ACADEMIC EXERCISE

(EDU650)

THESIS PROPOSAL

Prepared from :
NURIN SARAHAH BINTI SOFIAN
2016354225
ED242/8B

Prepared for :
MADAM FARHANI BINTI OTHMAN
 Students’ Perception Towards The Effectiveness of teaching And

Learning in Wood Carving

CHAPTER 1 : Introduction

Introduction

Since the advancement of the Malaysian education system as curriculum had

been reformed from KBSM to KSSM starting 2017, devoting on development of

students comprehensively engaging intellectual, spiritual, emotional and physical

dimensions via the creative thinking, innovation, problem solving and leadership.

Malaysian education field is to provide to new generation generating community of

‘design’ and placed from ‘opportunity’.

According the former of Education Minister, Datuk Seri Mahdzir Khalid, the

curriculum encounter the teaching-centred to the students and centering of the

attention on problem solving and project-based assignment which Visual Art

Education need in master the efficiency and skills along to build identity that is well-

balanced.

To fulfil this function, several actions have been propose to improve the

mastering of the skills among students as well as teachers. Among other ideas that
have been proposed is to attract students’ interest towards the subject Visual Art

Education by using components that are possible to empower the students’ interest

towards the subject Visual Art Education.

Based on new curriculum as stated in KSSM, focusing on problem solving

and project-based assignments are more connected with to the topic of visual art

education which is wood carving. This topic requires skills, problem solving and

creative thinking to work in carving through the teaching and learning in order to

development the efficiency of wood carving and teacher needs to possess ideas to

attract the students’ interest throughout facilitating them towards this topic.

Research Background

This research need to finding out the students’ perception towards the

effectiveness of teaching and learning in wood carving through making the

comparison on two classes of SMK Padang Negara in Kuala Terengganu

Through this study, it is wishes that it will assist to obtain some effectiveness

by the students of teaching and learning in wood carving. Researcher will be make

clarification whether the topic of wood carving effective and competent to the

students or instead by discover throughout some method.

 The researcher will make the hypothesis in which might find out the

effectiveness of teaching and learning in wood carving by teacher and students also

nurture the students’ interest towards Visual Art Education subject. To strengthen the

study, researcher will do the comparison between two group of classes with differ

level of IQ through the survey questionnaire about their perspective on the wood

carving and also making experiment to seek the problem faced by students in wood

carving. Others, researcher also do the interview session with method face to face

interview in which the information will get instantly. This method researcher can

obtain the knowledge of strategies provide by teacher in instilling students’ interest.

Problem Statement

Visual Art Education is not a core subject in school and always neglected and

perceived as one of the subjects that are not vital in schools. Regarding this matter,

teachers, parents and students tend to compromise and focusing more the core

subjects and assumed that subjects more important to learn. They did not realize,

the creation of art is capable of functioning as a most finely detailed medium to

deliver information, critiques and other ideas throughout the critical thinking, problem

solving and innovative process and continuously produce students possess high skill

in innovation.

According with learning trend these days which is an examination-oriented

that focuses on examination’s result, the success of teaching by the teachers is

evaluate more from the angle of students’ excellent achievement. Our hopes in wood
carving learning and teaching is much more than that – in general, students should

possess great and permanent affection for the wood carving. The reality from this

hope is the driving force behind teachers that are open to new perspectives in wood

carving teaching.

Teachers who teach wood carving must be aware of students’ problems when

learning that topic. Whereas teachers’ difficulty in using the traditional apparatus is

that the teachers lack the skills that can help to build up the students’ interest. Most

of the times, teachers tend to teach lessons that are difficult to comprehend by the

students. This leads to a process of teaching and learning that is incomprehensible

by the students.

Research Objective

1) To investigate the teachers’ strategies in teaching wood carving.

2) To find out students’ perceptions toward on wood carving.

3) To examine the problem faced by the students in learning wood carving.

Research Question

1) How the teachers’ strategies in teaching wood carving.

2) What the students’ perceptions toward on wood carving.

