Science Study

(TIMSS) dan Programme for International Student Assessment
(PISA) merupakan ujian yang bertaraf antarabangsa (KPM,2013).
TIMMS pertama kali ditadbir pada tahun 1995 dan pada masa ini,
lebih 59 negara menyertai pentaksiran ini yang dikendalikan setiap
empat tahun sekali. Malaysia menyertai TIMSS sejak 1999 dan
melibatkan murid Tingkatan 2 sahaja. Ketika Malaysia mula
menyertai TIMSS pada 1999, skor Matematik mengatasi purata
antarabangsa dengan 519 mata dan terletak di tangga ke-16
daripada 38 negara. Penyertaan ujian PISA pada 2009 meliputi 74
buah negara termasuk negara bukan anggota Organisation for
Economic Co-operation and Development (OECD). Kali pertama
Malaysia menyertai PISA ialah pada tahun 2010 sebagai kitaran
pentaksiran untuk 2009.
Soalan
penilaian
kedua-kedua TIMSS dan PISA
lebih
menjurus kepada soalan aras tinggi iaitu memerlukan kemahiran

berfikir aras tinggi untuk menyelesaikan masalah tersebut. Bagi
TIMSS, domain kognitif bagi pengetahuan meliputi 35%, aplikasi
40%, dan penaakulan 25%. Ini jelas menunjukkan bahawa sebanyak
65% soalan TIMSS terletak di tangga empat yang ke atas dalam
Taksonomi Bloom. Dalam kata lain, kemahiran berfikir aras tinggi
diperlukan untuk menyelesaikan masalah dalam pentaksiran TIMSS
dan PISA.
115
Heuristik adalah hukum bagi proses penyelesaian masalah

(Polya, 1973). Ia juga merupakan kaedah yang dirancang untuk
membantu dalam penyelsaian masalah (Schoenfeld, 1985). Menurut
Bruner (1960), heuristik merupakan cara dan strategi yang dapat
membantu dalam penyelsaian masalah. Heuristik telah dikenali
sebagai komponen yang wajib dalam penyelesaian masalah (Polya
1973; Schoenfeld, 1985; Rubinstein, 1986; Mayer, 2003). Negara
Singapura telah memperkenalkan pendekatan Heuristik dalam
kurikulum Matematik semenjak sekolah rendah dengan 11 cara
Heuristik iaitu guna rajah atau model, cari pola, teka-semak-ulang,
guna objek, buat senarai semak, guna jadual, guna ayat Matematik,
penyelesaian ke belakang, guna kaedah logik, buat andaian dan
permudahkan (MOE, 2001a). Keputusan PISA 2009 dalam bidang
matematik telah menunjukkan bahawa kedudukan negara Singapura
terletak pada tangga yang ke-2 iaitu mencapai min skor sebanyak
562. Manakala negara kita, Malaysia terletak pada tangga ke-57, iaitu
min skor sebanyak 404 sahaja.
Keadaan ini telah jelas menunjukkan bahawa terdapat satu
jurang yang sangat besar bagi kebolehan penyelesaian masalah
antara anak murid Singapura dan anak murid Malaysia. Dalam
pendidikan di Malaysia, mata pelajaran Matematik merupakan satu
mata pelajaran teras dari Tingkatan 1 hingga Tingkatan 5 mahupun
dari aliran sains atau aliran sastera bagi sekolah menengah.
Matematik merupakan satu ilmu yang harus dikuasai dengan
kefahaman dan bukan sekadar penghafalan. Justeru, adalah sangat
penting bagi murid memahami konsep Matematik secara menyeluruh
serta berkemahiran menyelesaikan masalah supaya anak murid kita
berdaya saing di mata dunia.
116
Penyataan Masalah
Prestasi murid Malaysia telah menunjukkan peningkat sejak
beberapa dekad yang lalu dalam PMR mahupun SPM, namun
pencapaian yang membanggakan itu menghadapi risiko secara relatif
dan mutlak. Hal ini disebabkan sistem pendidikan negara lain dapat
meningkatkan prestasi murid dengan lebih cepat dan mampu
mengekalkan momentum tersebut secara berterusan. Oleh itu, jurang
pencapaian antara sistem pendidikan Malaysia dan negara lain
semakin lebar (KPM, 2013).
Pentaksiran
antarabangsa
menunjukkan
prestasi
murid
Malaysia semakin merosot. Sepanjang dua dekad yang lalu,

pentaksiran antarabangsa seperti PISA dan TIMSS telah muncul
sebagai kaedah perbandingan langsung tentang kualiti keberhasilan
pendidikan merentas pelbagai sistem. Kaedah ini mentaksir pelbagai
kemahiran kognitif seperti aplikasi dan penaakulan. Ketika Malaysia
mengambil bahagian dalam TIMSS buat julung kalinya pada 1999,
skor purata murid mengatasi purata antarabangsa dalam Matematik
dan Sains. Penyertaan dalam pusingan yang terkini pada 2011
menunjukkan prestasi murid Malaysia menurun ke tahap di bawah
purata antarabangsa bagi Matematik dan Sains, disusuli penurunan
dari segi kedudukan negara. Lebih kritikal lagi, 35% dan 38% murid
Malaysia
gagal
mencapai
tahap
kemahiran
minimum
dalam
Matematik dan Sains pada 2011, penurunan dua hingga empat kali
ganda iaitu daripada 7% dan 13% masing-masing pada 1999.
Keputusan PISA yang disertai kali pertama oleh Malaysia pada
2009 juga tidak memberangsangkan kerana kedudukan Malaysia
terletak dalam kelompok sepertiga terbawah dalam kalangan 74
117
negara peserta. Pencapaian ini juga meletakkan Malaysia di bawah

pencapaian purata antarabangsa dan OECD. Hampir 60% murid
berumur 15 tahun yang menyertai PISA 2009 gagal mencapai tahap
kemahiran minimum dalam Matematik, manakala 44% dalam Bacaan
dan 43% dalam Sains tidak mencapai tahap kemahiran minimum.
Perbezaan skor sebanyak 38 mata dalam skala PISA adalah
bersamaan dengan satu tahun persekolahan. Perbandingan skor ini
menunjukkan murid berumur 15 tahun di Singapura, Korea Selatan,
Hong Kong dan Shanghai mempunyai prestasi tiga atau lebih tahun
persekolahan berbanding murid berumur 15 tahun di Malaysia (KPM,
2013).
Antara satu sebab pelajar kita tidak berfikir secara kritis adalah
guru tidak banyak memberikan ruang untuk berfikir (Sousa, 2011).
Kebanyakan sekolah hanya melatih pelajar dengan pemikiran
konvergen dan hanya berfokus kepada isi kandungan melalui hafalan
berbanding proses pemikiran untuk manganalisis dan menilai.
Mengulang jawapan kadang kala menjadi lebih penting daripada
proses untuk mendapat jawapan. Oleh sebab yang demikian, pelajar
dan guru sentiasa belajar dalam kemahiran berfikir aras rendah.
(Sousa, 2011).
Jadi, pengkaji menjalankan satu kajian untuk mengkaji
keberkesanan penggunaan heuristik dalam penyelesaian masalah
matematik beraras tinggi.
Tujuan Kajian
Dua kumpulan pelajar akan dipilih menjadi sampel iaitu

kumpulan kawalan dan kumpulan rawatan. Kumpulan rawatan akan
118
didedahkan dengan cara penyelesaian masalah secara Heuristik iaitu

model drawing manakala kumpulan kawalan tidak didedahkan
dengan penyelesaian Heuristik. Berdasarkan penyataan masalah,
objektif dalam kajian ini adalah:
i)
Menentukan sama ada terdapat min skor yang signifikan

dalam pencapaian ujian pra antara kumpulan kawalan dan
rawatan
ii)
Menentukan sama ada terdapat perbezaan min skor yang

signifikan dalam pencapaian ujian pasca antara kumpulan
kawalan dan rawatan
iii)

signifikan antara ujian pra dan ujian pasca bagi kumpulan
kawalan
iv)

signifikan antara ujian pra dan ujian pasca bagi kumpulan
rawatan
Persoalan Kajian
Kajian ini berfokus kepada penggunaan pendekatan Heuristik

terhadap penyelesaian masalah Matematik aras tinggi. Dengan itu,
persoalan yang timbul dalam kajian ini adalah seperti berikut:
i)
Adakah terdapat perbezaan min skor yang signifikan dalam

pencapaian ujian pra antara kumpulan kawalan dan rawatan?
ii)
Adakah terdapat perbezaan min skor yang signifikan dalam

pencapaian ujian pasca antara kumpulan kawalan dan
rawatan?
119
iii)
Adakah terdapat perbezaan min skor yang signifikan antara

ujian pra dan ujian pasca bagi kumpulan kawalan?
iv)
Adakah terdapat perbezaan min skor yang signifikan antara

ujian pra dan ujian pasca bagi kumpulan rawatan?
Hipotesis
Berdasarkan persoalan kajian yang dinyatakan di atas, hipotesis
dalam kajian ini ialah:
H01: Tiada perbezaan min skor yang signifikan dalam pencapaian
ujian pra antara kumpulan kawalan dan rawatan.
H02: Tiada perbezaan min skor yang signifikan dalam pencapaian
ujian pasca antara kumpulan kawalan dan rawatan.
H03: Tiada perbezaan min skor yang signifikan antara ujian pra dan
ujian pasca bagi kumpulan kawalan.
H04: Tiada perbezaan min skor yang signifikan antara ujian pra dan
ujian pasca bagi kumpulan rawatan.
Tinjauan Literatur
Dalam Taksonomi Bloom (kognitif, afektif dan psikomotor),

kemahiran berfikir aras rendah menyediakan unsur yang perlu bagi
mencapai kemahiran berfikir aras tinggi (Bloom, 1956). Kemahiran
berfikir aras tinggi merangkumi aplikasi, analisis, sintesis dan
penilaian yang memerlukan asas kemahiran berfikir aras rendah
(McDavitt, 1993). Kemahiran berfikir aras tinggi memecahkan
masalah yang kompleks kepada bahagian, mengenalpasti hubungan,
mengumpul dan menyusun informasi, dan mengabungkan semua
tahap dalam Taksonomi Bloom.
120
Heuristik membekalkan kita satu arah dan logik apabila pelajar

menghadapi masalah. Negara Singapura telah memperkenalkan
pendekatan Heuristik dalam kurikulum Matematik semenjak sekolah
rendah pada tahun 1922 dengan 10 cara Heuristik iaitu lukis gambar
atau gambarajah, cari pola, teka-semak-ulang, guna objek, buat
senarai semak, guna jadual, guna ayat Matematik, penyelesaian ke
belakang, guna kaedah logik dan rujukan (MOE, 2001a)
Penambahan bahan visualisasi dalam pembelajaran akan
menambahkan tempoh pengingatan. Ini disebabkan sistem visual
otak manusia mempunyai ruang yang besar untuk menyimpan
maklumat dan mengimbas kembali (Konkle, Brady, Alvarez & Olivia,
2010). Visual dan verbal akan melibatkan pelajar dengan lebih aktif
dalam pembelajaran. Ini disebabkan daya ingatan mempunyai keduadua komponen visual dan verbal (Sousa, 2011).
Dalam kajian ini, Heuristik yang diggunakan adalah lukisan
gambar (model drawing). Lukisan gambar ini diwakili dengan blokblok yang bersegi empat. Informasi dalam masalah akan diwakili oleh
blok-blok dan penyelesaian masalah dijalankan.
Methodologi
Dalam kajian ini, penyelidik telah menggunakan reka bentuk

kuasi-eksperimental dan bersifat kuantitatif, iaitu berdasarkan ujian pra,
ujian pasca. Reka bentuk kajian kuasi-eksperimental lazimnya
digunakan untuk menilai keberkesanan suatu program apabila
respondan kajian tidak dapat diagihkan secara rawak (Chua, 2011).
Dalam kajian kuasi-eksperimental untuk mengkaji penggunaan
pendekatan Heuristik dalam penyelesaian masalah aras tinggi,
121
penyelidik telah melibatkan dua kumpulan pelajar Tingkatan 2 sebagai

responden (sampel) iaitu satu sebagai kumpulan kawalan dan satu lagi
kumpulan rawatan. Kumpulan rawatan yang ditentukan oleh penyelidik
diberi pendedahan kepada pendekatan Heuristik manakala kumpulan
kawalan
menggunakan
kaedah
pengajaran
dan
pembelajaran
konvensional. Kaedah pembelajaran konvensional dalam kajian ini

bermaksud pembelajaran yang tidak mendedahkan pendekatan
Heuristik kepada murid.
Penyelidik memberi ujian pra kepada kedua-dua kumpulan
rawatan dan kumpulan kawalan untuk menguji pengetahuan sedia ada
di kalangan mereka. Seterusnya keputusan telah dikumpulkan untuk
menentukan sama ada terdapat perbezaan min skor pada ujian pra
antara
kumpulan
pembelajaran
rawatan
dan
dan
pengajaran
kumpulan
penyelesaian
kawalan.
Setelah
masalah
dengan
pendekatan Heuristik, penyelidik memberi ujian pasca kepada keduadua kumpulan kawalan dan rawatan untuk melihat sama ada terdapat
perbezaan min skor pada ujian pasca antara dua kumpulan. Kemudian,
min skor pada ujian pra dan ujian pasca bagi kedua-dua kumpulan
dikumpul dan diuji dengan menggunakan analisis ujian t. Perbezaan
antara min skor responden yang diperolehi dapat memastikan
penggunaan pendekatan Heuristik terhadap penyelesaian masalah
Matematik aras tinggi.
Dalam kajian ini, bilangan keseluruhan sampel yang terlibat
adalah 60 orang iaitu 30 orang pelajar dari kumpulan rawatan yang
menggunakan kaedah pengajaran dan pembelajaran konvensional dan
30 orang pelajar dari kumpulan kawalan yang diberi pembelajaran dan
pengajaran dengan pendedahkan pendekatan Heuristik.
122
Dalam kajian ini, ujian pra dan ujian pasca digunakan untuk
menilai tahap kemahiran berfikir pelajar. Soalan ujian pra dan ujian
pasca adalah dibawah bidang nombor. Semua soalan adalah dalam
bentuk struktur. Menurut Pang dan Lajium (2008), soalan struktur
dapat menilai kemampuan menyusun, menanalisis dan menyepadukan
idea seseorang pelajar. Soalan struktur juga dapat membantu guru
mengesan kelemahan pelajar, kesalahan konseptual, kesalahan dalam
pemprosesan maklumat. Justeru, soalan struktur adalah sesuai bagi
menilai pemahaman pelajar.
Analisis data
Dalam kajian ini, ujiant sampel berpasangan (paired sample ttest) dan ujiant sampel bebas (independent sample t-test) digunakan
untuk menguji kesan penggunaan pendekatan Heuristik dalam
penyelesaian masalah Matematik beraras tinggi.
Data analisis dijalankan dengan menjawab persoalan kajian
dengan menggunakan min dan dikukuhkan dengan pengujian
hipotesis.
Persoalan Kajian 1: Adakah terdapat perbezaan min skor yang

signifikan dalam pencapaian ujian pra antara kumpulan kawalan dan
rawatan?
H01: Tiada perbezaan yang signifikan dalam pencapaian min skor

dalam ujian pra antara kumpulan kawalan dan rawatan.
123
Jadual 1: Perbandingan min skor ujian pra dan pasca bagi kumpulan
rawatan dan kawalan
Kumpulan
Ujian
Pra
N
30
Min
1.5
Pasca
Pra
30
30
4.03
1.43
Pasca
30
1.83
Rawatan
Kawalan
Dengan merujuk kepada Jadual 1, jelas bahawa min skor ujian

pra bagi kumpulan rawatan ialah 1.5 dan kumpulan kawalan ialah
1.43. Ini menunjukkan bahawa tidak ada perbezaan min skor yang
signifikan dalam pencapaian ujian pra antara kumpulan kawalan dan
rawatan.
Dalam kajian ini, penyelidik telah membuat andaian awal
bahawa tidak terdapat perbezaan dalam keputusan pra antara
kumpulan rawatan dengan kumpulan kawalan. Bagi menguji hipotesis
ini, ujian-t untuk dua kumpulan sampel tak bersandar (Independent
Sample T-Test) telah digunakan untuk menganalisis markah ujian pra
bagi kumpulan rawatan dan kumpulan kawalan.
Sebelum itu, Ujian Levene dijalankan untuk mengetahui sama
ada varians bagi kedua-dua kumpulan adalah diandaikan sama atau
tidak. Di samping itu, analisis varians (rujuk Jadual 2) telah digunakan
untuk memastikan kesamarataan sampel.
124
Jadual 2: Analisis varians (Levenes test for equality of variances)
Markah
Varians kedua-dua
kumpulan diandaikan sama
Sig.
0.683
0.412
Varians kedua-dua
kumpulan diandaikan tidak
sama
Berdasarkan
Jadual 2,
nilai
ialah
0.683
dan
nilai
kebarangkalian ialah 0.412. Oleh sebab nilai kebarangkalian daripada

