Panduan Asas Menyediakan Laporan Kajian Tindakan

CONTOH LAPORAN KAJIAN TINDAKAN (DI HANTAR KE PPD – MENGIKUT FORMAT EPRD)

ENHANCING STUDENTS’ SPEAKING SKILLS IN STATING AND JUSTIFYING POINTS OF VIEW BY GENRE ANALYSIS APPROACH. By Hjh Hafiza Aini Bte Hj Hassan Maktab Sultan Abu Bakar Johor Bahru Abstract This research was carried out to assist the students in enhancing their speaking skills in responding to Task A in their MUT Speaking Test by using the !enre Analysis approach" There were # students who were in$ol$ed" arly obser$ations had been carried out through speaking e%ercises in classroo&s" Through the obser$ations' it was seen that the students were ha$ing difficulty in fulfilling the two tasks( Task A )*ndi$idual +resentation, and Task B )!roup -iscussion," Thus' this research focuses on enhancing the students. speaking skills in Task Task A' that is the *ndi$idual +resentation" *n this task' the students need to be able to ha$e the skills of stating and justifying their points of $iew" / lessons were carried out by using the !enre  Analysis approach" Students show their understanding and positi$e attitude towards partic participa ipatin ting g in all the acti$i acti$itie ties s carrie carried d out in the lesson lessons" s" 0esson 0essons s $ia !enre !enre Analy Analysis sis approach should be carried out &ore often as it gi$es a clearer guideline to the students in &astering nglish 0anguage as their second language in speaking and writing"

. R!"#!ct$%& %& Pr!'$%(s T!ac)$&* a&+ L!ar&$&* * obser$ed that the students were ha$ing difficulties in gi$ing their opinions and gi$ing reasons to support their opinions" As part of MUT e%a&ination' the students are re1uired to be able to present and justify their points of $iew for&ally" Howe$er' &y students de&onstrated their inability to perfor& the tasks well" They showed lack of confidence during speaking lessons" They showed difficulty e$en to co&e up with one justification to the topics gi$en and could not reason out their  answers" Basically' less than /2 of the students would go beyond stating the first justification to the tasks gi$en despite fre1uent re&inders and pro&pts during the acti$ities" Their passi$e responses were also lack of e%planations to the justification that they produced" -ue to the predica&ent of gi$ing e$en just one justification with no e%planation' the students were unable to go beyond the first &inute in presenting their responses" 342 of the& responded below 56 seconds" 7ot only that' they paused a lot during their responses" Half of the class e$en paused too fre1uently when they responded" Although it is a natural pheno&enon to pause while $erbally responding due to the thinking process indulged by the brain' the students paused too long" So&e of the& e$en paused as long as 86 seconds during their responses" This is a clear indication that the students were facing a serious proble& in gi$ing' what &ore justifying their points of $iew" The ti&e factor is crucial as in the actual MUT Speaking Test' students are only gi$en 4 &inutes to perfor& Task A and the students need to be able to state and justify sufficient points of $iew within the ti&e li&it" The students. li&ited e%perience to the patterns of si&ilar responses in the target language worsen the scenario" This caused the& not to know the best way to present their responses to the tasks gi$en" That was why they resorted to just state one justification"

,.R!s!arc) F%c(s The research focused on the speaking skills which are crucial for the students to perfor& Task  A in MUT Speaking Test" Test" This research was essential as it would assist the students to be &ore

confident in perfor&ing the task gi$en" Their responses would be clearer and thus help the students to be &ore focused in deli$ering their points of $iew" 9ith the an%iety that acco&panies the& throughout the MUT Speaking Test session' the students would e%perience inti&idation in preparing and responding to the task" This situation did not help the students in their perfor&ance at all" So' e1uipping the students with speaking skills $ia !enre  Analysis approach would help to &ini&ize their ner$ousness as it prepares the students with the co&&on structures used in their response" -. R!s!arc) Ob!ct$'!s a. G!&!ra# Ob!ct$'! To tailor a &ore effecti$e lesson for oral co&&unication by applying the !enre  Analysis approach in instilling the oral skills of the genre of stating and justifying points of $iew in the learners. response to the tasks si&ilar to Task A in MUT Speaking Test" b" S/!c$"$c Ob!ct$'!s This study was carried out to &eet the following specific objecti$es: i" To guide the students on e%ploring and identifying the structure of the genre of stating and justifying points of $iew with the guidance of the teacher' ii" To assist the students in producing three justifications for the opinion gi$en' iii" To &ake the students aware of the ti&e li&it of their responses ; 4 &inutes only' i$" To highlight and assist the learners in ac1uiring the salient linguistic features in$ol$ed in presenting their responses to the tasks si&ilar to Task A in MUT Speaking Test" 0. Tar*!t Gr%(/ !' and only a s&all nu&ber with 8B ; 3? in their @@@> nglish +aper in S+M 4668' * carried out the obser$ation and treat&ent on the students who were of the two criteria" # students were chosen and grouped into two different groups" The first group' the &ediocre' consisted of those who achie$ed 8B ; 3? in their @@@> nglish +aper in S+M 4668" The second group in$ol$ed those with 0ow nglish +roficiency )0+, who only &anaged to achie$e =- ; >! in their @@@> nglish +aper in S+M 4668" 1. Act$%& I2/#!2!&tat$%& *n order to o$erco&e the proble&s faced by the students in responding to Task A' certain actions were taken" The actions were as below:

