Contoh 1 PANDUAN ASAS MENYEDIAKAN LAPORAN KAJIAN TINDAKAN (MENGIKUT FORMAT EPRD)

Bahagian %a$a&an Kan'#ngaan Proses Penerangan Ditulis dalam satu muka surat !on"oh Pen#$isan Isi kandungan surat Penghargaan Abstrak 1.0 Refleksi P & P yang lalu 1 2.0 Isu e!erihatinan ".0 #b$ektif a$ian ".1 #b$ektif Am ".2 #b$ektif husus %.0 um!ulan &asaran '.0 Pelaksanaan a$ian '.1 (in$auan masalah '.2 Analisis (in$auan Masalah '." (indakan yang di$alankan '.% Pelaksanaan (indakan Dan Pemerhatian '.%.1 Pelaksanaan Akti)iti 1 '.%.2 Pelaksanaan Akti)iti 2 '.' Refleksi a$ian *.0 Cadangan a$ian &eterusnya +ibliografi ,am!iran Penghargaan Pihak yang terlibat dengan ka$ian tindakan terutamanya di !eringkat sekolah -endaklah mengandungi . (u$uan um!ulan sasaran /okus ka$ian tindakan (in$auan a0al Perlaksanaan ka$ian Da!atan Ditulis dalam satu !erenggan dan satu muka surat dan single s!a1ing. Di1adangkan menggunakan /ont 2310 dan $enis tulisan Arial3(ahoma
a$ian ini di$alankan untuk menentukan dan mengatasi masalah4masalah yang dihada!i oleh !ela$ar (ingkatan % semasa menyelesaikan !ersamaan serentak dalam dua anu 5satu linear dan satu tak linear6. &eramai 20 orang !ela$ar tingkatan % dan seorang guru terlibat dalam ka$ian ini. Peran1angan tindakan difokuskan ke!ada !enguasaan kemahiran !enyusunan semula !ersamaan linear7 !ermudahkan ungka!an algebra7 !enambahan dan !enolakan !e1ahan algebra7 !emfaktoran ungka!an kuadratik dan menyelesaikan !ersamaan kuadratik. (in$auan a0al telah dilaksanakan melalui semakan ker$a rumah murid7 u$ian bulanan7 !e!eriksaan !enggal dan u$ian !ra. -asil tin$auan menun$ukkan murid tidak mahir dalam !enyusunan semula !ersamaan linear7 !ermudahkan ungka!an algebra7 !enambahan dan !enolakan !e1ahan algebra7 !emfaktoran ungka!an kuadratik dan menyelesaikan !ersamaan kuadratik. ,ima sesi !enga$aran dan !embela$aran 5%04*0 minit setia! sesi6 telah di$alankan dalam tem!oh 8 minggu iaitu !ela$ar bela$ar kemahiran yang tersebut di atas melalui model konkrit dan modul latihan ber!andu se1ara kum!ulan. e!utusan u$ian !os telah menun$ukkan !eningkatan !restasi !ela$ar. Pela$ar lebih berminat bela$ar kemahiran se!erti !engembangan ungka!an algebra dan !emfaktoran dengan menggunakan model konkrit. Modul latihan ber!andu telah membantu !ela$ar untuk mengatasi masalah mereka. Penga$aran dan !embela$aran kemahiran asas untuk menyelesaikan masalah !ersamaan serentak dalam dua anu 5satu linear dan satu tak linear6 !erlu di!erkukuh !ada !eringkat sekolah menengah rendah. Penggunaan model konkrit boleh membantu !ela$ar memahami konse! matematik ini.

Muka

A(s"ra)

1. 2. ". %. '. *.

*+ Re,$e)si Penga-aran 'an

Pe&(e$a-aran La$# .+ Is# Ke/eriha"inan Masa$ah Ka-ian 0+ O(-e)"i, Ka-ian

&e!erti di dalam kertas 1adangan &!t. dalam m.s '1 & '2 &e!erti di dalam kertas 1adangan &e!erti di dalam kertas 1adangan

&e!erti di dalam kertas 1adangan &e!erti di dalam kertas 1adangan &e!erti di dalam kertas 1adangan

