Journal 2005

Jurnal Penyelidikan MPSAH 2005
The Improving Supervisory Practice
IMPROVING SUPERVISORY PRACTICE WITH A KNOWLEDGE FRAMEWORK * by Teoh Sooi Kim Lee Wai Heng, Ph D Cheah Tong Tiat (Jabatan Matematik) ABSTRACT
This study is an action research by three supervisors to improve their practice of facilitating reflective thinking among KPLI student teachers. This initiative arose from concerns over the lack of substantial knowledge development through the practicum experience. The researchers merged Shulman s (1987) knowledge base with images, beliefs, and personal theories, into a knowledge framework, which they used to identify and frame issues encountered by students in their teaching for reflection. This knowledge framework was used together with Driscoll and Teh s (2001) threestep structured approach that involves describing, interpreting and learning. Each supervisor focused on four students, whom they supervised in the practicum. Generally, the findings revealed that while students were able to describe their teaching experiences, they encountered difficulties in interpreting those experiences. Hence, supervisors reframing of issues was very important. At the learning stage, supervisors needed to play a very direct role to help students optimize their learning. Otherwise, learning from experience was not likely to be an outcome of the practicum. Issues regarding general pedagogical knowledge were most often encountered although the researchers also detected reflections on pedagogical content knowledge and knowledge of educational ends, purposes and values. Although the knowledge framework was useful for identifying content for reflective discussions, the researchers experienced struggles, conflicts and dilemmas in using it. However, it cannot be denied that learning has occurred and it is suggested that further loops of action research be carried out to refine, extend and consolidate the supervisors skills in using the framework to facilitate reflective thinking.
INTRODUCTION When the college celebrated its 25th anniversary in 2004, the R&D Department felt that one tangible way to remember the occasion was to encourage staff members to write research-based articles. This particular initiative was well-received and eventually, 10 articles were successfully completed, and published as a special issue. ___________________________________________________________________________________
* This paper has been presented at the Seminar Penyelidikan Pendidikan Guru Kebangsaan on 3.8.05 in Kota Kinabalu, Sabah.
One of these articles was contributed by Teoh (see Teoh, 2004) who wrote about issues related to student teachers journal writing. Lee was tasked with editing the articles and some of the ideas in Teoh s article particularly attracted Lee s attention. Consequently, collegial small talk in the Mathematics Department gravitated towards informal discussions of contentious issues surrounding reflective practice, journal writing, and the like. At about the time when these discussions were going on, the R&D Department called for submission of departmental research projects. Since the only idea floating in our heads at that juncture was journal writing, the stage was set for our research to be something related to journal writing or reflective practice or it could encompass both. Within the small confines of our department, it was not long before Cheah was also gradually drawn into these informal discussions. Eventually, the three of us decided to collaborate in an action research project. The Key Issue: Knowledge Construction Reflection is a key idea underlying the Malaysian teacher education experience. Student teachers are required reflect in the various components of the program, especially in completing their course work and in their school-based experiences and the practicum. Although reflection occupies such a central place in the teacher education system which we implement, in our discussions about how student teachers were reflecting, words and phrases such as uncertain , how , are you sure kept creeping up in our conversations. It eventually dawned on us that each of us had serious doubts and great apprehensions about the way we were going about helping our student teachers reflect, especially in their practicum. Lee (2003) suggested that it was important for teacher educators to understand the linkages between reflection and professional knowledge development. Adopting, and
working from this premise, we decided to pursue this issue in our research together. Using the knowledge framework that Lee suggested as our basic tool, we incorporated a structured approach to reflection modeled after Driscoll and Teh (2001) as our modus operandi to help student teachers reflect and construct their professional knowledge in the practicum. In essence, we decided to investigate if a deliberate focus on knowledge framework combined with a structured approach would enhance our supervisory practices where student teachers reflections and thinking were concerned. We also used the Vee (Novak & Gowin, 1984) as a tool to frame our research. To ensure coherence to our research project, we laid out the main issues onto the Vee. A pictorial depiction of the main issues addressed in our final project can be seen in Fig. 1. A brief restatement of the