3) What are the problem faced by the students in learning wood carving.
CHAPTER 2 Literature Review

2.1 Introduction

This research related with the cultural matters which fame in the Southeast

Asia there is a wood carving. This culture product is the one of art that engaging with

hand craft. Hence, the researcher take this topic to experiment about the perspective

of students and also the teaching strategy by the teacher.

Wood carving is process carve the wood to create a three dimensional

design of product. To carve the wood, it need to use the variety of tools in order to

make the detailing along with the time needed. Actually wood carving one of

Malaysia’s culture that use as architecture through the traditional way a long time

ago. According to Zuraini, Noor Hanita & Norazah (2015) the carving of the

traditional Malay house is not only aesthetical but also functional for filtering daylight.

The carvings were commonly applied at the roof end as fascia boards, on the walls,

on windows and other parts of opening design.

Furthermore, in old Malay’s belief that wood carving could have cursed in

every each motifs created. For the major belief was a protection and using the stuffs
for the rest of their life. Based on Irfan, (2018) the Malay ancients have used wood

carving as their protection and safeguard with using the different motifs as every

motifs have interpretation and also the spirit.

Additionally, the patterns or decorations in traditional Malay woodcarving

involved two main features such as decorative motif arrangement and composition.

The patterns of wood-carving are incorporating with other factors related to customs,

religion, beliefs, norms and values, beauty, harmony, and other relevant elements,

said Shamsidar, Mohamed Yusoff, Mohd. Zafrullah & Mawar (2015).

2.2 Importance of Art Craft in Education

Teachers is main role to plant an interest of art among students to increase

their knowledge and skills in art. This circumstance make the art teacher must be

more positive and promotes motivation of students in teaching thinking skills such as

more creative and innovation.

As teacher is the root to build the interest of students in arts, they must

possess a professional development in teaching and need to experience the

challenges. According to Barry Oreck, 2004, there are three critical challenges for

teachers in using the arts:-

(a) to nurture and maintain their own creativity and artistic skills,

(b) to develop facilitation skills in the arts, and

 (c) to find a balance between their artistic values and the pressures of their

jobs.

Others, teacher is a facilitators of arts experience through playing the various

of roles follow with teacher’s comfort level and skills. Based on Barry Oreck, 2000 in

the study of Artistic Choices: How and Why Teachers Use the Arts in the Classroom,

the most common facilitator role for teachers involves exposing students to existing

art work and leading discourse. This role includes selecting appropriate materials

and resources; leading class discussions, analysis and critique; and focusing

students on key concepts and connections. The second role is as facilitator/director

of participatory dance, music, theater, visual, or literary arts activities.

Md. Nasir Hj. Ibrahim (2003) in the book, “Teori-Teori Pendidikan Seni”

provides that as an art teacher that has been train to help students in settle their

problems based on the experience and practice that they get. Teacher is a

facilitators and guidance for students in the teaching and learning process. Md. Nasir

Hj. Ibrahim gives perception that motivation is the important key for art teacher. The

idea and critics from the art teacher are important to motivate the students. This is

the steps to exist the harmony situation and can attract students’ interest. The art

teacher can increase their esthetics capability. Discipline motivation is the decrease

the stress among students and we can see their creativity in their own style.

The former of Deputy Director, Ministry of Education Malaysia, Dr. Mohamed

Bin Abu Bakar stated in the Curriculum and Assessment Standard Documents
(DSKP) in KSSM Form 4 & 5: The producing of DSKP has also integrated the six

pillars of the KSSM Framework, integrating knowledge, skills and values, as well as

explicitly incorporating 21st Century Skills and High Level Thinking Skills (HLTS).

The integration is done to produce a balanced and harmonious human being in

terms of intellectual, spiritual, emotional and physical as required by the National

Education Philosophy.

Therefore, teaching and learning of teachers need to emphasize KBAT by

focusing on the Inquiry-Based Learning and Project-Based Learning approaches, so

that students can master the skills needed in the 21st century.

2.3 The Creativity Expansion Levels in Art Education

The possible related of wood carving to the Visual Art Education is creativity.