a+ O(-e)"i, A& ( O(-e)"i, Kh#s#s 1+ K#&/#$an Sasaran &e!erti di dalam kertas 1adangan 2+ Pe$a)sanaan Ka-ian 2+* Tin-a#an Masa$ah -uraikan se1ara ter!erin1i 1ara4 1ara anda mengum!ul maklumat. Maklumat mungkin telah di!eroleh melalui !emerhatian dalam bilik dar$ah semasa murid3!ela$ar memberi res!ons ke!ada soalan4soalan anda7 !emeriksaan buku latihan7 sesi temu bual7 melalui soal selidik atau u$ian !ra dan lain4lain &emua data yang terkum!ul dimasukkan dalam $adual mengikut ta$uk4ta$uk yang diteta!kan teta!i bukan semua maklumat da!at diguna !akai dalam ka$ian. (uliskan semua akti)iti7 bahan4 bahan dan 1ara anda membuat !emerhatian untuk mengu$i keberkesanan tindakan3akti)iti yang anda telah $alankan ke arah meningkatkan kemahiran !ela$ar bagi menangani masalah yang anda sedang ka$i. &e!erti di dalam kertas 1adangan 2+0+* A)"i3i"i4a)"i3i"i 5ang 'i-a$an)an &ebanyak em!at akti)iti telah diran1ang untuk membantu meningkatkan kemahiran men1ongak fakta asas darab dalam kalangan murid4murid kum!ulan sasaran saya. Akti)iti4akti)iti tersebut ialah. AKTI6ITI * ( Per&ainan Do&ino Fa)"a Asas Dara( ) 1) Akti)iti ini meru!akan akti)iti berkum!ulan yang melibatkan !endekatan dua dalam satu iaitu bela$ar dan bermain dalam satu masa. 2) Permainan ini dilaksanakan mengikut konse! !ermainan domino teta!i dalam !ermainan ini !adanan adalah ke!ada soalan fakta asas darab dengan hasil darabnya atau sebaliknya. 3) &ele!as men$alankan akti)iti ini7 murid4murid diberi akti)iti berbentuk indi)idu. AKTI6ITI . ( U-ian !e/a" Kira Fa)"a Asas Dara( 4 2 &ini" ) 1) Akti)iti ini meru!akan akti)iti bertulis. Murid4murid diberi satu set soalan yang mengandungi *0 soalan. 2) &oalan Ce!at ira /akta Asas Darab ini diu$i sehingga 2 9 2. 3) Murid4murid dikehendaki men$a0ab soalan tersebut dalam masa ' minit. 4) (em!oh masa mereka habis men$a0ab direkodkan. AKTI6ITI 0 ( U-ian !e/a" Kira Fa)"a Asas Dara( 4 1 &ini" ) 1) Akti)iti ini sama se!erti akti)iti 2. &et soalan yang diberi ke!ada murid4murid 2) Murid4murid dikehendaki men$a0ab semua soalan dalam masa % minit. 3) (em!oh masa mereka habis men$a0ab direkodkan. AKTI6ITI 1 ( U-ian !e/a" Kira Fa)"a Asas Dara( 4 0 &ini" ) 1) Akti)iti ini sama se!erti akti)iti 2 dan ". 2) &oalan4soalan yang sama diberikan ke!ada murid4murid. 3) Murid4murid dikehendaki men$a0ab semua soalan tersebut dalam masa " minit.

2+. Ana$isis Tin-a#an Masa$ah

2+0 Tin'a)an Di-a$an)an Yang

4)

(em!oh masa mereka habis men$a0ab direkodkan.

Pelaksanaan (indakan dan Pemerhatian3 Penilaian

-uraikan 1ara !elaksanaannya

".0

Pelaksanaan Akti)iti 1

i. Pemerhatian &ediakan $adual !emerhatian dan3atau huraikan a!a4a!a yang da!at dilihat dari segi !erubahan sika! dan re!ons !ela$ar terhada! akti)iti 17 dan !erkara4 !erkara lain yang mungkin anda $angkakan. ii. Refleksi -uraikan a!a4a!a yang difikirkan guru dari segi keberkesanan akti)iti 1 atau kegagalan akti)iti dan sebab4sebab keadaan ini ter$adi i. Pemerhatian a6 Anda boleh membuat $adual !emerhatian dan3atau huraikan a!a4a!a yang da!at dilihat dari segi !erubahan sika! 5res!ons6 !ela$ar terhada! akti)iti 27 res!ons guru dan !erkara4!erkara lain yang mungkin anda $angkakan. ii. Refleksi b6 -uraikan a!a4a!a yang difikirkan guru dari segi keberkesanan akti)iti atau kegagalan akti)iti 2 dan sebab4sebab ini ter$adi 16 -uraian dalam bahagian ini bergantung ke!ada $umlah akti)iti yang telah di$alankan i. Refleksi a$ian (erhada! Pela$ar a 6 -uraikan keberkesanan tindakan anda dengan menggunakan data3maklumat yang telah anda kum!ulkan 5se!erti u$ian !as1a atau u$ian4u$ian lain6 b6 (erangkan !erubahan tingkah laku !ela$ar melalui !emerhatian. 16 (erangkan !erubahan emosi !ela$ar yang telah dikum!ul melalui temu bual & soal selidik 5sekiranya ada6 ii. Refleksi a$ian (erhada! :uru 1.0 -uraikan !erasaan guru terhada! keberkesanan ka$ian yang telah di$alankan. iii. Refleksi (entang Proses P & P ;ang (elah Di$alankan &e1ara eseluruhan 2.0 (uliskan rumusan anda. Ditulis dalam bentuk !erenggan i. Cadangkan isu seterusnya yang anda akan ka$i.

&e!erti yang terda!at di dalam kertas 1adangan teta!i 1ara !enulisan diubah dengan menggunakan ayat !ela!oran. ,angkah4langkah hendaklah diterangkan se1ara ter!erin1i

Pelaksanaan Akti)iti 2

'.' Refleksi a$ian

*. Cadangan a$ian &eterusnya

a$ian tindakan seterusnya yang akan saya $alankan ialah berkaitan dengan isu <<< Atau . #leh sebab ka$ian yang telah saya $alankan

+ibliografi

+ahan ru$ukan yang anda gunakan hendaklah di1atatkan !ada ruangan ini. Menyusun senarai bahan ru$ukan mengikut ab$ad.

tidak ber$aya7 maka saya akan menggunakan tindakan 3 akti)iti4akti)iti lain untuk menangani isu ini. +ro0n7 (. 5128=6 Language Interaction Patterns in Lessons Featuring Mathematical Investigations. PhD thesis7 >ni)ersity of &outham!ton Dunn7 (. 5122=6 Michel Foucault and the Politics of Freedom. (housand #aks7 CA. &age

,am!iran

i.