elements of our research follows. Statement of the problem The problem stemmed from an unsatisfactory state of affairs within our own practice as supervisors of student teachers reflections. In particular, we felt that student teachers reflections were not achieving the knowledge outcomes that were outlined in the practicum program (BPG, 2003, p. 8). Further, we felt that this was partly due to a lack of support from their supervisors where reflective activities were concerned. Thus, there was a need to find ways to improve the supervisory process. Purpose of the study This action research aims to examine the extent to which a combination of the use of the knowledge framework we identified and a structured supervisory approach could help enhance our supervision of student teachers reflections in the practicum. CONCEPTUAL
Theory: Schon, Dewey, Shulman
METHODOLOGICAL
How does using a knowledgebased framework help us facilitate reflective thinking among KPLI students? Transformation : Categories, domains, patterns, tables and matrices
Principles: Reflection should be a social activity aimed at developing professional knowledge. Concepts: mentoring, professional knowledge of teaching, social reflections, learning from experience, professional support
Records : Audiotapes of post lesson discussions, students journals, lecturers notes, lesson plans The post lesson conferences 3
Fig. 1: The Vee Research question Guided by the stated purpose, we proposed a general, open-ended question to steer our research project. The research question was:
How does using a knowledge-based framework help us facilitate reflective thinking among the KPLI students?
REVIEW OF LITERATURE Introduction Reflection is a vital element in the teaching and learning process. In fact, it is generally well-accepted that reflection supports the professional growth of teachers. Consequently, student teachers are encouraged to inculcate the ability to be self-critical, to identify the strengths and weaknesses in their teaching through reflective thinking, as well as to use reflection to gain deeper insights into the various dimensions of the teaching and learning process that they implement. Researchers see these reflective attributes as important outcomes for teacher education programs. Likewise, the Malaysian teacher education curriculum, especially its practicum component, pursues these goals. However, in the local context, there appear to be doubts regarding the extent to which Malaysian student teachers practice reflection. Apparently, our student teachers possess very limited reflective ability. Vasanthi (2002) found that student teachers writings were mostly descriptive in nature with little attempt to provide details about their own perceptions and justifications for the events they recorded. These observations are consistent with the findings by Rajoo (1999) who reported that descriptive reflection was most frequently detected in student teachers journal reflections. These two studies were preliminary explorations and did not investigate in detail the causes of the observed phenomenon or the methods used to facilitate the student teachers reflective thinking.
Many studies highlight the importance of finding more effective ways of preparing student teachers for reflection. For instance, Dieker and Monda-Amaya (1997) stressed the importance of using a framework to prepare students for reflective thinking. They found that merely giving content knowledge to student teachers did not increase their ability to reflect critically. On the other hand, when a framework was given, there were changes in the student teachers ability to reflect. McIntyre (1993) similarly contended that reflection becomes more useful to novice teachers if it is based on a pedagogical framework. Studies like these invariably focus on the student teachers. They suggest that more needs to, and can be, done in terms of training student teachers to reflect better. Developing our Conceptual Framework: Refocusing on Ourselves We believe a crucial piece of the jigsaw on reflective practice lies in a less visited terrain of the literature the supervisors own contributions to students reflections. It is our conviction that more attention needs to be paid to supervisors own practices in supporting student teachers reflections. This conviction is both the result of our own experience as well as findings that clearly show a lack of understanding among supervisors, especially school cooperating teachers (Lee, 2004a). Thus, we decided to take a critical look at our own struggles to help student teachers improve their reflections. We do not believe that merely training and providing student teachers with suggestions or ways to reflect and then expecting them to reflect at higher levels will take us far where reflective practice is concerned. On the contrary, the key to better reflections appear to lie in the central role played by supervisors in helping student teachers reflect on their experience. Consequently, there is a need for studies that investigate how supervisors nurture reflections among student teachers. Hence, our focus on our self practices as supervisors. One of our suspicions is that the lack of an explicit conceptual model to help us facilitate our student teachers reflective thinking has also contributed to the poor reflections often cited in studies on student teachers reflections in the practicum. In other words, the poor quality of student teachers reflections is as much a result of weak supervisory practices as it is that of unreflective student teachers. This suspicion is the basis of our search for better ways to nurture reflection. The Knowledge Framework