When students learn about this topic, creativity will be sparked in created the design

such as motifs. Creativity will be conduct whenever exist of idea development

through the critical thinking and problem solving. According to Mahdzir (2016) said,

The curriculum emphasis the teaching-centred on the students and focuses more on

problem-solving, project-based assignments, updating subjects or themes and

implementing formative assessments,". Therefore, as he said all the matters are

consequences to build the creativity directly it will produce students innovative and

continuously exist the competitive society with possess high IQ level.

 In paperwork of Danny Thompson (2005) also mention regarding creativity

which in titled, ‘How to Be Creative’ stated, we need to realize that there are a

difference between creative and artistic. They are related, but not synonymous. Art

is the symbolic, interpretive expression of your perspective on a given subject.

Creativity is shifting your perspective to look at a given subject in a new light.

Furthermore, there are the best way to develop more ideas and creativity as

an artist is to have as many experiences as possible. Creativity is built off of

experiences. The more experiences you have, both as an artist and as a human, the

more ideas will flow towards your artwork. Kathryn, Kate, Teryy, Leisa, Nicholas &

Katherine (2018) stated, Aesthetic nature experience may enable patterns of

cognition that act in complementary and synergistic ways to promote both the

controlled attention and flexibility that are required for creativity.

Alane Starko (2014) in his book ‘Integrating the Art’ stated that when we reach

to enhance creativity we will be creative as teacher, but we also provide student to

knowledge skills and surrounding necessary for their own creativity energy. He also

believe that students become a problem solves and communicators rather than

simply knowledge absorbers when exposed to learning activities designed to foster

creativity.

Based on Victor Lawenfeld (1970), the creativity expansion has eight levels.

There are:-
 I. Sensitivity – Has high-awareness regarding all matters and all

situations including the necessities of life. The

awareness towards esthetical values and beauty and

the harmonious objects of nature.

II. Flexibility – The ability to adapt to all kind changes. Self-confident,

able to accept a problem and challenges, tolerable

and open-minded.

III. Originality – Act and think differently from the norms, able to see

new probability and has a sense of imagination.

IV. Openness, launch and freedom – Free, fast and imaginative

thinking. Opinionated about things they are going to do

and at the same time, able to relate them with the

possibilities that are going to happen.

V. Analysis capacity – Able to describe about what they see, feel,

touch, experience and smell descriptively. Do not use

the ‘first impression’ concept where it tends to do

generalizations especially in decision making.

VI. Synthesis analysis capacity – The ability to bring out new meaningful

dimension values. See things globally and use fresh

new concepts.
 VII. New meaning – Able to give new function, meaning and

understanding. Creative and able to change the

meaning and the values of art.

VIII. Organization – Able to improvise and organize all types of objects

into one harmonious unity.

In incubation stage process, consciously thinking happened as said by Nita

(1990): “In the incubation stage, you put the project on the shelf for a while. The

information you accumulated in the preparation stage is sorted and assimilated in

your unconscious mind. This stage may take only minutes while you set up to paint

or take coffee break. Then again, it may take a much longer time for a fully realized

solution to surface”.

According to Ashfaq Ishaq, PhD, FRSA Ex-Executive Director, International

Child Art Foundation (2000) – Creativity is a quintessential attribute of human

beings. When combined with our ability to record and benefit form accumulated

knowledge, it makes us the highest-order species on the planet. People throughout

history have envisioned their surroundings in new and instructive ways, producing

ideas, inventions and works of art that have radically changed life and added to our

understanding of the planet and its place in the universe.

Based on Ainon and Abdullah Hassan in ‘Thinking Technique’ book (1995),

Brain is the system that can shape its own information. The types of its system will

specify how the brain can handle the information. This system will specify individual
thinking style. The blurred thinking can inspire the brain to be imaginative. We can

see that when we try to find the new meaning from the old idea.

In the book, “Mendorong Aktiviti Kanak-Kanak”, Ainon and Abdullah Hassan

(2000) think that: We can teach the students in secondary school how to use writing.