&oal selidik atau bahan4 bahan sokongan yang digunakan dimasukkan di dalam ruangan ini.

Rogayah Abdullah SMK Kempas, JB

!ONTO% LAPORAN KAJIAN TINDAKAN (DI %ANTAR KE PPD 7 MENGIKUT FORMAT EPRD)

EN%AN!ING STUDENTS8 SPEAKING SKILLS IN STATING AND JUSTIFYING POINTS OF 6IE9 BY GENRE ANALYSIS APPROA!%+ +y -$h -afi?a Aini +te -$ -assan Maktab &ultan Abu +akar @ohor +ahru A(s"ra:"
(his resear1h 0as 1arried out to assist the students in enhan1ing their s!eaking skills in res!onding to (ask A in their M>A( &!eaking (est by using the :enre Analysis a!!roa1h. (here 0ere 8 students 0ho 0ere in)ol)ed. Aarly obser)ations had been 1arried out through s!eaking e9er1ises in 1lassrooms. (hrough the obser)ations7 it 0as seen that the students 0ere ha)ing diffi1ulty in fulfilling

the t0o tasks4 (ask A 5Indi)idual Presentation6 and (ask + 5:rou! Dis1ussion6. (hus7 this resear1h fo1uses on enhan1ing the studentsB s!eaking skills in (ask A7 that is the Indi)idual Presentation. In this task7 the students need to be able to ha)e the skills of stating and $ustifying their !oints of )ie0. ' lessons 0ere 1arried out by using the :enre Analysis a!!roa1h. &tudents sho0 their understanding and !ositi)e attitude to0ards !arti1i!ating in all the a1ti)ities 1arried out in the lessons. ,essons )ia :enre Analysis a!!roa1h should be 1arried out more often as it gi)es a 1learer guideline to the students in mastering Anglish ,anguage as their se1ond language in s!eaking and 0riting.

*+ Re,$e:"ion on Pre3io#s Tea:hing an' Learning I obser)ed that the students 0ere ha)ing diffi1ulties in gi)ing their o!inions and gi)ing reasons to su!!ort their o!inions. As !art of M>A( e9amination7 the students are reCuired to be able to !resent and $ustify their !oints of )ie0 formally. -o0e)er7 my students demonstrated their inability to !erform the tasks 0ell. (hey sho0ed la1k of 1onfiden1e during s!eaking lessons. (hey sho0ed diffi1ulty e)en to 1ome u! 0ith one $ustifi1ation to the to!i1s gi)en and 1ould not reason out their ans0ers. +asi1ally7 less than 'D of the students 0ould go beyond stating the first $ustifi1ation to the tasks gi)en des!ite freCuent reminders and !rom!ts during the a1ti)ities. (heir !assi)e res!onses 0ere also la1k of e9!lanations to the $ustifi1ation that they !rodu1ed. Due to the !redi1ament of gi)ing e)en $ust one $ustifi1ation 0ith no e9!lanation7 the students 0ere unable to go beyond the first minute in !resenting their res!onses. *2D of them res!onded belo0 %0 se1onds. Eot only that7 they !aused a lot during their res!onses. -alf of the 1lass e)en !aused too freCuently 0hen they res!onded. Although it is a natural !henomenon to !ause 0hile )erbally res!onding due to the thinking !ro1ess indulged by the brain7 the students !aused too long. &ome of them e)en !aused as long as "0 se1onds during their res!onses. (his is a 1lear indi1ation that the students 0ere fa1ing a serious !roblem in gi)ing7 0hat more $ustifying their !oints of )ie0. (he time fa1tor is 1ru1ial as in the a1tual M>A( &!eaking (est7 students are only gi)en 2 minutes to !erform (ask A and the students need to be able to state and $ustify suffi1ient !oints of )ie0 0ithin the time limit. (he studentsB limited e9!erien1e to the !atterns of similar res!onses in the target language 0orsen the s1enario. (his 1aused them not to kno0 the best 0ay to !resent their res!onses to the tasks gi)en. (hat 0as 0hy they resorted to $ust state one $ustifi1ation.

.+Resear:h Fo:#s (he resear1h fo1used on the s!eaking skills 0hi1h are 1ru1ial for the students to !erform (ask A in M>A( &!eaking (est. (his resear1h 0as essential as it 0ould assist the students to be more 1onfident in !erforming the task gi)en. (heir res!onses 0ould be 1learer and thus hel! the students to be more fo1used in deli)ering their !oints of )ie0. Fith the an9iety that a11om!anies them throughout the M>A( &!eaking (est session7 the students 0ould e9!erien1e intimidation in !re!aring and res!onding to the task. (his situation did not hel! the students in their !erforman1e at all. &o7 eCui!!ing the students 0ith s!eaking skills )ia :enre Analysis a!!roa1h 0ould hel! to minimi?e their ner)ousness as it !re!ares the students 0ith the 1ommon stru1tures used in their res!onse. 0+ Resear:h O(-e:"i3es a+ Genera$ O(-e:"i3e (o tailor a more effe1ti)e lesson for oral 1ommuni1ation by a!!lying the :enre Analysis a!!roa1h in instilling the oral skills of the genre of stating and $ustifying !oints of )ie0 in the learnersB res!onse to the tasks similar to (ask A in M>A( &!eaking (est. (+ S/e:i,i: O(-e:"i3es (his study 0as 1arried out to meet the follo0ing s!e1ifi1 ob$e1ti)es. ii. (o guide the students on e9!loring and identifying the stru1ture of the genre of stating and $ustifying !oints of )ie0 0ith the guidan1e of the tea1her7 iii. (o assist the students in !rodu1ing three $ustifi1ations for the o!inion gi)en7 i). (o make the students a0are of the time limit of their res!onses G 2 minutes only7 ). (o highlight and assist the learners in a1Cuiring the salient linguisti1 features in)ol)ed in !resenting their res!onses to the tasks similar to (ask A in M>A( &!eaking (est. 1+ Targe" Gro#/