Ujian Levene didapati melebihi tahap kesignifikan, iaitu 0.412 > 0.05,
maka varians bagi kedua-dua kumpulan diandaikan sama dan juga
membawa maksud bahawa sampel yang terlibat terdiri daripada ciriciri yang hampir sama.
Jadual 3: Analisis ujian pra bagi kumpulan rawatan dan kawalan
Kumpulan
Min
Sisihan
Piawai
Rawatan
30
1.50
1.042
Kawalan
30
1.43
Beza
Min
0.07
0.265
Sig.
(2 hala)
0.792
0.898
Daripada Jadual 3, didapati nilai kebarangkalian iaitu 0.792

telah melebihi aras signifikan yang ditetapkan, iaitu 0.05, maka
hipotesis nul yang mengatakan bahawa tidak terdapat perbezaan
dalam keputusan pra antara kumpulan rawatan dengan kumpulan
kawalan diterima. Secara statistiknya, terdapat bukti yang kukuh
menunjukkan bahawa tidak terdapat perbezaan signifikan bagi min
skor ujian pra bagi kedua-dua kumpulan rawatan dan kawalan. Maka
125
H01 gagal ditolak. Oleh itu, terdapat perbezaan yang signifikan dalam
pencapaian min skor dalam ujian pra antara kumpulan kawalan dan
rawatan.
Persoalan Kajian 2: Adakah terdapat perbezaan min skor yang
signifikan dalam pencapaian ujian pasca antara kumpulan kawalan
dan rawatan?
H02: Tiada perbezaan yang signifikan dalam pencapaian
min
skor dalam ujian pasca antara kumpulan kawalan dan

rawatan
Jadual 4: Analisis ujian pasca bagi kumpulan rawatan dan kawalan
Kumpulan
Rawatan
N
30
Min
40.3
Sisihan
Piawai
1.542
Beza
Min
2.20
Kawalan
30
1.83
6.742
Sig.
(2 hala)
0.000
0.913
Daripada Jadual 4, didapati nilai kebarangkalian iaitu 0.000

tidak melebihi aras signifikan 0.05 iaitu (p < 0.05), maka hipotesis nul
yang mengatakan bahawa tidak terdapat perbezaan dalam keputusan
pasca antara kumpulan rawatan dengan kumpulan kawalan ditolak.
Secara statistiknya, terdapat bukti yang kukuh menunjukkan bahawa
terdapat perbezaan signifikan bagi min skor ujian pasca bagi keduadua kumpulan rawatan dan kawalan. Maka H02 ditolak. Oleh itu,
terdapat perbezaan yang signifikan dalam pencapaian
min skor
dalam ujian pasca antara kumpulan kawalan dan rawatan.
126
Persoalan 3: Adakah terdapat perbezaan min skor yang signifikan

antara ujian pra dan ujian pasca bagi kumpulan kawalan?
H03: Tiada perbezaan yang signifikan antara min skor dalam ujian
pra dan ujian pasca bagi kumpulan kawalan.
Jadual 5: Analisis ujian pra dan ujian pasca bagi kumpulan
Min
Kumpulan
kawalan
Prapasca
0.3
Sisihan
piawai
0.621
t
3.525
Sig.
(2 hala)
.07
Hipotesis ini melibatkan satu kumpulan sampel sahaja. Oleh

itu hipotesis ini diuji dengan menggunakan ujian-t untuk dua
kumpulan sampel bersandaran (Paired Sample T-Test). Daripada
Jadual 5, nilai kebarangkalian yang diperoleh ialah 0.79 iaitu lebih
besar daripada aras signifikan yang ditentukan iaitu 0.05, maka
hipotesis nul gagal ditolak. Keputusan ini membuktikan bahawa tiada
perbezaan yang signifikan antara min skor dalam ujian pra dan ujian
pasca bagi kumpulan kawalan.
Persoalan 4: Adakah terdapat perbezaan min skor yang signifikan

antara ujian pra dan ujian pasca bagi kumpulan rawatan?
H04: Tiada perbezaan yang signifikan antara min skor dalam ujian
pra dan ujian pasca bagi kumpulan rawatan
127
Jadual 6: Analisis ujian pra dan ujian pasca bagi kumpulan rawatan
Min
Kumpulan
kawalan
Prapasca
2.533
Sisihan
piawai
1.008
t
13.765
Sig.
(2 hala)
.07
Daripada Jadual 6, nilai kebarangkalian yang diperoleh ialah

0.000 iaitu lebih kecil daripada aras signifikan yang ditentukan iaitu
0.05 (p < 0.05), maka hipotesis nul ditolak. Keputusan ini
membuktikan bahawa terdapat perbezaan dalam markah yang
diperolehi bagi pelajar kumpulan rawatan dalam ujian pra dan ujian
pasca. Oleh itu, terdapat perbezaan yang signifikan antara min skor
dalam ujian pra dan ujian pasca bagi kumpulan rawatan. Kesimpulan
bagi analisis data yang didapati adalah seperti Jadual 7 di bawah.
128
Jadual 7: Kesimpulan bagi data analisis

Bil
Hipotesis Kajian
Alat
Statistik
Keputusan
H01
Tiada
perbezaan
yang
signifikan dalam pencapaian
min skor dalam ujian pra antara
kumpulan
kawalan
dan
rawatan.
Independent
sample ttest
Hipotesis
gagal
ditolak
H02
Tiada
perbezaan
yang
signifikan dalam pencapaian
min skor dalam ujian pasca
antara kumpulan kawalan dan
rawatan.
Independent
sample ttest
Hipotesis
ditolak
H03
Tiada
perbezaan
yang
signifikan antara min skor
dalam ujian pra dan ujian
pasca bagi kumpulan kawalan.
Paired
sample ttest
Hipotesis
gagal
ditolak
H04
Tiada
perbezaan
yang
signifikan antara min skor
dalam ujian pra dan ujian
pasca bagi kumpulan rawatan
Paired
sample ttest
Hipotesis
ditolak
Perbincangan
Situasi ujian pra mengambarkan cara pembelajaran dan cara

pemikiran murid di sekolah tersebut masih bersifat konvergen.
Dengan kata lain pemikiran bersifat kritis dan kreatif masih pada
tahap yang sangat rendah. Menurut Sousa (2011), antara salah satu
sebab murid kita tidak berfikir secrara kritis adalah berpunca daripada
129
guru tidak banyak memberikan ruang untuk berfikir. Kebanyakan

sekolah hanya melatih pelajar dengan pemikiran konvergen dan
hanya berfokus kepada isi kandungan melalui hafalan berbanding
proses pemikiran untuk manganalisis dan menilai. Mengulang
jawapan kadang kala menjadi lebih penting daripada proses untuk
mendapat jawapan.
Pada era
yang menitik berat
kepada keputusan dan
kedudukan sekolah juga menjadi punca menyebabkan murid hanya

fokus kepada soalan peperiksaan. Murid hanya hafal cara kerja tanpa
mengetahui cara aplikasi. Tambahan lagi format soalan peperiksaan
adalah sama dan berulang bertahun-tahun. Ini menyebabkan murid
hanya fokus
kepada beberapa soalan yang akan diuji dalam
peperiksaan dengan hafalan.

Akan tetapi, apabila kita melihat data pada ujian pasca bagi
kumpulan rawatan, ia menunjukkan satu harapan bagi kita. Dari
purata murid hanya dapat menjawab 1.5 soalan melonjak ke 4.03
soalan pada akhir pembelajaran dalam tempoh 1 bulan menunjukkan
bahawa kemahiran berfikir anak murid kita ini dapat diasah dan
dilatih. Jadi para pendidik seharusnya dilengkapi dengan kemahiran
berfikir agar baru dapat melatih anak murid kita dengan kemahiran
berfikir aras tinggi.
Kesimpulan
Secara keseluruhannya, kajian ini menunjukkan bahawa

terdapat perbezaan yang signifikan dari segi min skor pencapaian
ujian pasca di antara pelajar yang belajar matematik menggunakan
pendekatan Heuristik dengan pelajar yang belajar dengan kaedah
130
pembelajaran tanpa pendekatan Heuristik. Pelajar yang belajar

menggunakan
pendekatan
Heuristik
menunjukkan
peningkatan
prestasi yang lebih baik.
Rujukan
Bloom, B. S. (Ed). (1956). Taxonomy of educational objectives.

Handbook I: Cognitive domain. New York: McKay.
Bruner, J. S. (1960). The process of education. Cambridge: Harvard
University Press.
Chua, Y.P. (2011). Kaedah dan statistik penyelidikan buku 1 (2nd ed.).
Kuala Lumpur: Mc Graw Hill
Konkle, T., Brady, T. F., Alvarez, G.A., & Oliva, A. (2010). Conceptual
distinctiveness
supports
detailed
visual
long-term
memory. Journal of Experimental Psychology: General. 139 (3),

558-78
Krulik, S., & Rudnick, J.A. (1993). Reasoning and problems solving: A
handbook for elementary school teacher. Massachusett: Allyn
and Bacon
Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan
Pendidikan Malaysia 2013-2025. Putrajaya
Mayer, R. E. (2003). Learning and instruction. Upper Saddle River,
NJ: Prentice Hall.
Ministry of Education Singapore (MOE). (2001a). Primary mathematics
syllabus.
Retrieved
January
7th,
2005,
from
http://www1.moe.edu.sg/syllabuses/doc/Maths_Pri.pdf.
131
McDavitt, D. S. (1993). Teaching for understanding: Attaining higher

order learning and increased achievement through experiential
instruction. (ERIC Document Reproduction Service No. ED 374
093)
Pang, V., & Lajium, D. (2008). Penilaian Dalam Pendidikan. Kota
Kinabalu: Universiti Malaysia Sabah.
Polya, G. (1973). How to solve it: A new aspect of mathematical model.
(2nd ed). Princeton,New Jersey: Princeton University Press.
Rubinstein, M.F. (1986). Tools for thinking and problem solving.
Englewood Cliffs, New Jersey: Prentice Hall
Schoenfeld A.H. (1985). Mathematical problem solving. Orlando, FL:
Academic Press.
Sousa, D.A. (2011). How the brain learns. (4th ed). United States of
America: Corwin
132
Identifying Elements of Higher-Order Thinking Skills in Student

Teachers Lesson Plans: A Preliminary Study
Chandra Mohan V. Panicker

chandramohanv.panicker@ipgmktar.edu.my
Abstract
Teaching higher order thinking skills (HOTS) is currently at the

centre of educational attention. In Malaysia, both the revised
new primary school curriculum (KSSR) and the Malaysia
Education Blueprint (MEB 2013-2025) have given significant
emphasis to the fostering of HOTS in the teaching and learning
process. This is in line with the nations aspiration to gauge
students cognitive performance against international standards
as stated in the executive summary in MEB. In the same
document, it is also stated that; The emphasis in no longer just
on the importance of knowledge, but also on developing higherorder thinking skills. This basic study is to identify the
incorporation of the elements of HOTS in both the lesson
objectives and in the activities planned in the lesson. Twenty
three semester eight teacher trainees lesson plans were analysed
and an interview was carried out to answer the two research
questions. The findings revealed that less than 50% of the
teacher trainees incorporated HOTS in their lesson plans. The
133
reasons for not incorporating range from lack of time to lack of

knowledge and skills.
Keywords:
higher order thinking skills, incorporation,

applying, analyzing, creating and evaluation
According to King, Goodson and Rohani (2013), Higher order

thinking
skills
(HOTS)
include
critical,
logical,
reflective,
metacognitive, and creative thinking which are activated when

individuals encounter unfamiliar problems, uncertainties, questions, or
dilemmas. Successful applications of the skills result in explanations,
decisions, performances, and products that are valid within the
context of available knowledge and experience and that promote
continued growth in these and other intellectual skills.
Higher-order thinking is based on the concepts in the cognitive
domain of Blooms Taxonomy. Blooms Taxonomy suggests that skills
involving applying, analysis, evaluation and creating are of a higher
order, requiring different instructional practices. It also suggests that
higher-order thinking involves the learning of complex judgmental
skills such as critical thinking and problem solving. Higher-order
thinking is thought to be more useful because such skills (analysis,
creating) are considered more likely to be used in situations other
than those in which the skill was initially learned.
Brookhart (2010) as cited in Collins (2014) argues that if
teachers think of higher-order thinking as problem solving they can
set lesson goals to teach students how to identify and solve problems
at school and in life. This, she says, involves not just solving problems
134
set by the teacher, but solving new problems that they define
themselves, creating something new as the solution. One way to
inculcate HOTS is by incorporating these skills in the teachers lesson
plans.
Writing lesson plans according to Gower, Phillips and Walters
(2005) has a number of important functions; (i) acts as an aid to
planning, (ii) it is a working document; something to refer to and helps
the teacher to stay focused, (iii) a record; what the class has done
and might form a basis for future lesson with similar class, besides it
can also be referred to during feedback on the lesson.
All these functions have to be taken into consideration when
planning and writing a lesson plan. A student teacher need to be
aware of the language skills, think and plan suitable activities, think of
effective strategies to be carried out in the lesson, think of class
control and time management. Therefore, from the awareness of
writing an effective lesson plan, to the planning, referencing and the
actual writing and evaluating of the lesson plan is truly a complex
process. Unlike experience teachers, student teachers on teaching
practice are usually required to make explicit lesson plans;
experience teachers more often rely on their extensive experience to
form a mental framework of how they want the lesson to proceed.
This does not necessarily mean that the lesson plans of established
teachers are any less detailed than those of beginning teachers,
simply that the lesson plans have become internalized through
repetition (Kyriacou, 1991, p. 17) as cited in Nicholas (2004)
135
Problem Statement
Learning activities in ESL classroom should involve explicit

thinking skills (Tee et al, 2012). It is hard to imagine a teacher or
school leader who is not aware of the importance of teaching higherorder thinking skills to prepare young men and women to live in the
21st Century (Collins, 2014).
An analysis of the teacher trainees lesson plans by the
researcher has revealed that most of objectives and activities in their
lesson plans were focused on lower-order thinking skills (LOTS). This
means the trainees were teaching their pupils to remember and recall
facts. Among primary reasons for the focus on LOTS may be the
simple facts that LOTS are easier to understand, easier to teach,
easier to test and easier to learn (Byrnes, 2001). However, recently
there have been a greater awareness and emphasis given for HOTS
to be inculcated into the Malaysian School Curriculum. Besides, a
literature survey conducted in relation to HOTS from the year 1993 to
2014 revealed that most studies were focused on thinking skills in
general and very little emphasis were on HOTS. As such, there is an
urgent need to improve lesson plans by incorporating HOTS in lesson
plans from a very early stage.
Literature Review
Higher order thinking (HOT) is thinking on a level that is higher than

memorizing facts or telling something back to someone exactly the
way it was told to the listener. HOT takes thinking to higher levels
than restating the facts and requires students to do something with
136
the facts understand them, infer from them, connect them to other
facts and concepts, categorize them, manipulate them, put them
together in new or novel ways, and apply them to seek new solutions
to new problems (Thomas & Thorne, 2009).
It is essential to move towards higher-order thinking skills in
the classroom because they have enormous benefits for cognitive
development of the students. The reasoning here is similar to the
rationale for pushing knowledge into our long-term memory. First,
information learned and processed through higher-order thinking
processes is remembered longer and more clearly than information
that is processed through lower-order, rote memorization. Consider,
for example, the difference between memorizing a word and
explaining the meaning of the word. Or, the difference between
memorizing the rules of grammar and analyzing and applying the
rules in a sentence. Or, the difference between mere memorization of
a sentence structure and a deeper understanding that the sentence
structure consist of different syntactical elements. Or, the difference
between reciting the events included in a history textbook and
drawing inferences from a number of historical documents. In each
case, a student who has the latter-type of understanding will carry
that knowledge longer.
Moreover, the student with the deeper conceptual knowledge
will be better able to access that information for use in new contexts.
This may be the most important benefit of high-order thinking.
Knowledge obtained through higher-order thinking processes is more
easily transferable, so that students with a deep conceptual
understanding of an idea will be much more likely to be able to apply
that knowledge to solve new problems.
137
Related studies
Burke, William and Skinner (2007), reported in a study which
examines primary teachers' understandings of thinking skills within
the curriculum. All respondents were from primary schools within a
local authority in central Scotland, and in total thirty-six schools were
represented. Practitioners' perceptions were explored by analysing
their quantitative responses to questions about the frequency of
specific thinking skills taught across curricular areas. The methods
and procedure adopted for this study were based on the thinking
frameworks of Swartz and Parks (1994) and McGuinness (2003).
Data were coded using parametric statistics to reveal developmental
trends apparent when teaching thinking skills. The findings showed
that teachers believed that some thinking skills are more fully
integrated into areas of the curriculum than others and also
highlighted the lack of a coherent progression of age-specific thinking
skills being taught from early to upper primary.
In another study by Glevey (2006), on how children are guided
in the development of their thinking in the twenty-first century, he said
that over the past decades special thinking skills programmes have
been developed to enhance thinking but these programmes have so
far failed to produce clear evidence to support their effectiveness. He
argued that due to the complex nature of thinking some fundamental
changes in education must be tackled if all children are to be
encouraged to develop and enhance their own particular ways of
thinking
Another study was conducted by Tee et al. (2012), to identify
the level of higher order thinking skills among lower secondary
students in Malaysia. Specifically the researchers were trying to see
138
HOTS among these students and the relationship between HOTS and
gender, location of school and living skills. A total of 384 samples
were selected as the respondents for this study. This was a survey
study using the SEA test (X-form) developed by a team of specialists
in educational measurement and evaluation (Callahan, Covert,
Aylesworth & Vanco 1988). The results showed that higher order
thinking skills levels among the students were at very low level. The
findings also revealed that there was a low positive significant
relationship between the higher order thinking skills and academic
result, r = 0.468, p < 0.05. In addition, the results indicated that there
was a significant difference in Living Skills subject results on the
higher order thinking skills. The researchers proposed a new
approach
by
using
specialised
instructional
module
for
individualised learning to deliver the thinking skills learning task.
Purpose of the Study
The purpose of this study is to conduct a preliminary analyse of

teacher trainees lesson plans to identify the incorporation of HOTS in
the lesson objectives and activities. It also aims to find reasons for not
incorporating HOTS in lesson plans and reasons for incorporating it.
Research Questions
There are three research questions

1. To what extent has HOTS been incorporated in the teachers
trainees lesson plans?
139
2. Why is HOTS not incorporated in the teachers trainees lesson

plans?
3. Why is HOTS incorporated in the teachers trainees lesson
plans?
Respondents
The respondents of this study consist of 23 semester 8 teacher
trainees who had completed their teaching practice in an Institute of
Teacher Education.
Instruments
Two main instruments were employed for this study; the HOTS
checklist and the semi-structured interview checklist. A semistructured interview checklist was used when conducting the
interview. The checklist consist of (i) preparation for the interview
(clear about who to speak and how to collect information), (ii) inform
respondents about the reason for the interview, (iii) recording answer
(taking notes and audio), (iv) to develop rapport with respondents, (v)
ask questions that lead to detailed answers, and (vi) end the
interview. Besides, a HOTS checklist was used to identify the
elements of HOTS in both the lesson objectives and activities carried
out. The checklist was used to identify key words related to the four
upper levels of Blooms Taxonomy; applying, analyzing, evaluating
and creating.
Procedure
The procedure of this study consist of two main steps, first,
lesson plans were collected from the respondents and analysed using
140
the HOTS checklist so that the data can be quantified. The analysis
involved identifying elements of HOTS in the lesson objectives and
activities carried out. Since this is a preliminary study, only key words
related to HOTS based on Blooms Taxonomy was sorted out in the
lesson plans. This analysis was followed by an interview. Four
respondents who used HOTS and four respondents who did not use
HOTS in their lesson plans were interviewed based on the semistructured interview checklist. The interview data was record and
transcribed to answer the second and third research questions.
Findings and Discussion
1. To what extent has HOTS been incorporated in the teachers

trainees lesson plans?
Lesson plans consist of many parts, however for this study the
focus is on both the lesson objectives and the activities planned in the
lesson. To answer this question, twenty three English language
lesson plans were analysed to identify the elements of HOTS in the
lesson plans. Figure 1 and Figure 2 show the analysis of the lesson
plans. Figure 1 shows the use of the elements of HOTS in the lesson
objectives. Less than 50% of the lesson objectives indicate the use of
HOTS. 61% of the objectives were using lower order thinking skills,
mostly at the understanding level of Blooms taxonomy. The elements
of HOTS were more concentrated at the applying and analyzing
levels of Blooms Taxonomy, 18% and 13% respectively. This shows
that the elements of HOTS was not fully incorporated in the lesson
objectives and activities.
141
Use of HOTS in Lesson Objectives

Applying
18%
Analysing
13%
LOTS
61%
Evaluating
4%
Creating
4%
Figure 1: Use of HOTS in Lesson Plans
The same scenario existed for the use of HOTS in the activities
planned in the lessons, refer to figure 2. Only 48% of the activities
planned indicate the use of the elements of HOTS. This is 9% more
compared to the use of HOTS in the lesson objectives. However the
elements of HOTS are more concentrated at applying and creating
levels of Blooms taxonomy, 22% and 13% respectively.
The analysis of both the lesson objectives and activities
planned in the lesson showed the use of HOTS, however, the extent
to which these elements were used is still limited. Respondents were
more comfortable in using lower order thinking skills in the lessons
than HOTS. This is partly due to two main reasons; (i) LOTS is easier
to use than HOTS in their lesson and/or (ii) limited or lack of
knowledge in using HOTS.
142
Use of HOTS in Activities

Applying
22%
Analysing
9%
LOTS
52%
Evaluating
4%
Creating
13%
Figure 2: Use of HOTS in Activities
Planning a lesson which employs both the elements of HOTS

in lesson objectives and activities can be difficult and time consuming.
To formulate lesson objectives that test higher order thinking skills
and planning activities related to that lesson objective can be
challenging especially if the planner lacked the knowledge of HOTS.
As such many lesson planners would confine their planning to LOTS.
2. Why is HOTS not incorporated in the teachers trainees
lesson plans? and
3. Why is HOTS incorporated in the teachers trainees lesson
plans?
Eight respondents of this study was interviewed to find why
their usage of HOTS in their lesson plans. Four students were asked
143
why they did not incorporate HOTS in their lesson plans and while
four other who did incorporate, why they did so?
Why the respondents did not incorporate HOTS in their lesson

plans?
The summary of this aspect of the interview revealed the following
reasons why HOTS was not incorporated in the lessons;
i.
HOTS is difficult to implement in the primary classroom (R1,

R3).
ii.
HOTS is time consuming to carry out in the classroom (R2).
iii.
HOTS not suitable for primary school pupils (R1, R3).
iv.
Dont know how to incorporate HOTS in lesson (R4).
v.
Dont have knowledge of HOTS (R4).
vi.
Afraid to carry out because pupils might not understand (R2).
Further questions and analysis of the interview data, gave

more insight into why HOTS was not incorporated into the lesson
plans. The respondents feel teaching HOTS at primary level is difficult
because pupils cannot understand difficult instructions due to their
poor mastery of the English language. They also felt, explaining
elements of HOTS to pupils can be time consuming and a waste of
time. Some respondents admitted that they have very limited
knowledge on how to incorporate HOTS in their lesson.
Why HOTS was incorporated into their lesson plans?

The following is the summary, why HOTS was incorporated;
i.
To help pupils think better (R1, R2).
ii.
To make pupils think higher (R1,R2).

144
iii.
To teach pupils HOTS (R3).
iv.
To improve pupils thinking skills (R1,R2).
v.
To encourage use of HOTS (R4).
Based on the summaries, it is clear that the reasons for not

incorporating HOTS range from the time factor to lack of knowledge
and skills. While the reasons for implementing HOTS is to improve
and enhance pupils thinking skills which are very positive attitude
towards incorporating HOTS in the primary classroom.
Other findings
This study has also revealed that the incorporation of HOTS in
the lesson objectives and activities was only found in the Reading and
Writing lessons, none in the Listening and Speaking lessons.
Besides, HOTS was more focus at the applying and analyzing levels
of Blooms taxonomy than the other levels. Also there was a close
connection between the incorporation of HOTS in the lesson
objectives and in the activities planned in the lesson as shown in
Figure 3.
145
E l e m e n t s O f H O TS I n L e s s o n O b j e c t i ve s An d
Ac t i vi t i e s
Elements of HOTS in lesson objectives
Elemts of HOTS in Activities
16
14
14
12
12
10
8
6
4
2
3
4
1
2
0
A p p l yi n g
A n a l ys i n g
Evaluating
1
Creating
LOTS
Figure 3: The relationship between the elements of HOTS in lesson

objectives and in activities
Conclusion
Although HOTS is nothing new in the field of education

nevertheless the incorporation of HOTS and teaching of higher order
thinking skills in the Malaysian classroom are still at an infancy level.
We need to equip our future generation not only with good education
and skills but also with the ability to think at a higher cognitive level as
stated by Thirusanku and Melor (2014). HOTS are skills which would
equip students with the ability to apply, analyse, evaluate and think
creatively in and outside the classroom. This study is only a
preliminary study, looking at only 23 lesson plans and therefore the
findings are not sufficient enough to generalize to a larger population.
However, it is an indicator of the thinking level in the primary
146
classroom. HOTS are not incorporate in the lesson plans due to

various reasons. Looking at these reasons, it is truly not an
impossible task to overcome.
References
Burke, L, et al (2007). Teachers' perceptions of thinking skills in the

primary curriculum. Retrieved from http://tre.sagepub.com/
Byrnes,
J.
(2001).
Cognitive
Development
and
Learning
in
Instructional Contexts (2nd ed.). Allyn and Bacon: Boston, p. 91.

Retrieved
from
http://teachingasleadership.org/sites/default/files/RelatedReadings/LT_Ch5_2011.pdf
Collins, R. (2014). Skills in the 21st Century: Teaching HOTS.
Retrieved
from
http://www.curriculum.edu.au/leader/teaching_higher_order_thi
nking,37431.html?issueID=12910
Gower, R., Phillips, D. & Walters, S. (2005). Teaching practice- A
handbook for teachers in Training. Macmillan Books for
Teachers.
Glevey, K. (2006). Promoting thinking skills in education. Retrieved
from
http://www.informaworld.com/smpp/title~content=t713437427~
db=all
147
King, F.J., Goodson, L. & Rohani, F. (2009). Higher order thinking

skills:
Definition,
teaching
strategies,
and
assessment.
Retrieved
from
http://www.cala.fsu.edu/files/higher_order_thinking_skills.pdf
Tee, et. al (2012). Thinking skills for secondary school students in
Malaysia. Journal of Research, Policy & Practice of Teacher
Education. 2(2), 12-23
Thomas
&
Thorne
(2008).
What
are
21st
Century
Skills?
http://www.sfasu.edu/hip/168.asp [10 February 2014]

Thirusanku, J., & Yunus, M. M. (2014). Status of English in Malaysia,
Asian Social Science; 10(14).
148
Permainan Forest Card: Satu Kaedah Untuk Menguasai Topik

Tumbuh-Tumbuhan Semula Jadi Dan Hidupan Liar Di Malaysia
Dan Di Luar Negara
Hii Ming Toh

mingtoh82@yahoo.com.my
SMK Ulu Balingian Selangau
Abstrak
Kajian ini dijalankan untuk membantu murid menguasai ciri-ciri

tumbuh-tumbuhan semula jadi dan hidupan liar di hutan hujan
tropika Malaysia, hutan Gurun Sahara, hutan Mediterranean
Turki, hutan tundra Utara Siberia dan hutan monsun tropika
Utara Thailand. Tajuk ini merangkumi tentang ciri-ciri iklim,
ciri-ciri tumbuhan semula jadi dan jenis hidupan liar di kawasan
yang dinyatakan. Seramai 16 orang murid kelas 1A dan 23
orang murid kelas 1B SMK Ulu Balingian tahun 2014 terlibat
dalam kajian ini. Kajian ini dilakukan dengan menggunakan
kaedah pemerhatian, ujian pra dan pos dan soal selidik.
Perbandingan keputusan ujian pra dan ujian pos telah
menunjukkan peningkatan prestasi murid setelah didedahkan
dengan permainan Forest Card. Dapatan soal selidik juga
menunjukkan sambutan yang positif tentang permainan Forest
Card.
149
Kata Kunci:
permainan Forest card, hutan hujan tropika,

hutan gurun, tumbuh-tumbuban lair, hidupan
liar
Topik tumbuh-tumbuhan semula jadi dan hidupan liar di

Malaysia dan di luar negara gurun Sahara, Turki, utara Siberia dan
utara Thailand merupakan tajuk Geografi Tingkatan 1. Tajuk ini
mempelajari tentang ciri-ciri iklim, ciri-ciri tumbuhan semula jadi dan
jenis hidupan liar di kawasan yang dinyatakan. Malaysia berada di
garisan khatulistiwa dan mengalami iklim khatulistiwa, iaitu panas dan
lembap sepanjang tahun. Min suhu tahunan di Malaysia ialah 26C
hingga 27C dan hujan tahunan ialah 2 600 mm. Iklim di gurun
Sahara adalah panas dan kering sepanjang tahun. Min suhu tahunan
di gurun Sahara ialah 27C hingga 41C dan hujan tahunan kurang
daripada 250 mm. Iklim di kawasan Turki adalah sederhana sejuk
dan lembap.
Min suhu tahunan di kawasan Turki kira-kira 11C dan hujan
tahunan sekitar 500 mm. Kawasan utara Siberia mengalami iklim
sejuk dan kering sepanjang tahun. Min suhu tahunan kira-kira -8C
dan hujan tahunan kurang daripada 250 mm. Utara Thailand pula
mengalami iklim monsun tropika. Kawasan tersebut mengalami satu
musim kering dan musim lembap yang nyata. Min suhu tahunan ialah
26C dan hujan tahunan ialah 1000 mm hingga 2000 mm. Perbezaan
ciri-ciri iklim mengikut kawasan di atas menyebabkan ciri-ciri tumbuhtumbuhan semula jadi dan jenis hidupan liar juga turut berbeza.
150
Pernyataan Masalah
Berdasarkan analisis item peperiksaan Akhir Tahun 2014,

peratus murid kelas 1A dan kelas 1B yang menguasai topik tumbuhtumbuhan semula jadi dan hidupan liar di Malaysia dan di luar negara
(gurun Sahara, Turki, utara Siberia dan utara Thailand) agak rendah,
iaitu 47% dan 28%. Ini menunjukkan bahawa murid mengalami
kesukaran dalam membezakan ciri-ciri tumbuh-tumbuhan semula jadi
dan hidupan liar di hutan hujan tropika Malaysia, hutan gurun Gurun
Sahara, hutan Mediterranean Turki, hutan tundra Utara Siberia dan
hutan monsun tropika Utara Thailand. Dengan itu, kaedah permainan
Forest Card diperkenalkan untuk membantu murid mengatasi
masalah ini. Rasional kaedah ini digunakan kerana ia adalah
berpusat kepada murid dan murid boleh belajar secara akses kendiri
secara berkumpulan. Tambahan pula, Forest Card ini menggunakan
konsep kata kunci dan gambar visual untuk membantu murid
meningkatkan kefahaman dan penguasaan mereka terhadap tajuk ini.
Objektif Kajian
Objektif umum
Tujuan kajian ini adalah untuk membantu murid menguasai
topik tumbuhan-tumbuhan semula jadi dan hidupan liar di Malaysia
dan di luar negara.
Objektif khusus
i.
Menguasai ciri-ciri tumbuh-tumbuhan semula jadi di hutan hujan

tropika
Malaysia,
hutan
gurun
Gurun
Sahara,
hutan
151
Mediterranean Turki, hutan tundra Utara Siberia dan hutan