Students can be taught how to think with oral and visual style. Ainon and Abdullah

have given some ways that can use in visual presenting like:

a) Paper, pencil, crayon, paint and others to draw their ideas.

b) Pictures from magazine, newspaper and scrap book to shear and

closed up together for portray their idea.

c) Leaf, twig, and others.

Based on the technique that provided could conclude that its purpose to

expand the creativity and thinking capacity among students. Students are free to

expand their ideas and we must teach them about the skill to let the think what are

the things that they wants to learn. In this content, teachers cannot act like they know

everything. Chance and trust must give to the students. Students will be more enjoy

and recognize what have they learned.

2.4 The Advantages of Visual Art Education in Secondary School

 According the study of Owatonna Art Education Study Project, University Of

Minnesota (1930), using words ‘Art, a way of life’ art and science cannot be

saparated because the two things is included in the way of life. Arts can ultimately

be integrated into another subject area, Stephens (2000).

Real artwork is based on the child's own experience, memory, observation,

and imagination,  Marvin Bartel (2001)- Creativity Killers.

Study in art to allow for any child or student, whether they are slow or fast

learner, creative or not, but to excel in at least on one area of art. Vernon (1997)

explains, They provide children with many opportunities to succeed thereby helping

them to develop positive attitudes towards themselves and learning.

Most art educators realize the importance of the four areas in art education.

These include aesthetics, criticism, history and production. While they are important

as independent subjects, it is also necessary to integrate them into lessons

throughout each school day, Coeyman (1999).

Bruce (1998) in Children’s Learning and the Arts says this about early

education and the arts: The arts motivate and engage children in learning, stimulate

memory and facilitate understand, enhance symbolic communication, promote

relationship, and provide an avenue for building competence. The arts are nature

for young children. Children development specialists note that play in the business
of young children; play is the way children promote and enhance their development.

The art are a most nature vehicle for play.

Art also allows for any child, whether they are slow or fast learners, speak

English or Spanish, to excel in at least one area of art. Varnon (1997) explains,

"They provide children with many opportunities to succeed, thereby helping them to

develop positive attitudes toward themselves and learning."

The Guidance Book of art subject in Secondary School, KBSM Art Subject

(1991), had explained that: KBSM are motivate to improve the self-expansion of

individual with individual private assessment and the plant of realize about the uses

of art in his daily life and the recognition of art results as a contribution for the culture

heritage and nation identity and country.

With the information ‘Jemaah Nazir Sekolah Persekutuan’ in the guidance

Book of Art Subject in Secondary School (1991), the visual art subject objective is

based on Art Education Curriculum in secondary school are more focusing on:

i. To expansion of the understanding and skillful about the

basic of art design and the skill to use many technique,

media and process.

ii. To expansion the visual and creative concepts capacity with

the inquiry process.

 iii. To expansion the skill using the design principle and design

structure in art activities.

iv. To expand the observation capacity with the guide from the

art element and its organizations in our natural and non-

natural environment.

v. To understand and recognize the important of design art in

human activities and recreation and the expansion of

industry technology and job opportunities.

vi. To nurture and practice the self-confident and responsible,

cooperate and self-discipline in the execution and art yield

process.

vii. To practice the recognition our beautiful culture, harmony

environment and nationality culture attitude and try to protect

it.

viii. To understand and recognize the contribution of art and craft

figures from many art activities, technology roles in local art

design and nationality.

ix. To understand the similarity and differently aspect among

the nationality art culture and others culture and recognize

and feel it.

The objectives based on ‘Dokumen Standard Kurikulum Pendidikan Seni

Visual 2018 ’, the vision of Visual Art Education in secondary school are:

i. Appreciate and valuebly the beauty of nature God's creation through

the production of works or art products.

 ii. Interpret artworks or art products in the field History and Appreciation

of Visual Arts, Fine Arts, Design Shape, Craft Art and Visual

Communication.

iii. Explain the contribution of the work of Visual Arts Figures.

iv. Apply knowledge, understanding and skills in various fields of Visual

Arts through the use of media, techniques and processes in producing

artworks or art products.

v. Analyze the results of exploration through media, techniques and

process by focusing on the designomic aspects within Visual Arts

Thinking.

vi. Express ideas and production of artworks or art products creatively and

innovatively as well as create documentation.

vii. Make appreciation based on Visual Arts Language and cultivate pure

values and strive to be a role model.

CHAPTER 3

Research Methodology

This study was designed to investigate the teaching strategies, to find out the

students’ perception and examine the problems faced by the students towards wood

carving. The design will be used based on the questionnaire to collect the data. This

research has two approaches which are quantitative and qualitative. For the

quantitative researcher will use survey and experimental design and the qualitative

approach researcher will use case study design through the interview session.

To collect the data the researcher take a sample from two group to answer

the questionnaire and the data will be collect based on the respondents, surely to

make the survey variables. For the experimental design, researcher will test to two

group from different background of level classes to find out and make comparison

related problems faced by students in wood carving. This two design are quantitative

method that requires to meet the respondents and collect along with obtain the

engaging information. For the qualitative method, researcher will use case study

through to meet up the teacher deal with interview session and ask the question that

related with the information. Other, researcher make some observation about the

level of effectiveness in teaching strategy from the teacher

Population and Sampling

The samples will be utilize in the research is teacher and students in that

school. For the qualitative, researcher use teacher to complete the case study

through the interview session and observation. The quantitative approach researcher

will be use two group with different level of education classes. The survey will take

estimated 40 respondents which 20 members of each class. For the experimental,

assemble with survey but making the comparison between two classes. Generally,

samples are the subject for the population also the way to collect data and get the

exact information.

Gender 5 Dedikasi 5 Efisien Num.

Boys 10 11 21

Girls 10 12 22

Total 20 23 43

Table 1

Instruments
 In this study, the relevant instrument that researcher need to use is

questionnaire. It purposely to seek the hypothesis and effectiveness of teaching and

learning of wood carving in order to reconstruct the student enthusiasm to learn

Visual Art Education. This instrument involves the teacher and students in which

related with interview and survey.

The questionnaire for the students divided to two sections which are :

i. Section A : The Self-Demographic Profile

This sections consist the student profile such as gender, age and

address.

ii. Section B : Students’ perception towards of wood carving.

This section is looking for students’ perception engaging that affect

towards students. It has 10 items in this section to evaluate the

effectiveness. It is being divided into 3 aspects:

a) Teaching and Learning

b) The students’ text book

c) The equipment and apparatus.

All of these items evaluated using this

1 = Disagree

2 = Mixed feeling

3 = Agree

4 = Strongly agree
The questionnaire for the teacher in interview is to know the best strategy in teaching

of visual art especially wood carving. The questionnaire will be provide estimated 15

questions to support the study and strongly information for the research. The

questions given are involved with SWOT analysis as example; what the strengths

and weaknesses in teaching, what are the tactics to instill students learning the

visual art education, and how the teacher facilitate the students in process teaching

and learning.

Data Collection

The type of data that will be used in data analysis are thematic analysis for

qualitative approach and descriptive statistic for quantitative approach. This two

method able to provide the exact answer for the research.

Thematic analysis is acquired from the questionnaire and needs some

process to get the result. The process that involved, firstly collect the data which is

questionnaire, next coding the data and continue with code validation, finally the

framework identification. The questions that are given from the researcher to the

teacher devoted the strategies in teaching wood carving also nurturing the students’

interest towards visual art education.

The quantitative approach which using descriptive statistic lead to summarize

the data throughout the respondents utilize the survey questionnaire. To conclude
the data, researcher take the sample from two classes with different level classes as

the population in the study and make a total. Hence, this technique is propose to find

out the perceptions of the students towards wood carving.

Data Analysis

The data was acquired through the research’s instruments that were

questionnaire. For the qualitative, this study will use thematic analysis starting with

collect data through the face to face interview and ended with framework

identification. The quantitative approach will utilize with descriptive statistic in collect

the data through the survey and the data will be process and transfer to the

percentage or chart.