Wednesday 10 June 2009

Analisis Data (Pn. Sakinah)



Analisis data;
- Proses menggunakan data untuk memberikan maklumat berguna untuk cadangan kesimpulan dan menyokong keputusan
- Data kualitatif dan kuantitatif boleh dipersembahkan secara grafik untuk membantu proses analisis
- Cari pola dan kategori, persamaan, terangkan trend dan pertanyaan, catalog pemerhatian, bilang & bandingkan, buat anggaran


Langkah analisis data kualitatif
Langkah pertama – cari item berulang untuk tulis tema
Langkah ke-2 – pilih 3 atau 4 tema/kategori yang muncul dan bina matriks
Langkah ke-3- bincang dengan pendidik lain, teliti tinjauan (borang kaji selidik) dan rekodkan dapatan dalam matriks yang dibina
Langkah ke-4 – rekod pemerhatian pola yang muncul semasa melihat matriks
Langkah ke-5 – buat kesimpulanLangkah ke-6 – semak semula persoalan kajian dan apa langkah seterusnya yang boleh dibuat

Kegunaan data dalam Plan-Do-Study-Act cycle
Plan – Nilai dan ringkaskan semua data yang ada
- Analisis dan kenalpasti tema utama
- Kenalpasti sumber data
Do – Kumpul data dan buat kajian rintis
Study – analisis data dan buat kesimpulan
Act – kenalpasti soalan tambahan dan rancang untuk penambahbaikan







Sunday 7 June 2009

Kuliah 7 - Penulisan Proposal

Beberapa kumpulan telah dipanggil untuk membentangkan proposal kumpulan kepada kelas. Antara hasil pembentangan tersebut adalah;

Tajuk: Penggunaan keyterms dalam pengajaran Biologi
Masalah: Pelajar menghadapi masalah untuk menjawab soalan esei biologi kerana tidak menggunakan keyterms atau laras bahasa yang tepat. Ini mengakibatkan pelajar tersebut tidak dapat diberikan markah penuh keranacara penulisan jawapan mereka berbeza daripada skema pemarkahan.
Penambahbaikan: Satu kajian tindakan akan dilakukan menggunakan penggubahan lagu menggunakan keyterms agar perkataan-perkataan tersebut dapat dihafal dan digunakan dengan tepat.
Pengumpulan data: data akan dikumpul menggunakan pre-test dan post-test.

Aktiviti seterusnya, pelajar diminta memberikan refleksi dan juga pendapat tentang kajian tindakan. Pandangan saya terhadap kajian tindakan adalah berbeza sebelum dan selepas Seminar Serantau Pendidikan ke-4. Sebelum ini, saya menganggap kajian tindakan adalah sesuatu yang membosankan. Setelah melihat pembentangan kajian tindan di seminar tersebut, saya merasakan kajian tindakan adalah sesuatu yang menyeronokan.

Tuesday 2 June 2009

Penggumpulan Data (Pn. Sakinah)

· Pengumpulan data harus dilakukan dengan serius bagi menjamin kualiti kajian
· Kualiti kajian adalah penting untuk ;
- Tanggungjawab kepada pelajar
- Keperluan kepada kecekapan diri dan orang lain
- Tindakan dan perubahan kepada penambahbaikan

Kesahan dan kebolehpercayaan adalah amat penting dalam menentukan kualiti sesebuah kajian
Kesahan - Kebenaran data. Harus sentiasa megambil kira samada data sebenarnya mengukur fenomena khusus yang dikaji
Kebolehpercayaan – Ketepatan data. Masalah kebolehpercayaan selalu berlaku sekiranya data diambil dari sampel yang terlalu kecil

5 tahap kajian tindakan
Tahap 1 – Mengenalpasti masalah
Tahap 2 – Perancangan tindakan
Tahap 3 - Mengumpul data
Tahap 4 – Analisis data
Tahap 5 – Perancangan dan tindakan seterusnya

Persoalan dalam pengumpulan data;
- Apakah jenis data yang perlu kita kumpulkan untuk menjawab persoalan kajian?
- Bagaimana kita hendak memastikan terdapat pelbagai perspektif?
Method pengumpulan data;
- Pemerhatian
- Nota guru
- Kerja pelajar
- Refleksi pelajar
- Jurnal pelajar
- Ujian
- Soal selidik
- Temuduga

Sunday 31 May 2009

Kuliah 6 - Penulisan Proposal (Hajah Halimah Harun)

Terdapat tiga aktiviti dijalankan sepanjang kelas ini;