Monsun Tropika Utara Thailand
ii.
Menguasai jenis hidupan liar di hutan hujan tropika Malaysia,

hutan gurun Gurun Sahara, hutan Mediterranean Turki, hutan
tundra Utara Siberia dan hutan Monsun Tropika Utara Thailand
Kumpulan sasaran
Kumpulan sasaran melibatkan 16 orang murid kelas 1A dan 23
orang murid kelas 1B SMK Ulu Balingian tahun 2014
Pelaksanaan Kajian
Tinjauan masalah
Dalam pelaksanaan kajian ini, tinjauan masalah dibuat
berdasarkan pemerhatian, ujian pra dan pos serta soal selidik.
Pemerhatian
Saya telah membuat pemerhatian ke atas tingkah laku murid
semasa
proses
pengajaran
dan
pembelajaran
berlangsung.
Pemerhatian dijalankan sebelum dan selepas didedahkan dengan

permainan Forest Card.
Ujian pra dan pos

Ujian Pra (Lampiran 3) diberikan kepada kumpulan sasaran
untuk mengesan sejauh mana penguasaan mereka ciri-ciri tumbuhtumbuhan semula jadi dan hidupan liar di hutan hujan tropika
Malaysia, hutan gurun Gurun Sahara, hutan Mediterranean Turki,
hutan tundra Utara Siberia dan hutan Monsun Tropika Utara
152
Thailand. Selepas itu, kumpulan sasaran didedahkan dengan

permainan Forest Card
untuk meningkatkan kefahaman dan
penguasaan mereka terhadap tajuk ini. Ujian pos (Lampiran 3)

dengan set item soalan yang sama dengan ujian pra diberikan
kepada kumpulan sasaran. Ujian pra dan ujian pos dianalisis dengan
menggunakan perisian IBM SPSS Statistics 20.
Murid
diberikan
ujian pra
Permainan
Forest
Card
Murid
diberikan
ujian pos
Analisis
data dalam
SPSS
Rajah 1: Carta aliran ujian pra dan ujian pos
Soal selidik
Borang soal selidik disediakan dan diedarkan kepada murid
untuk mendapatkan maklum balas murid dengan permainan Forest
Card (Lampiran 2). Borang soal selidik terdiri daripada bahagian latar
belakang responden dan bahagian pendapat responden terhadap
permainan Forest Card. Dapatan soal selidik dianalisis dengan
menggunakan perisian IBM SPSS Statistics 20.
Tindakan Yang Dijalankan
Berdasarkan tinjauan awal yang telah dijalankan, murid

didapati lemah dalam topik tumbuhan-tumbuhan semula jadi dan
hidupan liar di Malaysia dan di luar negara. Untuk mengatasi ini,
kaedah permainan Forest Card diperkenalkan untuk melaksanakan
kajian ini. Berikut adalah cara pengendalian permaian Forest Card.
153
Langkah
Aktiviti
Seorang murid akan dipilih dijadikan ketua untuk mengagihkan

kad dan diberi skema jawapan.
Pemain diagihkan kad mengikut jumlah pemain seperti berikut:
Bilangan
Pemain
Bil. Agihan Kad/

Pemain
Simpanan Kad
25
50
15
55
12
52
10
50
52
Pemain akan melepaskan 1 kad sahaja setiap kali giliran.
Ketua akan menyemak kad yang dilepaskan tepat pada

kawasan.
Kegagalan meletakkan kad akan dikenakan penalti 2 kad
tambahan.
Ketua perlu memberi jawapan yang betul kepada pemain yang
gagal meletakkan kad tepat pada kawasan. Kad tersebut akan
disimpan oleh ketua.
Pemain yang paling cepat habiskan kadnya di tangannya
dianggap sebagai pemenang. Ketua perlu membimbing
pemain yang lain melepaskan baki kadnya tepat pada
kawasan.
Ketua dan pemain dikehendaki meneliti semula kad yang
dilepaskan pada kawasan sebagai pengukuhan.
5
6
154
Refleksi Hasil Kajian
Analisis pemerhatian
Dapatan pemerhatian mendapati bahawa murid berasa
seronok dalam pembelajaran topik tumbuhan-tumbuhan semula jadi
dan hidupan liar di Malaysia dan di luar negara. Semua murid terlibat
secara aktif dalam permainan Forest Card. Murid pada permulaan
kurang mahir dalam permainan Forest Card pada pusingan pertama
dan terpaksa merujuk kepada bahan bacaan seperti nota dan buku
teks. Ini adalah kerana aras penguasaan mereka terhadap isi
kandungan topik tersebut masih rendah. Namun demikian, murid
mula menguasai isi kandungan topik tersebut pada pusingan kedua
dan seterusnya. Pada pusingan akhir, murid dapat menyelesaikan
semua kad mereka tanpa merujuk kepada bahan bacaan. Ini
bermakna murid telah berjaya menguasai topik tersebut.
Analisis ujian pra dan pos

Perbandingan pencapaian murid dalam ujian pra dan pos
adalah seperti berikut:
155
Jadual 1: Prestasi Murid 1A dalam ujian pra dan ujian pos

Bil
Nama
Kelas
Ujian pra
(25%)
Ujian post
(25%)
Aida Sena Anak Tupa
1A
14
18
Angela Beda Anak Baja
1A
23
23
Catherine Anak Sirai
1A
11
23
Desniey Fedelisa Anak Freddin
1A
17
Elizeberth Tera Anak Dennis
1A
11
15
Esteve Austin Anak Kasau
1A
21
Haergenstein Anak Jackson

Apong
1A
14
19
Jackie Kamar Anak Unggan
1A
18
Lorien Anak Iskandar
1A
12
22
10
Luncha Anak Minah
1A
19
23
11
Olivia Lantan Anak Telajan
1A
16
12
Relen Sudau Anak Rantai
1A
11
22
13
Reselly Suzanne Anak Robert
1A
10
22
14
Rosliana Tasa Anak Antoh
1A
14
22
15
Roslina Anak Igai
1A
22
18
16
Sophia Sonia Anak Mathew
1A
10
22
156
Jadual 2: Prestasi Murid 1B dalam ujian pra dan ujian pos

Bil
Nama
Kelas
Ujian pra Ujian pos

(25%)
(25%)
Andy Ting Wan Loong
1B
10
22
Anjeli Ak George
1B
12
22
Caroline Diana Ak Tinggi
1B
12
24
Elizebth Mona Ak Aman
1B
14
22
Ellisya Biah Ak Minah
1B
24
Ellyvia Nut Ak Ejau
1B
10
24
Emma Fifiyanti Ak Anja
1B
24
Ester Yak Ak Daut
1B
18
Filomina Ak Barin
1B
16
10
Georgiana Jimin Ak Anthony Jugu
1B
10
18
11
Kaneh Ak Ranti / Nur Khadijah Bt

Abdullah
1B
15
20
12
Lisa Ak Belun
1B
19
20
13
Melisa Ak Umpi
1B
18
14
Mohd Zaidy Bin Ahmad
1B
15
Nagie Ak Alexson Kubong
1B
22
22
16
Ngadan Ak Balau
1B
12
24
17
Nicklous Rugai Ak Bryn
1B
11
15
18
Nursare Binti Abdul Razak
1B
10
19
Priscilla Hellen Ak Jobli
1B
11
16
20
Shalren Farrera Anak Janting
1B
10
21
21
Sylvester Sayong Ak Jaga
1B
22
24
22
Timothy Ak Blayong
1B
13
23
Tina Arena Anak Henry
1B
25
157
Jadual 3: Statistik asas

Paired Samples Statistics
Mean
Ujian pra
Pair 1
Ujian
pos
Std.
Std. Error
Deviation
Mean
11.33
39
5.258
.842
19.79
39
3.928
.629
Jadual 4: Statistik korelasi

Paired Samples Correlations
Pair 1
Ujian pra & ujian

pos
Correlation
Sig.
39
.356
.026
Jadual 5: Statistik ujian T

Paired Samples Test
Paired Differences
Mean
Std.
Deviation
Std.
Error
Mean
8.462
5.325
.853
df
Sig.
(2tailed)
38
.000
95% Confidence
Interval of the
Difference
Lower
Ujian
pra Pair 1
Ujian
pos
-10.188
Upper
-6.735 -9.923
158
Daripada Jadual 3, statistik asas menunjukkan min pencapaian

pelajar pada ujian pra ialah 11.33 manakala min pencapaian pelajar
pada ujian pos ialah 19.79. Perbezaan min antara ujian pra dan ujian
pos ialah 8.462. Korelasi antara ujian pra dan ujian pos ialah 0.356
dan statistik korelasi adalah signifikan (p < 0.05). Berdasarkan Jadual
5 statistik ujian t adalah signifikan (t = -9.923; df = 38; p < 0.05).
Perbandingan Markah Ujian Pra dan Ujian Pos