Our search for a conceptual model begins with a review of the literature on teachers professional knowledge. We see this as important because of the practicum s emphasis on developing student teachers professional knowledge of teaching (BPG, 2003, p.8). Shulman (1987) has proposed a knowledge base for teaching that consists of seven categories (a) content knowledge, (b) general pedagogical knowledge, (c) curriculum knowledge, (d) pedagogical content knowledge, (e) knowledge of learners and their characteristics, (f) knowledge of educational contexts, and (g) knowledge of educational ends, purposes, and values, and their philosophical and historical grounds. Meanwhile, Lee (2004c) observed that student teachers reflections were often confined to the reporting of observed incidents in their classrooms. They were rarely able to connect the events / incidents they reported on to any particular aspect of teachers professional knowledge. Without linking reflections to professional knowledge, there was little chance their reflections could lead to their professional development. Based on this finding, he argued for the importance of framing to reflective practice. For example, framing an observed incident in terms of pupils characteristics might help student teachers reflect on aspects of their experience that are specifically related to their existing knowledge of their pupils as learners in their classrooms. Such reflections can lead to an expanded pedagogical view of how pupils learn. Consequently, he recommended that supervisors use a knowledge framework to view student teachers reflections and help link those reflections to the knowledge base for the explicit purpose of developing their professional knowledge of teaching. In this study, we have followed up on these arguments. In particular, we have used Shulman s (1987) knowledge base as the central idea for guiding our research. However, since teachers personal theories and situational knowledge are also very important aspects of the practicum experience (BPG, 2003, p. 8), the knowledge framework that we adopt as the core component of our supervisory practice is a combination of Shulman s seven categories of knowledge and teachers images, beliefs, and personal theories. Hence, when we attempted to nurture student teachers reflections, we tried to link their reflections to this knowledge framework in order to help them develop these aspects of their professional knowledge. Our dilemma as supervisors had been two-fold. Firstly, we felt that students reflective practice had been unsatisfactory because they were too general and unfocused. Therefore, using the knowledge framework to facilitate our student teachers reflective thinking constitutes part of our new practice as practicum
supervisors. We are hopeful that this new focus on knowledge will improve the content of student teachers reflections. A Structured Approach The second part of our dilemma as supervisors centered on ways to improve the process of reflection. This concern was precipitated by a recent study in which student teachers reported very low perceptions of the guidance they received from their supervisors where reflective practice was concerned (BPG, 2000). Thus, we felt that our new practice ought to include improved technique(s) for guiding the reflective process. Otherwise, it was feared that our well-intentioned focus on knowledge construction might not be fully realized. To address this issue, we returned to the literature in search of a simple approach to define our new practice . We found this in Driscoll and Teh (2001), which we adapted for our use in this research. Driscoll and Teh have offered a model that consists of three stages. In the description stage, student teachers describe events or incidences that they have experienced. In our adaptation, we encouraged our students to describe their experiences as fully as possible. A description is an opportunity to freely revisit an experience so that individuals may remember pertinent details of that experience. In short, it entails the What? of their experience. Descriptions could be either in the written or oral form. In the case of oral descriptions, our main role in helping students produce their descriptions was that of a patient listener. To facilitate our student teachers reflective experience, we made it our aim to ensure that the task of describing was easy for them. Reflection should be a gradual process and allowing them the freedom to describe their experiences ought to help ease them into the more serious stages of their reflections. In particular, we agreed to try to stay with the What? of experience and refrain from immediately asking students questions such as What worked? Why? or What didn t work? Why? too early as these questions include both description and analysis. In our experience, analysis without detailed description often lead students to offer conventional explanations. Sometimes, these explanations had little actual connections to their real experiences. The next stage in this model is interpretation, which seeks to develop student teachers descriptions into meaningful reflections. At this stage, supervisors may need to play a more active role. After student teachers have described their experiences, there is a need to frame that experience. In other words, they need to interpret the significance of their experience, essentially asking the question So,