Aktiviti 1
Pelajar dikehendaki menjawab beberapa soalan bagi memahami personality seorang guru dann juga diri sendiri. Soalan-soalan tersebut adalah:
a) Sebab anda ingin menjadi cikgu?
b) Guru yang paling anda sukai dan sebab?
c) Guru yang paling anda benci dan sebab?
d) Apakah tugas seorang guru?
e) Melukis gambar sebatang pokok
Melalui soalan-soalan tersebut, saya dapati saya menyukai seorang guru yang memahami pelajar dan tidak membosankan. Saya tidak menyukai seorang guru yang pilih kasih, terlalu berkasar dengan pelajar tanpa memahami perasaan pelajar dan tidak prihatin terhadap perkembangan emosi pelajar. Melalui gambarajah pokok yang dilukis, saya dapati saya agak yakin dengan kebolehan diri.

Aktiviti 2
Bekerja berpasangan dan pilih satu topik yang telah dibentangkan dalam Seminar Pendidikan Serantau dan bincangkan dengan terperinci. Beberapa kumpulan akan dipilih untuk membentangkan hasil perbincangan.


Aktiviti 3
Bentuk sebuah kumpulan seramai 5 orang yang berlainan latar belakang dan pengkhususan. Tulis sebuah proposal kajian tindakan

Nama ahli kumpulan:
Mohd Fairus Khazali Bin Ismail P48635
Jovinia Jowinis P48652
Elenser Uning P48674
Nurul Hafizah Binti Che Mat P48663
Aisyahtulasyiqah Binti Mohamed P48594

Tajuk kajian:
PENGGUNAAN KAEDAH PENGUBAHAN LIRIK DALAM PENGAJARAN SEJARAH DI DALAM BILIK DARJAH

Wednesday 27 May 2009

SEMINAR PENDIDIKAN SERANTAU KE-4

LAPORAN PENCATAT SESI PEMBENTANGAN
SEMINAR PENDIDIKAN SERANTAU KE-4

TAJUK PEMBENTANGAN
The Quality of Scientific Research in Sudan’s Higher Education Institutions
NAMA PEMBENTANG : Prof. Dr. Walid Kuder Abas Al-Zand
SESI SELARI/ POSTER : 5C4
TARIKH/ HARI : 21 April 2009
MASA :8.30 – 10.00 am
BILIK/TEMPAT :Sri Meranti
PENGERUSI :Dr. Melor Md. Yunus
PENCATAT :Jovinia Jowinis

INTISARI PEMBENTANGAN:

1. Description of the conditions and aspects of higher education research in Sudan.

2. Illustration of the role of research in Sudan’s higher education institutions (HEI)

3. Introduction of global trends to the situation of higher education in Sudan

4. Discussion of the problems that face research in HEI

5. Introduction of some recommendations and suggestions to improve the role of
research in Sudan’s HEI


INTISARI PERBINCANGAN (SOAL-JAWAB)

1. Good research

2. Reward needed for every research in Sudan. Financial is very important.


CADANGAN:

1. Need national cooperation to increase the quality of research in Sudan’s HEI

2. Need to create national plan designed after feedback from factual evaluation and assesment of the true reasons of the problem


3. Short and long range plans basd on factual goals and objectives should be established.
4. New legislation should be set up, encouraging faculty to pay more attention to make research is the major duty for members of university

5. Holistic plans should be estabilshed to train new staff


6. An administration system of follow up should be created, starting with heads of departments up to vice-chancellor.

Tuesday 26 May 2009

Journal Review 3

Direct Instruction with Playful Skill Extensions: Action Research in Emergent Literacy Development

Jean M. Keaton
Kindergarten Teacher, Tallahassee, Florida

Barbara C. palmer
Karen R. Nicholas
Vickle E. Lake
Florida State University

Learning strategies allow children to construct knowledge through active participation increase their motivation for reading and writing. The purpose of this action research is to explore the effectiveness of direct instruction with playful extensions in developing emergent literacy in a kindergarten classroom.

In direct instructions, students were divided into smaller groups according to their ability in literacy. The small groups then were engaged in fast paced instruction with strong emphasis on verbal responses for about 15-20 minutes. Schemata development and systematic approach that taught specific strategies for academic problem solving has proven to enhance success rate of students (Carnine, Silbert, & Kameenui, 1997). Evaluating emergent literacy research and direct instruction methods assists teachers in designing effective literacy programs. Closing the gap between young students’ literacy abilities and meeting their instructional and developmental needs become a formidable tasks even for senior teachers.

Materials and methods
The systematic approach of peer assisted learning strategies for First-Grade Readers (PALS) (Mathes, Grek, Howard, Allen & Babyak, 1999) was used in this research.

This research was conducted in a classroom of 15 to 20 kindergarten students during summer. It enables teachers to contemplate new teaching practices. There are five phases in this research; identify a problem area of investigations, collecting data, interpreting the data, implementing a plan, and analyzing the result.

Data collection and interpretation
Data collected using one-on-one evaluation conducted to assess students skills of alphabet recognition, letter-sound associations, sight word recognition, and specific stages of writing development. Assesment was discontinued after 5 words were missed. Writing skills were assessed using Five Stages of writing Development (Gentry, 1982) which are precommunicative, semiphonetic, phonetic, transitional and correct.

Pre-test result indicate that 15 student were ready to receive further instruction in applying letter sound associations to reading and writing skills. They are divided to form three groups (high, average and low) of five according to their ability.

Plan implementation

Teacher-directed lesson were conducted three times a week for three months. The period used for a lesson is 15 to 20 minutes. These direct instruction lessons were incorporated with the use of manipulative materials. There are five activities presented during the lesson; (1) letter-sound practice, (2) Phonological segmentation and blending, (3) More letter-sound practice, (4) sounding out and (5) reading words fast.

Result and discussion
The response varies among the three groups but they show growth in the three months of instruction.
The high and average made greater gain in sight vocabulary, while low group showed the greatest growth in identifying letter sound and increasing the number of correct spelling approximation in writing. The direct instruction approach was successful in meeting the children specific literacy skills. The students were working in their ‘zone of proximal development’ using self-scaffolding and other mediators such as puzzles, magnetic letters and dry erase board.

Implications to teachers
Teaching needs a wide variety of instructional methods. Assessment is needed to plan appropriate literacy instruction. Implementation of literacy programme is good for children to engage in multitude of “hands on” literacy activities and therefore creating a ‘joyful’ classroom environment for continued development of literacy.

Journal Review 2

Action Research in the Secondary Science Classroom : Student Response to Differentiated, Alternative Assesment.

Faith H. Waters
Patricia S. Smeaton
East Stroudsburg University of Pensylvania

Todd G. Burns
Pocono Mountain East High School

The purpose of this action research is to study the perception of students to differentiated, alternative assessment model in a secondary science classroom. A teacher always facing choices of methods to improve teaching and learning. It is not an easy task to discern which new reform that will benefit the particular academic area or classroom.

Differentiated, alternative assessment is defined as hybrid of alternative assessment (Mueller et. Al, 2001) which combines non-traditional assessments such as projects, presentations and performances with the elements of choice, variety and individualization of differentiated instruction.

The participant in this action research consists of all students enrolled in a high school earth and space science course. Teacher implemented this kind of assessment in topic areas that emphasized on astronomy, geology, meteorology and hydrology. The data collection was using a Likert-style survey created by the teacher.

The data collection started with sharing the assessment rubric with students. Then the students choose the type of assessment activity to complete and whether to work alone or in small group followed by the selection of products to create. Examples of products are board game and three-dimensional models, computer presentations, web pages, brochures, newspaper, formal or creative writings, live performances, or a combination of these. Time frame was three, 90 minutes periods plus time after school. Students then have their own discussion. The teacher just monitor from time to time. Finally the students will present their work and submit all the materials to teacher.

Methodology
It took 90 days to complete five differentiated, alternative assessment. Data were collected using forced-response survey consisting of 24 questions and an open-ended, two-item questionnaire. Both surveys were created by teacher.

Findings
Most of the data response concerning choice shows significant result. Students claimed that they like the idea of having choices, they work hard, comfortable with their own choices, believe they were in control of their work and successfully complete the task given. But not all students are in favor of the differentiated, alternative assessment, some of them still prefer multiple-choice assessment because the tests were more straightforward, better organized, more detailed, makes them think and no guidelines involved.

Discussion
Majority students favor the long-term alternative assessment over standard multiple-choice tests. They claim that it gave the students autonomy which according to Gurian (1998) and Pipher (1994) is a significant step in healthy adolescent maturation.

Limitations and recommendations
First limitation, is the sample was small and no data were collected to determine if the students had truly learn more, achieved higher grades or understood better by engaging in the differentiated, alternative assessment. Second, the differentiated alternative assessment were only compare to multiple choice assessment, so the students’ attitude regarding other forms of traditional assessment is not investigated. Bigger sample and more comparisons should be used in similar action research in future.

Conclusion
Teachers need to teach and asses each students in ways that facilitate and maximize learning. They also need to don new hat that of teacher-researcher, in order to continually evaluate their institutional practices in search of increased learning for all students.