10
9
9
8
Bilangan Murid
7
6
6
5
5
4
4
3
3 3
3
2 2
2 2 2
2
1
1 1
1
0 0 0 0 0 0 0 0
0 0 0 0
0 0 0
0 0
0 0
0
1 2 3 4 5 6 7 8 9 10111213141516171819202122232425
Markah
Pos Test
Pra Test
Rajah 2: Analisis markah murid-mirud dalam ujian pra dan ujian pos
Markah maksimum dalam ujian pra dan ujian pos ialah 25

markah. Hasil analisis mendapati bahawa majoriti murid telah
159
mencapai 15 markah ke bawah pada ujian pra. Hanya terdapat 4

orang murid sahaja mencapai 15 markah ke atas dan markah
tertinggi ialah 23 markah. Pada ujian pos pula, seramai 37 murid
mencapai 15 markah ke atas. Markah tertinggi ialah 25 markah
manakala markah terendah yang ialah 9 markah. Ini menunjukkan
terdapat peningkatan yang jelas dalam penguasaan murid terhadap
tajuk ini selepas didedahkan dengan permainan Forest Card.
Analisis soal selidik

Secara keseluruhan, murid telah memberikan respons positif
terhadap permainan Forest Card. Berikut adalah analisis soal selidik
yang telah dijawab oleh murid.
Jadual 6: Statisitk permainan Forest Card
Valid
Missing
Mean
Std. Deviation
Minimum
Maximum
Saya suka
permainan
Forest
Card
Saya
berasa
seronok
belajar
melalui
Forest
Card
39
0
4.97
.160
4
5
39
0
4.90
.307
4
5
Saya dapat Permainan

Forest Card
mengenal
pasti hutan merupakan
di Malaysia
bahan
dan di
pembelajaran
negara lain yang sangat
dengan
menarik
mudah
melalui
Forest
Card
39
39
0
0
4.44
4.85
.788
.432
2
3
5
5
Permainan
Forest Card
dapat
merangsang
minat
pembelajaran
saya
39
0
4.92
.270
4
5
Jadual 7: Saya suka permainan Forest Card
160
Setuju
Amat
Valid
Setuju
Total
Frequency
Percent
2.6
Valid
Percent
2.6
Cumulative
Percent
2.6
1
38
97.4
97.4
100.0
39
100.0
100.0
Jadual 8: Saya berasa seronok belajar melalui Forest Card
Setuju
Valid Amat
Setuju
Total
Frequency
Percent
10.3
Valid
Percent
10.3
Cumulative
Percent
10.3
4
35
89.7
89.7
100.0
39
100.0
100.0
Jadual 9: Saya dapat mengenal pasti hutan di Malaysia dan di negara

lain dengan mudah melalui Forest Card
Kurang
Setuju
Kurang
Pasti
Valid
Setuju
Amat
Setuju
Total
Frequency
Percent
Valid
Percent
Cumulative
Percent
2.6
2.6
2.6
10.3
10.3
12.8
11
28.2
28.2
41.0
23
59.0
59.0
100.0
39
100.0
100.0
161
Jadual 10: Permainan Forest Card merupakan bahan pembelajaran

yang sangat menarik
Frequency Percent
Kurang
Pasti
Setuju
Valid
Amat
Setuju
Total
Valid
Percent
Cumulative
Percent
2.6
2.6
2.6
10.3
10.3
12.8
34
87.2
87.2
100.0
39
100.0
100.0
Jadual 11: Permainan Forest Card dapat merangsang minat

pembelajaran saya
Setuju
Amat
Valid
Setuju
Total
Frequency
Percent
7.7
Valid
Percent
7.7
Cumulative
Percent
7.7
3
36
92.3
92.3
100.0
39
100.0
100.0
Rumusan dan Implikasi
Perbandingan keputusan ujian pra dan ujian pos telah

menunjukkan peningkatan prestasi murid setelah didedahkan dengan
permainan Forest Card. Semasa ujian pra, hanya seorang sahaja
mencapai markah tertinggi, iaitu 23/25 markah. Selepas diberikan
pendedahan permainan Forest Card, terdapat seorang murid
mencapai markah maksimum iaitu 25/25 markah. Permainan Forest
Card juga membantu dari segi penguasaan isi kandungan. Seramai
37 murid telah mencapai 15 markah ke atas pada ujian pos
162
berbanding dengan ujian pra hanya 4 orang murid sahaja mencapai

15 markah ke atas. Ini bermakna permainan Forest Card telah
mencapai objektifnya, iaitu menguasai ciri-ciri tumbuh-tumbuhan
semula jadi dan mengenal pasti jenis hidupan liar di hutan hujan
tropika Malaysia, hutan gurun Gurun Sahara, hutan Mediterranean
Turki, hutan tundra Utara Siberia dan hutan monsun tropika Utara
Thailand.
Dapatan soal selidik juga menunjukkan sambutan yang positif
tentang permainan Forest Card. Responden suka dan seronok
belajar menggunakan permainan Forest Card kerana ia sangat
menarik serta dapat merangsang minat pembelajaran mereka.
Cadangan Kajian Lanjutan
Berdasarkan kajian yang dilaksanakan, didapati bahawa

sesetengah murid, iaitu golongan cemerlang memerlukan pendekatan
yang berbeza dalam mempelajari topik ini. Oleh itu, permainan Forest
Card ini perlu ditambah dengan soalan-soalan kemahiran berfikir aras
tinggi (KBAT). Contohnya, apabila murid gagal meletakkan Forest
Card pada lokasinya yang ditetapkan, maka dia diberikan peluang
untuk menjawab soalan KBAT. Secara langsungnya, ini dapat
meningkatkan
aras
kesukaran
permainan
Forest
Card
dan
meningkatkan kemahiran berfikiran murid.
163
Senarai Rujukan
Azizah Ahamad (2011). Referens Lengkap PMR Geografi. Selangor:

Mashall Cavendish Malaysia Sdn. Bhd
Chong Mui Sen (2011). Nexus Edisi Khas PMR Geografi. Selangor:
Sasbadi Sdn. Bhd
Chong Yoon Choi (2009). Longman Esensi Geografi Tingkatan 1.
Selangor: Pearson Malaysia Sdn. Bhd
Chong, Y.C, Chong, H.L & Kang, C.Y. (2002). KBSM Geografi
Tingkatan 1. Selangor: Media Netword Sdn. Bhd
Rapeah bt Ahamed, Khalijah bt Maimon, Aziah bt Ismail & Foo, H.L.
(2002). KBSM Geografi Tingkatan 1. Kuala Lumpur: Aura Intelek
Sdn. Bhd.
Rohani Hamzah, Mohammad Ismail, Juwairiyah Mohd Sharuddin &
Nur Syuhadah Yusof (2014). Big Idea PBS Teks Rujukan
Geografi Tingkatan 1. Selangor: Oxford Fajar Sdn. Bhd
164
Lampiran 1
Set Permainan Forest Card
Kit Set Permainan Forest Card
Kandungan dalam Kit Set Permainan Forest Card
165
Lampiran 2
Borang Soal Selidik Permainan FOREST CARD
Bahagian A: Latar belakang respoden
Kelas
: ___________________
Jantina : ___________________
Bahagian B: Berikan pendapat anda dan tandakan skala 1-5
Bil
Perkara
1
Amat
Kurang
setuju
1
2
Skala Likert
2
3
4
Kurang Kurang Setuju
Setuju
Pasti
5
Amat
Setuju
Saya suka permainan

Forest Card
Saya berasa seronok
belajar melalui Forest
Card
Saya dapat mengenal
pasti hutan di Malaysia
dan di negara lain
dengan mudah melalui
permainan Forest Card
Permainan Forest card
merupakan bahan
pembelajaran yang
sangat menarik
Permainan Forest card
dapat merangsang minat
pembelajaran saya
166
Lampiran 3
Set Soalan Ujian Pra dan Ujian Pos
PENTAKSIRAN BERASASKAN SEKOLAH
GEOGRAFI TINGKATAN 1
Arahan: Bandingkan tiga ciri tumbuhan dan dua contoh hidupan liar negara
Malaysia dengan negara lain.
(25 markah)
1.
Negara
Malaysia
(Khatulistiwa)
2.
Thailand
(Monsun tropika)
3.
Gurun Sahara
(Gurun panas)
4.
Turki
(Mediterranean)
5.
Siberia
(Tundra)
Ciri-ciri tumbuhan
____________________
____________________
____________________
Contoh hidupan liar

________________
________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
________________
________________
________________
________________
________________
________________
________________
________________
167

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JURNAL PENDIDIKAN IPGKTAR 2015

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