c" Pr%b#!2 I+!&t$"$cat$%& *n collecting the data' * used 4 approaches: $. Obs!r'at$%& The students see&ed to shrink in an%iety when they heard fro& &e that they would ha$e to perfor& speaking presentations" *t would be i&possible to see any one of the& to $olunteer to be their group.s spokes&an' what &ore to go first during presentations" -uring the presentations' it was not their concern whether the listeners could either hear or understand the&" They would just state what they had to 1uickly and be satisfied with that" $$.

T!sts  As it is only through tests that we are possible to see students. real ability' two tests were carried out" The first one was a speech presentation where the students were gi$en two weeks to prepare a speech on a title of their own choice and present their piece within two &inutes"

The second test was a &ock of MUT Speaking Test which was carried out e%actly as how it would be carried out during the real test" The students ca&e into the roo& and were seated in fours" ach group was called into the roo& at different ti&e and they were not able to hear other groups. perfor&ance" d"

A&a#3s$s %" t)! Pr%b#!2

$.

Obs!r'at$%& The reason for the obser$ation was to see how keen the students were with speaking presentations" Speaking presentations were done twice a &onth and the students. response were not encouraging" They always answered the announce&ents of speaking assign&ents with groans"
T!sts *n the indi$idual speech' the students did not present clearly" They &u&bled their words and were not interested to ensure that their listeners could understand the&" They also did not use up the whole two &inutes pro$ided and this shows that they had bad ti&e &anage&ent" This could also be seen in their &ock MUT Speaking Test" A few e%ceeded the two &inutes while the rest did not e$en touch the first &inute" *n their &ock test' the students just tend to go straight to the &ain issue being stated without dealing with the introduction and topic introduction" *nstead of gi$ing three reasons to justify their $iews or opinions' they just ga$e one and were satisfied with it" Their responses were also lack of the use of salient linguistic features thus decreased the i&pact of for&ality" !. R!s!arc) 4!t)%+%#%*3

i"

Based on the obser$ations and tests done' it was clear to &e that the students were obli$ious of the structure that they need to follow in order to present their responses" They were also unable to use the transitional signals correctly and with $ariety in their responses" Thus' * used the !enre Analysis approach in order assist the students to respond to the task gi$en better" !enre Analysis approach was used in assisting the students: a" to be aware of the re1uired structure' b" to understand the $ariety and correct usage of the transitional $erbs" The stages of the action research taken are as below: A pre(test was carried out in order to identify students. initial le$el of co&petency and ability in responding to Task A" ii"


iii"

A post test was carried out to identify the effecti$eness of the acti$ities carried out in helping to enhance the students. speaking skills in responding to Task A" *nstru&ents used: a" +re and post tests ( A digital audio recorder"  A &ock MUT Speaking Test" eal Audio +layer   A co&puter  b" Acti$ity @ ; An audio ?- of a recorded sa&ple answer for Task A"  A sa&ple answer"
i$"

 All instru&ents used were prepared by &e and * personally graded the students &yself" f"

I2/#!2!&tat$%& %" Act$%& a&+ Obs!r'at$%& $. I2/#!2!&tat$%& %" Pr! T!st @" The students were put into 4 groups of fours" They were categorised into three different categories ) the mediocre and the ones with low English  proficiency ," ach group was asked to enter the roo& in their respecti$e groups without the presence of the other group" This was to pre$ent the other group fro& preparing their responses beforehand" 4" The students were seated with pairs facing each other" They were gi$en a set of test which allowed &e to ha$e a sa&pling of their spoken discourse" 8" nce the students were seated' * distributed the task" The students were gi$en 4 &inutes to prepare their responses" 5" ach student was gi$en two &inutes to present their responses" * took the place as one of the assessors" * recorded their responses and e$aluated the& by using the si%(band assess&ent criteria set by the Malaysian Examinations Council " /" nce the first group had finished with the task' another group was called in" They were gi$en the sa&e task and followed the sa&e procedure" They were also recorded and e$aluated" $. Obs!r'at$%& The students. e$aluation can be seen in the table below: Tab#! : The bands achie$ed by the students" Studen

A

B

C

D

E

F

G

H

PT

1

2

1

1

1

1

1

1

9ith reference to the Si%(Band Assess&ent ?riteria set by the Malaysian %a&inations ?ouncil' all e%cept one of the& were in Band @' that is the

lowest" nly one &anaged to be in the 4 nd band" 0ooking at the &o$es carried out' the record of their responses can be seen below: