panduan-asas-eprd-dan-contoh-pelaporan proposal.doc

8/9/2019 Panduan-asas-eprd-dan-contoh-pelaporan proposal.doc

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Contoh 1PANDUAN ASAS MENYEDIAKAN LAPORAN KAJIAN TINDAKAN

(MENGIKUT FORMAT EPRD)

Bahagian ProsesPenerangan !on"oh Pen#$isan %a$a&an Kan'#ngaan Ditulis dalam satu muka

surat

Isi kandunganMuka surat

Penghargaan

Abstrak

1.0 Refeksi P & P yang lalu12.0 Isu e!erihatinan".0 #b$ekti% a$ian ".1 #b$ekti% Am ".2 #b$ekti% husus.0 um!ulan 'asaran(.0 Pelaksanaan a$ian (.1 )in$auan masalah (.2 Analisis )in$auan Masalah (." )indakan yang di$alankan (. Pelaksanaan )indakan DanPemerhatian (..1 Pelaksanaan Akti*iti 1

(..2 Pelaksanaan Akti*iti 2 (.( Refeksi a$ian+.0 Cadangan a$ian 'eterusnya

,ibliogra-

am!iranPenghargaan Pihak yang terlibat dengan

ka$ian tindakan terutamanyadi !eringkat sekolah

As"ra /endaklah mengandungi

1. )u$uan2. um!ulan sasaran

". okus ka$ian tindakan. )in$auan aal(. Perlaksanaan ka$ian+. Da!atan

Ditulis dalam satu !erenggan

dan satu muka surat dansingle s!a3ing.

Di3adangkan menggunakan

ont 4510 dan $enis tulisanArial5)ahoma

a$ian ini di$alankan untuk menentukan danmengatasi masalah6masalah yang dihada!ioleh !ela$ar )ingkatan semasamenyelesaikan !ersamaan serentak dalam

dua anu 7satu linear dan satu tak linear8.'eramai 20 orang !ela$ar tingkatan danseorang guru terlibat dalam ka$ian ini.Peran3angan tindakan di%okuskan ke!ada!enguasaan kemahiran !enyusunan semula!ersamaan linear9 !ermudahkan ungka!analgebra9 !enambahan dan !enolakan !e3ahanalgebra9 !em%aktoran ungka!an kuadratik danmenyelesaikan !ersamaan kuadratik. )in$auanaal telah dilaksanakan melalui semakanker$a rumah murid9 u$ian bulanan9!e!eriksaan !enggal dan u$ian !ra. /asiltin$auan menun$ukkan murid tidak mahirdalam !enyusunan semula !ersamaan linear9!ermudahkan ungka!an algebra9!enambahan dan !enolakan !e3ahan algebra9

!em%aktoran ungka!an kuadratik danmenyelesaikan !ersamaan kuadratik. imasesi !enga$aran dan !embela$aran 706+0minit setia! sesi8 telah di$alankan dalamtem!oh : minggu iaitu !ela$ar bela$arkemahiran yang tersebut di atas melaluimodel konkrit dan modul latihan ber!anduse3ara kum!ulan. e!utusan u$ian !os telahmenun$ukkan !eningkatan !restasi !ela$ar.Pela$ar lebih berminat bela$ar kemahiranse!erti !engembangan ungka!an algebra dan!em%aktoran dengan menggunakan modelkonkrit. Modul latihan ber!andu telahmembantu !ela$ar untuk mengatasi masalahmereka. Penga$aran dan !embela$arankemahiran asas untuk menyelesaikanmasalah !ersamaan serentak dalam dua anu


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7satu linear dan satu tak linear8 !erludi!erkukuh !ada !eringkat sekolah menengahrendah. Penggunaan model konkrit bolehmembantu !ela$ar memahami konse!matematik ini.

*+ Re,esi Penga-aran'an Pe&e$a-aranLa$#

'e!erti di dalam kertas3adangan'!t. dalam m.s (1 & (2

'e!erti di dalam kertas 3adangan

.+ Is# Ke/eriha"inanMasa$ah Ka-ian 'e!erti di dalam kertas

3adangan'e!erti di dalam kertas 3adangan

0+ O-e"i1 Ka-ian

a+ O-e"i1A&

O-e"i1Kh#s#s

'e!erti di dalam kertas3adangan


2+ K#&/#$an Sasaran'e!erti di dalam kertas3adangan


3+ Pe$asanaan Ka-ian

3+* Tin-a#an Masa$ah

3+. Ana$isis Tin-a#anMasa$ah

3+0 Tin'aan YangDi-a$anan

/uraikan se3ara ter!erin3i3ara63ara anda mengum!ulmaklumat. Maklumatmungkin telah di!erolehmelalui !emerhatian dalambilik dar$ah semasamurid5!ela$ar memberires!ons ke!ada soalan6soalan anda9 !emeriksaanbuku latihan9 sesi temu bual9melalui soal selidik atauu$ian !ra dan lain6lain

'emua data yang terkum!ul

dimasukkan dalam $adualmengikut ta$uk6ta$uk yangditeta!kan teta!i bukansemua maklumat da!atdiguna !akai dalam ka$ian.

)uliskan semua akti*iti9

bahan6bahan dan 3ara andamembuat !emerhatian untukmengu$i keberkesanantindakan5akti*iti yang andatelah $alankan ke arahmeningkatkan kemahiran!ela$ar bagi menanganimasalah yang anda sedang

ka$i.

3+0+* A"i4i"i5a"i4i"i 6ang'i-a$anan

'ebanyak em!at akti*iti telah

diran3ang untuk membantumeningkatkan kemahiranmen3ongak %akta asas darabdalam kalangan murid6muridkum!ulan sasaran saya. Akti*iti6akti*iti tersebut ialah

AKTI7ITI * ( Per&ainan Do&inoFa"a Asas Dara )

1) Akti*iti ini meru!akan akti*itiberkum!ulan yangmelibatkan !endekatan duadalam satu iaitu bela$ar danbermain dalam satu masa.

2) Permainan ini dilaksanakan

mengikut konse! !ermainandomino teta!i dalam!ermainan ini !adananadalah ke!ada soalan %aktaasas darab dengan hasildarabnya atau sebaliknya.

3) 'ele!as men$alankan akti*itiini9 murid6murid diberiakti*iti berbentuk indi*idu.

AKTI7ITI . ( U-ian !e/a" Kira Fa"aAsas Dara 5 3 &ini" )

1) Akti*iti ini meru!akan akti*itibertulis. Murid6murid diberisatu set soalan yang

mengandungi +0 soalan.2) 'oalan Ce!at ira akta Asas

Darab ini diu$i sehingga 4 ;4.

3) Murid6murid dikehendakimen$aab soalan tersebutdalam masa ( minit.

4) )em!oh masa mereka habismen$aab direkodkan.

AKTI7ITI 0 ( U-ian !e/a" Kira Fa"aAsas Dara 5 2 &ini" )

1) Akti*iti ini sama se!ertiakti*iti 2. 'et soalan yangdiberi ke!ada murid6murid


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2) Murid6murid dikehendakimen$aab semua soalandalam masa minit.

3) )em!oh masa mereka habismen$aab direkodkan.

AKTI7ITI 2 ( U-ian !e/a" Kira Fa"aAsas Dara 5 0 &ini" )

1) Akti*iti ini sama se!ertiakti*iti 2 dan ".

2) 'oalan6soalan yang samadiberikan ke!ada murid6

murid.3) Murid6murid dikehendaki

men$aab semua soalantersebut dalam masa 3 minit.

4) Tempoh masa mereka habismenjawab direkodkan.

o Pelaksanaan )indakandanPemerhatian5 Penilaian

PelaksanaanAkti*iti 1

PelaksanaanAkti*iti 2

(.( Refeksi a$ian

/uraikan 3ara

!elaksanaannya

i. Pemerhatian 'ediakan $adual !emerhatian

dan5atau huraikan a!a6a!ayang da!at dilihat dari segi!erubahan sika! dan re!ons!ela$ar terhada! akti*iti 19dan !erkara6!erkara lainyang mungkin anda $angkakan.

ii. Refeksi /uraikan a!a6a!a yang

di-kirkan guru dari segikeberkesanan akti*iti 1 atau

kegagalan akti*iti dan sebab6sebab keadaan ini ter$adi

i. Pemerhatian

a8 Anda boleh membuat $adual!emerhatian dan5atau huraikan a!a6a!a yang da!at dilihat dari segi!erubahan sika! 7res!ons8 !ela$arterhada! akti*iti 29 res!ons guru dan!erkara6!erkara lain yang mungkinanda $angkakan.

ii. Refeksi

b8 /uraikan a!a6a!a yang di-kirkanguru dari segi keberkesanan akti*itiatau kegagalan akti*iti 2 dan sebab6sebab ini ter$adi

38 /uraian dalam bahagian inibergantung ke!ada $umlah akti*itiyang telah di$alankan

i. Refeksi a$ian )erhada! Pela$ara 8 /uraikan keberkesanan tindakananda dengan menggunakandata5maklumat yang telah andakum!ulkan 7se!erti u$ian !as3a atauu$ian6u$ian lain8

".0 'e!erti yang terda!at di dalamkertas 3adangan teta!i 3ara!enulisan diubah denganmenggunakan ayat !ela!oran.

angkah6langkah hendaklah diterangkanse3ara ter!erin3i


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b8 )erangkan !erubahan tingkah laku!ela$ar melalui !emerhatian.38 )erangkan !erubahan emosi!ela$ar yang telah dikum!ul melaluitemu bual & soal selidik 7sekiranyaada8

ii. Refeksi a$ian )erhada! >>

Atau

#leh sebab ka$ian yang telah saya $alankan tidak ber$aya9 maka saya akanmenggunakan tindakan 5 akti*iti6akti*itilain untuk menangani isu ini.

,ibliogra-

,ahan ru$ukan yang andagunakan hendaklahdi3atatkan !ada ruangan ini.

Menyusun senarai bahan

ru$ukan mengikut ab$ad.

,ron9 ). 714:?8 Language InteractionPatterns in Lessons FeaturingMathematical Investigations. PhD thesis9@ni*ersity o% 'outham!ton

Dunn9 ). 7144?8 Michel Foucault and thePolitics of Freedom. )housand #aks9 CA'age

am!iran i. 'oal selidikatau bahan6bahansokonganyangdigunakan

dimasukkandi dalamruangan ini.

Rogayah Abdullah'M em!as9 ,


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!ONTO% LAPORAN KAJIAN TINDAKAN(DI %ANTAR KE PPD 8 MENGIKUT FORMAT EPRD)

ENHANCING STUDENTS’ SPEAKING SKILLSIN STATING AND JUSTIFYING POINTS OF VIEW

BY GENRE ANALYSIS APPROACH.

ByHjh Hafiza Aini Bte Hj Hassan

Maktab Sultan Abu BakarJohor Bahru

Abstract

This researh was arried out to assist the students in enhanin! their speakin! skills in respondin! toTask A in their M"#T Speakin! Test by usin! the $enre Analysis approah. There were % students whowere in&ol&ed. #arly obser&ations had been arried out throu!h speakin! e'erises in lassrooms.Throu!h the obser&ations( it was seen that the students were ha&in! diffiulty in fulfillin! the two tasks)Task A *+ndi&idual ,resentation- and Task B *$roup isussion-. Thus( this researh fouses onenhanin! the students/ speakin! skills in Task A( that is the +ndi&idual ,resentation. +n this task( thestudents need to be able to ha&e the skills of statin! and justifyin! their points of &iew. 0 lessons were

arried out by usin! the $enre Analysis approah. Students show their understandin! and positi&eattitude towards partiipatin! in all the ati&ities arried out in the lessons. 1essons &ia $enre Analysisapproah should be arried out more often as it !i&es a learer !uideline to the students in masterin!#n!lish 1an!ua!e as their seond lan!ua!e in speakin! and writin!.

. R!"#!ct$%& %& Pr!'$%(s T!ac)$&* a&+ L!ar&$&*

+ obser&ed that the students were ha&in! diffiulties in !i&in! their opinions and !i&in! reasons tosupport their opinions. As part of M"#T e'amination( the students are re2uired to be able to present and

justify their points of &iew formally. Howe&er( my students demonstrated their inability to perform the taskswell. They showed lak of onfidene durin! speakin! lessons. They showed diffiulty e&en to ome up withone justifiation to the topis !i&en and ould not reason out their answers. Basially( less than 0 of thestudents would !o beyond statin! the first justifiation to the tasks !i&en despite fre2uent reminders andprompts durin! the ati&ities. Their passi&e responses were also lak of e'planations to the justifiation thatthey produed.

ue to the prediament of !i&in! e&en just one justifiation with no e'planation( the students wereunable to !o beyond the first minute in presentin! their responses. 45 of them responded below 67seonds. 8ot only that( they paused a lot durin! their responses. Half of the lass e&en paused too fre2uentlywhen they responded. Althou!h it is a natural phenomenon to pause while &erbally respondin! due to thethinkin! proess indul!ed by the brain( the students paused too lon!. Some of them e&en paused as lon! as37 seonds durin! their responses. This is a lear indiation that the students were fain! a serious problemin !i&in!( what more justifyin! their points of &iew. The time fator is ruial as in the atual M"#T Speakin!Test( students are only !i&en 5 minutes to perform Task A and the students need to be able to state and

justify suffiient points of &iew within the time limit.The students/ limited e'periene to the patterns of similar responses in the tar!et lan!ua!e worsen

the senario. This aused them not to know the best way to present their responses to the tasks !i&en. Thatwas why they resorted to just state one justifiation.

,.R!s!arc) F%c(s

The researh foused on the speakin! skills whih are ruial for the students to perform Task A inM"#T Speakin! Test. This researh was essential as it would assist the students to be more onfident inperformin! the task !i&en. Their responses would be learer and thus help the students to be more fousedin deli&erin! their points of &iew.

9ith the an'iety that aompanies them throu!hout the M"#T Speakin! Test session( the studentswould e'periene intimidation in preparin! and respondin! to the task. This situation did not help thestudents in their performane at all. So( e2uippin! the students with speakin! skills &ia $enre Analysisapproah would help to minimize their ner&ousness as it prepares the students with the ommon strutures

used in their response.


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-. R!s!arc) Ob!ct$'!s

a. G!&!ra# Ob!ct$'!To tailor a more effeti&e lesson for oral ommuniation by applyin! the $enre Analysis

approah in instillin! the oral skills of the !enre of statin! and justifyin! points of &iew in the learners/response to the tasks similar to Task A in M"#T Speakin! Test.

b. S/!c$"$c Ob!ct$'!sThis study was arried out to meet the followin! speifi objeti&es:ii. To !uide the students on e'plorin! and identifyin! the struture of the !enre of

statin! and justifyin! points of &iew with the !uidane of the teaher(iii. To assist the students in produin! three justifiations for the opinion !i&en(i&. To make the students aware of the time limit of their responses ; 5 minutes only(&. To hi!hli!ht and assist the learners in a2uirin! the salient lin!uisti features

in&ol&ed in presentin! their responses to the tasks similar to Task A in M"#TSpeakin! Test.

0. Tar*!t Gr%(/


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their !roups. "sually they were the ones identified as ha&in! the best speakin! skillsompared to the others in the !roup.

+n indi&idual presentations( they were &ery relutant to &olunteer to perform first.#&en with two weeks preparation time !i&en( some e&en said that they were not ready toperform their speeh with the title of their own hoie.

$$. T!sts+n the indi&idual speeh( the students did not present learly. They mumbled their

words and were not interested to ensure that their listeners ould understand them.They also did not use up the whole two minutes pro&ided and this shows that they

had bad time mana!ement. This ould also be seen in their mok M"#T Speakin! Test. A

few e'eeded the two minutes while the rest did not e&en touh the first minute.+n their mok test( the students just tend to !o strai!ht to the main issue bein! stated

without dealin! with the introdution and topi introdution. +nstead of !i&in! three reasons to justify their &iews or opinions( they just !a&e one and were satisfied with it. Their responseswere also lak of the use of salient lin!uisti features thus dereased the impat of formality.

!. R!s!arc) 4!t)%+%#%*3

Based on the obser&ations and tests done( it was lear to me that the students wereobli&ious of the struture that they need to follow in order to present their responses. They were alsounable to use the transitional si!nals orretly and with &ariety in their responses. Thus( + used the$enre Analysis approah in order assist the students to respond to the task !i&en better. $enre

Analysis approah was used in assistin! the students:

a. to be aware of the re2uired struture(b. to understand the &ariety and orret usa!e of the transitional &erbs.

The sta!es of the ation researh taken are as below:i. A pre)test was arried out in order to identify students/ initial le&el of ompeteny and

ability in respondin! to Task A.

ii.


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@. The students were put into 5 !roups of fours. They were ate!orised into threedifferent ate!ories *the mediocre and the ones with low English proficiency -.#ah !roup was asked to enter the room in their respeti&e !roups without thepresene of the other !roup. This was to pre&ent the other !roup from preparin!their responses beforehand.

5. The students were seated with pairs fain! eah other. They were !i&en a set of test whih allowed me to ha&e a samplin! of their spoken disourse.

3. ne the students were seated( + distributed the task. The students were !i&en 5minutes to prepare their responses.

6. #ah student was !i&en two minutes to present their responses. + took the plaeas one of the assessors. + reorded their responses and e&aluated them by

usin! the si')band assessment riteria set by the Malaysian ExaminationsCouncil .

0. ne the first !roup had finished with the task( another !roup was alled in.They were !i&en the same task and followed the same proedure. They werealso reorded and e&aluated.

$. Obs!r'at$%&The students/ e&aluation an be seen in the table below:

Student A B C D E F G H

PT 1 2 1 1 1 1 1 1

9ith referene to the Si')Band Assessment ?riteria set by the Malaysian#'aminations ?ounil( all e'ept one of them were in Band @( that is the lowest.nly one mana!ed to be in the 5nd band. 1ookin! at the mo&es arried out( thereord of their responses an be seen below:

.

$$. R!"#!ct$%& had been ne!leted. So( this

hi!hli!hts that the students did not ha&e the skills to present their responses for thetask well. They did not justify their reasons and those skills need to be hi!hli!hted tothem. The matter beame worse as they were also showin! problems inonstrutin! sentenes and some were !ropin! for words.

$$. I2/#!2!&tat$%& %" Act$'$t3 This was the first sta!e of the lessons whih was arried out with the subjets. This

was a ruial part as the subjets/ understandin! of the struture of the tar!et !enre. Thiswas the sta!e where i!!enbah/s *@>>>- si' steps were inte!rated and adapted(

@. + asked the students to brainstorm the struture of the response suitable for Task A ina M"#T Speakin! Test and listed the struture on the board.

5. + distributed a opy of the task whih response they were !oin! to listen to.3. + played the reordin! of a sample answer for the task and asked the students to just

listen.

Tab#! ,: The Mo&es o&ered by eah student.

Tab#! : The bands ahie&ed by the students.

Gra/) : The Mo&es o&ered by eah student


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@. + asked the students to reall and list the te't types for the !enre of statin!and justifyin! points of &iew. + listed their answers on the board.

5. + asked them to hek if all the mo&es they had mentioned were orret andin order.

3. + played a sample answer of the similar !enre one.6. + asked the students to listen to the reordin! one a!ain( and si!nal the

mo&es.0. + did the same way for two more reordin!s.4. + distributed the transription of the reordin!s played.=. + asked the students to identify and label the te't types for the four

transripts !i&en.

%. + disussed the labellin! with the students.>. + asked them to refer to the transript a!ain and looked at how the opinions

were e'pressed.@7. + asked the students to !i&e other ways to state opinions and + wrote them

on the board.@@. + distributed a handout on statin! opinions. + went throu!h the list of samples

on e'pressions used to state opinions with the students.@5. + asked the students to pratie !i&in! opinions by usin! the phrases whih

they had learnt earlier. They were asked to attempt the topis one by one. +kept the time( just !i&in! them 5 minutes to prepare their answers beforethey were asked to !i&e their responses. + listed their responses on theboard. After eah topi was disussed( + went throu!h the responses andasked the students to orret the responses if there were any !rammatial

errors. This allowed them to be aware of the errors that they had done intheir responses and at the same time( the students were able to share their responses.

$. Obs!r'at$%& Gra/) 1: The number of responses made by eah student in Ati&ity 5

+n the seond ati&ity( the students were e'posed to more listenin! ati&ities of the reorded responses. $raph 0 abo&e shows that e&en $roup 5 ould mana!e toidentify most of the te't types in the !enre. #'posin! them to the reorded responsesalso made them realised that they needed to work on their speed and pronuniationtoo.

9hen they were !i&en the transript of the reorded responses( they mana!edto label the te't types. Seein! the responses in written form helped them to see thedistintion of the te't types better. The labellin! of the te't type also helped them to

see the se2uene of the responses that they needed to follow when they had toprodue their responses later.

$$. R!"#!ct$%&

Sine the spoken disourse is dynami and is more diffiult for them to followthe flow of ideas( they needed more time to listen to the reordin! and identify the te'ttypes. Althou!h the proess of identifiation took up a lon! time( with my areful!uidane( the students felt it was worth doin! it as it made them understood the layoutof the responses better.

#'posin! the students to a nati&e)like reordin! is essential as they didnot ha&e enou!h ontats with !ood samples of authenti answers by the nati&espeakers. As the result( the students also benefited as they learnt the ri!ht

pronuniations( intonations and thus had a !ood soure for pratie. Ha&in! the

@ 5 3 6 0 4 = %@ 5 3 6 0 4 = %

@

5

3

6

0

%

=

4

>

@

5

3

6

0

%

=

4

>


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printed transript also helped the students to be aware of the salient lin!uistifeatures for the prodution of the !enre.

$'. I2/#!2!&tat$%& %" Act$'$t3 -

After pratiin! the e'pressions for statin! opinions( the third sta!e mo&ed to thelesson on the use of transitional si!nals in statin! reasons for opinions and justifiations.

@. + asked the students to look at the transriptions a!ain and look for thetransitional si!nals that the speaker used in !i&in! her reasons.

5. + listed down the si!nals mentioned by the students.3. + distributed a handout on &arious transitional si!nals.6. + asked the students to lassify the listed si!nals into 0 ate!ories.0. After that( + disussed the 0 ate!ories with the students.4. Then( + asked the students to refer to the followin! e'erise on the use of

transitional si!nals in supportin! opinions. + asked the students to use thetransitional si!nals that they had disussed earlier to present their reasonswhih they had done in the pre&ious ati&ity.

=. + alled out the students to e'press their responses &erbally one by one andallowed the peers to help.

$. Obs!r'at$%&

At this sta!e the students were e'posed to &arious ways of usin! transitionalsi!nals in e'pressin! opinions and reasons to justify the points of &iew. The students

were more aware of the hoies that they had. They said that they always had thetendeny to keep usin! the same e'pressions to state their opinions and reasons(and the e'erise on the e'pressions and the appliation that they made in thee'erises helped them to be more onfident in usin! other e'pressions too.

$$. R!"#!ct$%&

As the sayin! !oes( pratie makes perfet( the students bein! a&era!e andweak ones really !ained more onfidene after umpteen pratie of usin!transitional si!nal for &arious situations. This also helped them to be aware of thedifferent usa!e of transitional si!nals and the ri!ht way of usin! them.

'. I2/#!2!&tat$%& %" Act$'$t3 0

At this sta!e the students were already e'posed to &arious ways in e'pressin!opinions and reasons to justify the points of &iew. The students were more aware of thehoies that they had. 8ow the students need to put their knowled!e into pratie within thetime limit of 5 minutes for eah statement !i&en.

@. + distributed a handout on statements.5. + asked the students to attempt one statement at a time. + timed them and

instruted them to stop at the end of the seond minute.3. + alled the students one by one to !i&e their responses. + listed their answers

on the board.6. + enoura!ed the peers to orret responses with errors with my !uidane.

$. Obs!r'at$%&Gra/) 5: The number of responses made by

eah student in Ati&ity 6


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At this sta!e( the students were able to use their knowled!e on the e'pressionsand transitional si!nals in produin! their responses. They said that they were ableto &ary their e'pressions in statin! their opinions and reasons( and the e'erise onthe e'pressions helped them to be more aware of the 5 minutes and had to forethemsel&es in presentin! their answers within the time limit.

$$. R!"#!ct$%&

More praties would be a !reat help to the students. Thou!h they were uneasyand felt disturbed for ha&in! to produe their responses within 5 minutes( it would bea blessin! in dis!uise as they would be austomed to it. Thus( durin! the real test(they would be more aware of the 5 minutes pro&ided.

'$. I2/#!2!&tat$%& %" Act$'$t3 1

This was the last sta!e( sta!e 0 where the students had to put into pratie of what they had learnt in the e'erise fousin! on situations similar to Task A in M"#TSpeakin! Test.

@. + asked the students to sit in their respeti&e !roups. + distributed S#T @ to!roup @ and asked them to read the task.

5. Then( + timed them 5 minutes for them to prepare their responses. Thestudents worked on produin! a omplete response( based on the te't typesto whih they were e'posed to and the lan!ua!e features whih they hadobser&ed and pratised in the pre&ious ati&ities.

3. Then( members of the !roup took turn to present their responses. + reordedand timed eah member/s response.

6. After the !roup presented their responses( the other !roup were asked to!i&e their omments and + !uided the disussion session.

0. After the disussion( it was the seond !roup/s turn. + !a&e them their taskand repeated the same proedure whih + arried out with the first !roup.

4. #ah !roup were !i&en the hane to pratie 5 sets eah.

$. Obs!r'at$%&

+ ould see that at first the students were 2uite unomfortable to !i&e theirresponses with the other !roup wathin! and listenin!. Howe&er( after the feedbakand disussion session( Table 5 and $raph = show that they mana!ed to take thee'erise positi&ely. +n the seond round respondin! to their seond set( the studentswere more onfident and ould !i&e better responses.

$$. R!"#!ct$%&

Graph 7: The Moves covered by the studentsTable 2: The Moves covered by the students


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8aturally( the students were shy to be heard by their friends. Howe&er( withpersuasions and enoura!ements( many were able to present their responsesbetter.

*. R!"#!ct$%& %& t)! R!s!arc)

At first( the students found it diffiult to ome up with enou!h opinions and reasons within thetwo minutes !i&en. Howe&er( with a lot of disussions and oral praties( the students found that theywere more onfident in !i&in! their answers. #&en $roup 5 would &olunteered to !i&e their answersfirst and this showed that they had !ained their onfidene not just in preparin! the responses( butalso in presentin! them aloud in lass.

+ mana!ed to hi!hli!ht and failitate the students to produe their responses in the orrette't types and use the appropriate lin!uisti features. 9ith the ample oral praties arried out by thestudents( they had !ained more onfidene and thus( helped them to produe their responses inbetter sentenes.

The $enre Analysis Approah has allowed the students to be aware of the te't types and thesalient lin!uisti features whih beomes the crutch to these weak students to produe their responses to the task !i&en.

5. S(**!st$%& "%r F(t(r! R!s!arc)

This researh only foused on the indi&idual response to the speakin! task. +t is ruial espeially for the weaker students in !ainin! the salient lin!uisti features. 9ith that( + personally su!!est that there shouldbe another researh in helpin! these weak students in the seond task in the M"#T Speakin! Test( that is

Task B. +n this task( the students are re2uired to be able to mana!e disussions. The researh should fouson ways to hi!hli!ht the essential features of mana!in! disussions and the proper ways to arry them out(and help the weak students to understand and be able to arry out disussions properly.

B$b#$%*ra/)3

1im( J.?. *5775- Malaysian University English est !MUE" # Course$oo% . Selan!or:,ustaka Sarjana SdnBhd.

Martin( J.C. *@>%6- D1an!ua!e( re!ister and !enre./ in #?T 6@%( anguage 'tudies( Children )riting* +eader .Eitoria: eakin "ni&ersity.

Malaysian #'aminations Syndiate. Aess date: >th January(5770 at:http:FFwww5.moe.!o&.myFGlpFspmlpm.htm

8!( C. S. et al( *5776- 'tudy '%ills for the Malaysian University English est . Shah Alam: >>- ,iscourse -nalysis in the anguage Classroom. "SA: "ni&ersity of Mihi!an ,ress.

oberts( ,. *@>>=- Genre -nalysis* - way out of the CU.,E.'-C . +n: The +nternational HouseJournal of #duation and e&elopment +ssue 3 April @>>=. Aess date eember @7( 5776 at: www.ihworld.omFihjournalF!enreanalysispaulroberts.do

Smith( $. *@>>=- earning to 'pea% and 'pea%ing to earn. Journal for ?olle!e Teahin!( Eol. 60.:6>I. Aess date January @(5770 at: www.2uestia.om

Swales( J.M. *@>>7- Genre -nalysis # English in -cademic and +esearch 'ettings( ?ambrid!e: ?ambrid!e"ni&ersity ,ress.

Eale( A.( Tan( A.( and Ali( M. *5776- ext MUE/ - Complete Guide. Selan!or : ,earson Malaysia Sdn. Bhd.

http://www2.moe.gov.my/~lp/spm_lpm.htmhttp://www.ihworld.com/ihjournal/genre_analysis_paul_roberts.dochttp://www.questia.com/http://www.questia.com/http://www2.moe.gov.my/~lp/spm_lpm.htmhttp://www.ihworld.com/ihjournal/genre_analysis_paul_roberts.dochttp://www.questia.com/


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