/or this a1tion resear1h7 the sub$e1ts 0ere !ur!osi)e7 !ersonally hand4!i1ked7 abiding the 1riteria set. (hey 0ere 1urrently the students of >!!er &i9 /orm 5200'6 0ho 0ould be sitting for M>A( e9amination in @uly 200'. &in1e the students in the 1lass 0ere mostly of those 0ho had a1hie)ed =D G 2:7 and only a small number 0ith "+ G *C in their 1112 Anglish Pa!er in &PM 200"7 I 1arried out the obser)ation and treatment on the students 0ho 0ere of the t0o 1riteria. 8 students 0ere 1hosen and grou!ed into t0o different grou!s. (he first grou!7 the medio1re7 1onsisted of those 0ho a1hie)ed "+ G *C in their 1112 Anglish Pa!er in &PM 200". (he se1ond grou! in)ol)ed those 0ith ,o0 Anglish Profi1ien1y 5,AP6 0ho only managed to a1hie)e =D G 2: in their 1112 Anglish Pa!er in &PM 200". 2+ A:"ion I&/$e&en"a"ion In order to o)er1ome the !roblems fa1ed by the students in res!onding to (ask A7 1ertain a1tions 0ere taken. (he a1tions 0ere as belo0. :+ Pro($e& I'en"i,i:a"ion In 1olle1ting the data7 I used 2 a!!roa1hes. ii+ O(ser3a"ion (he students seemed to shrink in an9iety 0hen they heard from me that they 0ould ha)e to !erform s!eaking !resentations. It 0ould be im!ossible to see any one of them to )olunteer to be their grou!Bs s!okesman7 0hat more to go first during !resentations. During the !resentations7 it 0as not their 1on1ern 0hether the listeners 1ould either hear or understand them. (hey 0ould $ust state 0hat they had to Cui1kly and be satisfied 0ith that. iii+ Tes"s As it is only through tests that 0e are !ossible to see studentsB real ability7 t0o tests 0ere 1arried out. (he first one 0as a s!ee1h !resentation 0here the students 0ere gi)en t0o 0eeks to !re!are a s!ee1h on a title of their o0n 1hoi1e and !resent their !ie1e 0ithin t0o minutes. (he se1ond test 0as a mo1k of M>A( &!eaking (est 0hi1h 0as 1arried out e9a1tly as ho0 it 0ould be 1arried out during the real test. (he students 1ame into the room and 0ere seated in fours. Aa1h grou! 0as 1alled into the room at different time and they 0ere not able to hear other grou!sB !erforman1e. '+ Ana$5sis o, "he Pro($e& i+ O(ser3a"ion (he reason for the obser)ation 0as to see ho0 keen the students 0ere 0ith s!eaking !resentations. &!eaking !resentations 0ere done t0i1e a month and the studentsB res!onse 0ere not en1ouraging. (hey al0ays ans0ered the announ1ements of s!eaking assignments 0ith groans. /or grou! !resentations7 although they kne0 that they should not ha)e the same s!eaker as their s!okesmen7 they did try to tri1k me in asking the same !ersons to re!resent their grou!s. >sually they 0ere the ones identified as ha)ing the best s!eaking skills 1om!ared to the others in the grou!. In indi)idual !resentations7 they 0ere )ery relu1tant to )olunteer to !erform first. A)en 0ith t0o 0eeks !re!aration time gi)en7 some e)en said that they 0ere not ready to !erform their s!ee1h 0ith the title of their o0n 1hoi1e. ii+ Tes"s In the indi)idual s!ee1h7 the students did not !resent 1learly. (hey mumbled their 0ords and 0ere not interested to ensure that their listeners 1ould understand them. (hey also did not use u! the 0hole t0o minutes !ro)ided and this sho0s that they had bad time management. (his 1ould also be seen in their mo1k M>A( &!eaking (est. A fe0 e91eeded the t0o minutes 0hile the rest did not e)en tou1h the first minute. In their mo1k test7 the students $ust tend to go straight to the main issue being stated 0ithout dealing 0ith the introdu1tion and to!i1 introdu1tion. Instead of gi)ing three reasons to $ustify their )ie0s or o!inions7 they $ust ga)e one and 0ere satisfied 0ith it. (heir res!onses 0ere also la1k of the use of salient linguisti1 features thus de1reased the im!a1t of formality. e+ Resear:h Me"ho'o$og5 +ased on the obser)ations and tests done7 it 0as 1lear to me that the students 0ere obli)ious of the stru1ture that they need to follo0 in order to !resent their res!onses. (hey 0ere also

unable to use the transitional signals 1orre1tly and 0ith )ariety in their res!onses. (hus7 I used the :enre Analysis a!!roa1h in order assist the students to res!ond to the task gi)en better. :enre Analysis a!!roa1h 0as used in assisting the students. a. to be a0are of the reCuired stru1ture7 b. to understand the )ariety and 1orre1t usage of the transitional )erbs. (he stages of the a1tion resear1h taken are as belo0. i. A !re4test 0as 1arried out in order to identify studentsB initial le)el of 1om!eten1y and ability in res!onding to (ask A. ii. /i)e lessons 0ere 1arried out and they 0ere a. A1ti)ity 1 G In)estigating and identifying the stru1tures of res!onding to (ask A. b. A1ti)ity 2 G Pra1ti1ing brainstorming for " $ustifi1ations on )arious to!i1s 0ithin 2 minutes for ea1h. 1. A1ti)ity " G :oing through )arious transitional signals and the 1orre1t usage. d. A1ti)ity % G Pra1ti1ing on using 1orre1t transitional signals for the $ustifi1ations on )arious to!i1s. e. A1ti)ity ' G Pra1ti1ing res!onding to (ask A in grou!s of fours 0ithin the time limit of 2 minutes for the !re!aration7 and t0o minutes of indi)idual !resentation. iii. A !ost test 0as 1arried out to identify the effe1ti)eness of the a1ti)ities 1arried out in hel!ing to enhan1e the studentsB s!eaking skills in res!onding to (ask A. i). Instruments used. a. Pre and !ost tests 4 A digital audio re1order. A mo1k M>A( &!eaking (est. Real Audio Player A 1om!uter b. A1ti)ity 1 G An audio CD of a re1orded sam!le ans0er for (ask A. A sam!le ans0er. /reCuen1y Che1klist 1. A1ti)ity 2 G An Audio CD of " re1orded sam!le ans0ers for (ask A. (he trans1ri!tions for the sam!le ans0ers. An e9er1ise for brainstorming of the $ustifi1ations on )arious to!i1s. d. A1ti)ity " G Po0er Point !resentation of a sam!le dialogue. A list of transitional signals and a task sheet for 1ategorising the signals based on their !ro!er usage. e. A1ti)ity % 4 An e9er1ise for !ra1tising the use of transitional signals. f. A1ti)ity ' G A 1o!y of a mo1k M>A( &!eaking (est. All instruments used 0ere !re!ared by me and I !ersonally graded the students myself. ,+ I&/$e&en"a"ion o, A:"ion an' O(ser3a"ion i+ I&/$e&en"a"ion o, Pre Tes" 1. (he students 0ere !ut into 2 grou!s of fours. (hey 0ere 1ategorised into three different 1ategories 5the mediocre and the ones with low English proficiency 6. Aa1h grou! 0as asked to enter the room in their res!e1ti)e grou!s 0ithout the !resen1e of the other grou!. (his 0as to !re)ent the other grou! from !re!aring their res!onses beforehand. 2. (he students 0ere seated 0ith !airs fa1ing ea1h other. (hey 0ere gi)en a set of test 0hi1h allo0ed me to ha)e a sam!ling of their s!oken dis1ourse. ". #n1e the students 0ere seated7 I distributed the task. (he students 0ere gi)en 2 minutes to !re!are their res!onses. %. Aa1h student 0as gi)en t0o minutes to !resent their res!onses. I took the !la1e as one of the assessors. I re1orded their res!onses and e)aluated them by using the si94band assessment 1riteria set by the Malaysian Examinations Council. '. #n1e the first grou! had finished 0ith the task7 another grou! 0as 1alled in. (hey 0ere gi)en the same task and follo0ed the same !ro1edure. (hey 0ere also re1orded and e)aluated. i+ O(ser3a"ion (he studentsB e)aluation 1an be seen in the table belo0.
Ta($e *. (he bands a1hie)ed by the students.

Student P

A 1

B 2

C 1

D 1

E 1

F 1

G 1

H 1

Fith referen1e to the &i94+and Assessment Criteria set by the Malaysian A9aminations Coun1il7 all e91e!t one of them 0ere in +and 17 that is the lo0est. #nly one managed to be in the 2nd band. ,ooking at the mo)es 1arried out7 the re1ord of their res!onses 1an be seen belo0.
Ta($e .. (he Mo)es 1o)ered by ea1h student. Gra/h *. (he Mo)es 1o)ered by ea1h student .
Students Moves 1 2 3 4 4.1 4.1a 4.2 4.2a 4.3 4.3a 5 6 greeting state situation state role state opinion justification 1 explanation of justification 1 justification 2 explanation of justification 2 justification 3 explanation of justification 3 summarise end

%
50 37.5

8 = Eumber of &tudents * ' % " " 2 1 1 2 " % %.1 %.1a %.2 %.2a%." %."a ' Mo)es *

25 100 75 12.5 62.5 12.5 25 0 25 50

ii+ Re,$e:"ion /rom the assessment made7 it 0as 1lear that all of the students 0ere 0ith lo0 1om!eten1y. ,ooking at the mo)es made7 about '2D had been negle1ted. &o7 this highlights that the students did not ha)e the skills to !resent their res!onses for the task 0ell. (hey did not $ustify their reasons and those skills need to be highlighted to them. (he matter be1ame 0orse as they 0ere also sho0ing !roblems in 1onstru1ting senten1es and some 0ere gro!ing for 0ords. ii+ I&/$e&en"a"ion o, A:"i3i"5 * (his 0as the first stage of the lessons 0hi1h 0as 1arried out 0ith the sub$e1ts. (his 0as a 1ru1ial !art as the sub$e1tsB understanding of the stru1ture of the target genre. (his 0as the stage 0here Riggenba1hBs 512226 si9 ste!s 0ere integrated and ada!ted7 1. I asked the students to brainstorm the stru1ture of the res!onse suitable for (ask A in a M>A( &!eaking (est and listed the stru1ture on the board. 2. I distributed a 1o!y of the task 0hi1h res!onse they 0ere going to listen to. ". I !layed the re1ording of a sam!le ans0er for the task and asked the students to $ust listen. %. I !layed it again and asked them to 1om!are their stru1ture to the one on the CD. '. I asked the students to signal me to sto! for e)ery mo)e the s!eaker made7 name the mo)es and 1om!are the mo)es to the stru1ture that they had brainstormed earlier. *. A)ery time a student ga)e his or her res!onse7 I marked the 1he1klist in order to see the freCuen1y. =. (he students 0ere en1ouraged to dis1uss the differen1e and determine the 1hanges needed to be made to their former stru1ture. 8. After the students had agreed to the ne0 stru1ture7 the re1ording 0as !layed again. (he students 0ere again asked to signalEumber meofto !ause the !layba1k and name the res!onse gi)en by the indi)idual Eumber of res!onse gi)en by the indi)idual students. students. mo)es made. Playba1k 2 Playba1k 1
8 = * 8 =

i+

O(ser3a"ion

G!a"# 2: The number of responses made by ' student in Playbac 1

% Eumber of res!onse " 2 1 A + C D A / : -

G!a"# 3: The number of responses each ' made by each student in Playbac 2
% " Eumber of res!onse 2 1 A + C D A / : -

&tudent

&tudent

Gra/h 1. (he number of res!onses made by ea1h student in Playba1k "

8 = * ' % Eumber of res!onse "

Eumber of res!onse gi)en by the indi)idual students. Playba1k "

2 1 A + C D A / : -

&tudent

During the brainstorming session7 the 0eaker students 0ere at first more to the Cuiet side and allo0ing the better ones to take 1harge 5 refer to Graph 6. -o0e)er7 after the re1ording 0as !layed for a fe0 times and they had familiarised themsel)es 0ith the res!onse7 a fe0 started to take !art in signalling and naming the mo)es 5refer to Graph ! " #6. (hey 0ould refer to their friends 0ho 0ere more 1om!etent before they gi)e their ans0ers. ii+ Re,$e:"ion It 0as good for the students of mi9ed abilities to go through the sessions together. (he better one got the dis1ussion started and the 0eaker ones soon $oined in. (he 0eaker ones also had the better one to refer to and that also hel!ed in gi)ing them more 1onfiden1e to !arti1i!ate in the dis1ussions. It 0as also interesting to see ho0 the better one did not try to dominate the dis1ussions. Fhen the 0eaker ones gained more 1onfiden1e in !arti1i!ating7 the better one had a1tually ga)e them the 1han1e to res!ond. iii+ I&/$e&en"a"ion o, A:"i3i"5 . (he se1ond stage of the a!!roa1h reCuired me to e9!ose more sam!les of the same genre to the students. (hat 0as the !hase 0hen the students 0ere able to enri1h their kno0ledge on the genre being analysed. At this !oint7 the students used the kno0ledge gathered in the first stage and labelled the te9t ty!es a11ordingly to the sam!les !ro)ided. (hen7 they 0ere gi)en stimuli to !ra1ti1e the language features that they had identified 1. I asked the students to re1all and list the te9t ty!es for the genre of stating and $ustifying !oints of )ie0. I listed their ans0ers on the board. 2. I asked them to 1he1k if all the mo)es they had mentioned 0ere 1orre1t and in order. ". I !layed a sam!le ans0er of the similar genre on1e. %. I asked the students to listen to the re1ording on1e again7 and signal the mo)es. '. I did the same 0ay for t0o more re1ordings. *. I distributed the trans1ri!tion of the re1ordings !layed. =. I asked the students to identify and label the te9t ty!es for the four trans1ri!ts gi)en. 8. I dis1ussed the labelling 0ith the students. 2. I asked them to refer to the trans1ri!t again and looked at ho0 the o!inions 0ere e9!ressed. 10. I asked the students to gi)e other 0ays to state o!inions and I 0rote them on the board. 11. I distributed a handout on stating o!inions. I 0ent through the list of sam!les on e9!ressions used to state o!inions 0ith the students. 12. I asked the students to !ra1ti1e gi)ing o!inions by using the !hrases 0hi1h they had learnt earlier. (hey 0ere asked to attem!t the to!i1s one by one. I ke!t the time7 $ust gi)ing them 2 minutes to !re!are their ans0ers before they 0ere asked to gi)e their res!onses. I listed their res!onses on the

board. After ea1h to!i1 0as dis1ussed7 I 0ent through the res!onses and asked the students to 1orre1t the res!onses if there 0ere any grammati1al errors. (his allo0ed them to be a0are of the errors that they had done in their res!onses and at the same time7 the students 0ere able to share their res!onses. i+ O(ser3a"ion
Gra/h 2. (he number of res!onses made by ea1h student in A1ti)ity 2
2 8 = * ' % " 2 1 1 2 " % ' * = 8

In the se1ond a1ti)ity7 the students 0ere e9!osed to more listening a1ti)ities of the re1orded res!onses. :ra!h ' abo)e sho0s that e)en :rou! 2 1ould manage to identify most of the te9t ty!es in the genre. A9!osing them to the re1orded res!onses also made them realised that they needed to 0ork on their s!eed and !ronun1iation too. Fhen they 0ere gi)en the trans1ri!t of the re1orded res!onses7 they managed to label the te9t ty!es. &eeing the res!onses in 0ritten form hel!ed them to see the distin1tion of the te9t ty!es better. (he labelling of the te9t ty!e also hel!ed them to see the seCuen1e of the res!onses that they needed to follo0 0hen they had to !rodu1e their res!onses later. ii+ Re,$e:"ion &in1e the s!oken dis1ourse is dynami1 and is more diffi1ult for them to follo0 the flo0 of ideas7 they needed more time to listen to the re1ording and identify the te9t ty!es. Although the !ro1ess of identifi1ation took u! a long time7 0ith my 1areful guidan1e7 the students felt it 0as 0orth doing it as it made them understood the layout of the res!onses better. A9!osing the students to a nati)e4like re1ording is essential as they did not ha)e enough 1onta1ts 0ith good sam!les of authenti1 ans0ers by the nati)e s!eakers. As the result7 the students also benefited as they learnt the right !ronun1iations7 intonations and thus had a good sour1e for !ra1ti1e. -a)ing the !rinted trans1ri!t also hel!ed the students to be a0are of the salient linguisti1 features for the !rodu1tion of the genre. i3+ I&/$e&en"a"ion o, A:"i3i"5 0 After !ra1ti1ing the e9!ressions for stating o!inions7 the third stage mo)ed to the lesson on the use of transitional signals in stating reasons for o!inions and $ustifi1ations. 1. I asked the students to look at the trans1ri!tions again and look for the transitional signals that the s!eaker used in gi)ing her reasons. 2. I listed do0n the signals mentioned by the students. ". I distributed a handout on )arious transitional signals. %. I asked the students to 1lassify the listed signals into ' 1ategories. '. After that7 I dis1ussed the ' 1ategories 0ith the students. *. (hen7 I asked the students to refer to the follo0ing e9er1ise on the use of transitional signals in su!!orting o!inions. I asked the students to use the transitional signals that they had dis1ussed earlier to !resent their reasons 0hi1h they had done in the !re)ious a1ti)ity. =. I 1alled out the students to e9!ress their res!onses )erbally one by one and allo0ed the !eers to hel!. i+ O(ser3a"ion

At this stage the students 0ere e9!osed to )arious 0ays of using transitional signals in e9!ressing o!inions and reasons to $ustify the !oints of )ie0. (he students 0ere more a0are of the 1hoi1es that they had. (hey said that they al0ays had the tenden1y to kee! using the same e9!ressions to state their o!inions and reasons7 and the e9er1ise on the e9!ressions and the a!!li1ation that they made in the e9er1ises hel!ed them to be more 1onfident in using other e9!ressions too. ii+ Re,$e:"ion As the saying goes7 !ra1ti1e makes !erfe1t7 the students being a)erage and 0eak ones really gained more 1onfiden1e after um!teen !ra1ti1e of using transitional signal for )arious situations. (his also hel!ed them to be a0are of the different usage of transitional signals and the right 0ay of using them. 3+ I&/$e&en"a"ion o, A:"i3i"5 1 At this stage the students 0ere already e9!osed to )arious 0ays in e9!ressing o!inions and reasons to $ustify the !oints of )ie0. (he students 0ere more a0are of the 1hoi1es that they had. Eo0 the students need to !ut their kno0ledge into !ra1ti1e 0ithin the time limit of 2 minutes for ea1h statement gi)en. 1. 2. ". %. i+ I distributed a handout on statements. I asked the students to attem!t one statement at a time. I timed them and instru1ted them to sto! at the end of the se1ond minute. I 1alled the students one by one to gi)e their res!onses. I listed their ans0ers on the board. I en1ouraged the !eers to 1orre1t res!onses 0ith errors 0ith my guidan1e. O(ser3a"ion
Gra/h ;. (he number of res!onses made by ea1h student in A1ti)ity %

2 8 Number of response = * ' % " 2 1 1 2 " % ' Student * = 8

At this stage7 the students 0ere able to use their kno0ledge on the e9!ressions and transitional signals in !rodu1ing their res!onses. (hey said that they 0ere able to )ary their e9!ressions in stating their o!inions and reasons7 and the e9er1ise on the e9!ressions hel!ed them to be more a0are of the 2 minutes and had to for1e themsel)es in !resenting their ans0ers 0ithin the time limit. ii+ Re,$e:"ion More !ra1ti1es 0ould be a great hel! to the students. (hough they 0ere uneasy and felt disturbed for ha)ing to !rodu1e their res!onses 0ithin 2 minutes7 it 0ould be a blessing in disguise as they 0ould be a11ustomed to it. (hus7 during the real test7 they 0ould be more a0are of the 2 minutes !ro)ided. 3i+ I&/$e&en"a"ion o, A:"i3i"5 2 (his 0as the last stage7 stage ' 0here the students had to !ut into !ra1ti1e of 0hat they had learnt in the e9er1ise fo1using on situations similar to (ask A in M>A( &!eaking (est.

1. 2.

". %. '. *. i+

I asked the students to sit in their res!e1ti)e grou!s. I distributed &A( 1 to grou! 1 and asked them to read the task. (hen7 I timed them 2 minutes for them to !re!are their res!onses. (he students 0orked on !rodu1ing a 1om!lete res!onse7 based on the te9t ty!es to 0hi1h they 0ere e9!osed to and the language features 0hi1h they had obser)ed and !ra1tised in the !re)ious a1ti)ities. (hen7 members of the grou! took turn to !resent their res!onses. I re1orded and timed ea1h memberBs res!onse. After the grou! !resented their res!onses7 the other grou! 0ere asked to gi)e their 1omments and I guided the dis1ussion session. After the dis1ussion7 it 0as the se1ond grou!Bs turn. I ga)e them their task and re!eated the same !ro1edure 0hi1h I 1arried out 0ith the first grou!. Aa1h grou! 0ere gi)en the 1han1e to !ra1ti1e 2 sets ea1h. O(ser3a"ion
G!a"# 7: The !o"es co"ered by the students
H

a%&e 2: The !o"es co"ered by the students

Students Moves 1 2 3 4 4.1 4.1a 4.2 4.2a 4.3 4.3a 5 6 greeting state situation state role state opinion justification 1 explanation of justification 1 justification 2 explanation of justification 2 justification 3 explanation of justification 3 summarise end

100 100 100 100 37.5 $7.5 12.5

Eumber of &tudents

100

8 = * ' % " 2 1

50 0 37.5 100

"

% %.1 %.1a %.2 %.2a%." %."a ' Mo)es

I 1ould see that at first the students 0ere Cuite un1omfortable to gi)e their res!onses 0ith the other grou! 0at1hing and listening. -o0e)er7 after the feedba1k and dis1ussion session7 (able 2 and :ra!h = sho0 that they managed to take the e9er1ise !ositi)ely. In the se1ond round res!onding to their se1ond set7 the students 0ere more 1onfident and 1ould gi)e better res!onses. ii+ Re,$e:"ion

Eaturally7 the students 0ere shy to be heard by their friends. -o0e)er7 0ith !ersuasions and en1ouragements7 many 0ere able to !resent their res!onses better. g+ Re,$e:"ion on "he Resear:h At first7 the students found it diffi1ult to 1ome u! 0ith enough o!inions and reasons 0ithin the t0o minutes gi)en. -o0e)er7 0ith a lot of dis1ussions and oral !ra1ti1es7 the students found that they 0ere more 1onfident in gi)ing their ans0ers. A)en :rou! 2 0ould )olunteered to gi)e their ans0ers first and this sho0ed that they had gained their 1onfiden1e not $ust in !re!aring the res!onses7 but also in !resenting them aloud in 1lass. I managed to highlight and fa1ilitate the students to !rodu1e their res!onses in the 1orre1t te9t ty!es and use the a!!ro!riate linguisti1 features. Fith the am!le oral !ra1ti1es 1arried out by the students7 they had gained more 1onfiden1e and thus7 hel!ed them to !rodu1e their res!onses in better senten1es. (he :enre Analysis A!!roa1h has allo0ed the students to be a0are of the te9t ty!es and the salient linguisti1 features 0hi1h be1omes the crutch to these 0eak students to !rodu1e their res!onses to the task gi)en. ;+ S#gges"ion ,or F#"#re Resear:h (his resear1h only fo1used on the indi)idual res!onse to the s!eaking task. It is 1ru1ial es!e1ially for the 0eaker students in gaining the salient linguisti1 features. Fith that7 I !ersonally suggest that there should be another resear1h in hel!ing these 0eak students in the se1ond task in the M>A( &!eaking (est7 that is

(ask +. In this task7 the students are reCuired to be able to manage dis1ussions. (he resear1h should fo1us on 0ays to highlight the essential features of managing dis1ussions and the !ro!er 0ays to 1arry them out7 and hel! the 0eak students to understand and be able to 1arry out dis1ussions !ro!erly.

Bi($iogra/h5 ,im7 @.C. 520026 Malaysian $niversity English %est &M$E%' ( Course)oo* . &elangor.Pustaka &ar$ana &dn +hd. Martin7 @. . 5128%6 H,anguage7 register and genre.B in AC( %187 Language +tudies. Children ,riting- .eader. Ii1toria. Deakin >ni)ersity. Malaysian A9aminations &yndi1ate. A11ess date. 2th @anuary7200' at. htt!.330002.moe.go).my3Jl!3s!mKl!m.htm Eg7 . &. et al. 5200%6 +tudy +*ills for the Malaysian $niversity English %est . &hah Alam. /ederal Publi1ations. Riggenba1h7 -. 512226 /iscourse 0nalysis in the Language Classroom. >&A. >ni)ersity of Mi1higan Press. Roberts7 P. 5122=6 Genre 0nalysis- 0 way out of the C$L1/E1+0C . In. (he International -ouse @ournal of Adu1ation and De)elo!ment Issue " A!ril 122=. A11ess date De1ember 107 200% at. 000.ih0orld.1om3ih$ournal3genreKanalysisK!aulKroberts.do1 &mith7 :. 5122=6 Learning to +pea* and +pea*ing to Learn . @ournal for College (ea1hing7 Iol. %'..%2L. A11ess date @anuary 17200' at. 000.Cuestia.1om &0ales7 @.M. 512206 Genre 0nalysis ( English in 0cademic and .esearch +ettings. Cambridge. Cambridge >ni)ersity Press. Iale7 A.7 (an7 A.7 and Ali7 M. 5200%6 %ext M$E%2 0 Complete Guide. &elangor . Pearson Malaysia &dn. +hd.