What? While student teachers descriptions are the starting blocks for knowledge construction, that can only happen if they can frame their experience in terms of some ideas, concepts, principles or theories that are personally relevant and meaningful. In many cases, student teachers are unable to make these kinds of connections. Hence, experience, even upon reflections, may not lead to professional development. We see the professional knowledge framework described earlier as the crucial lenses with which to view student teachers descriptions. Supervisors can use the framework to recognize and identify issues that can be explored with the student teacher. It is at this interpretive stage that supervisors and student teachers should address the Whys and the So Whats of the described events or incidents together. As part of our strategy at this stage, we were determined to try to use the knowledge framework to identify issues that can be the source of pedagogical discussions and genuine reflective discourse with our student teachers. Through such discussions, we hoped to help them link, interpret and view their personal experiences in professional knowledge terms. In short, we would help student teachers abstract meanings from their described personal experiences with the aid of the knowledge framework. The final stage of the reflective process is the learning phase. One of the attributes of reflection is the transformation of practice or self (Lee, 2004a). After the interpretation phase, students may have newly constructed ideas, modified instructional strategies or altered beliefs / assumptions about teachers and teaching. These now become part of the student teachers extended knowledge base. In the learning phase, these ideas must be brought into the consciousness to bring about a transformation of the individual s teacher self identity and / or teaching practices. Supervisors need to ensure that student teachers are explicitly aware of how they can act differently in future if faced with similar situations, given their new realizations. Our strategy in this phase was to reinforce students learning and help them improve their future actions. In conclusion, our search of the literature helped us identify, refine and consolidate our ideas into a specific action strategy that we have set out to test in this research. In the main, this new supervisory practice that we set out to investigate consisted of two elements, both of which were derived from our problem statement. Due to the overly general nature of student teachers reflections that we have witnessed over the years, we have decided to use the knowledge framework as a tool for helping students find some focus in their reflections. The decision to use a knowledge framework was also derived from the practicum guidebook s underlying assumptions. In this sense, our research is an attempt to reassert what
has always been a major focus of the practicum, but which, for various reasons, has been pushed to the periphery of the practicum. The second element of the supervisory practice, which we tried to put into action was derived from our personal experience. We collectively agreed that there was quite a large degree of variation in the way in which we supervised and promoted student teachers reflections. Hence, for the purposes of this research, a common vehicle to deliver the reflective experience was deemed desirable. In our search, it was finally agreed that a structured approach would be beneficial and we finally settled on Driscoll and Teh (2001) to guide our practice. Hence, our research is focused on our new supervisory strategy. This new strategy seeks to improve upon the overly simplistic reflective model whereby student teachers are expected to reflect on, and learn from, experience with little involvement from their supervisors. Our new practice views supervisors as partners in a collaborative, reflective environment. It rests on a number of key concepts, namely, a greater degree of supervisor support for student teachers reflections, a focus on teachers professional knowledge, and a structured supervisory strategy, all of which we hope will maximize our students learning from their practicum experience. A pictorial depiction of these concepts is given in Fig 2.
Experience Teaching
3-phase structured approach
Mentor-supported reflective practice
Professiona l Knowledge Framework
Learn from Experience
Research Data 1. Interviews 2. Observations 3. Reflective writings
How does using a knowledgebased framework help us facilitate reflective thinking among KPLI students?
Fig. 2: The Conceptual Model METHODOLOGY The Research Approach The research was designed to obtain insights and understandings into our own practice situation. In particular, we were to determined find out how our deliberate focus on professional knowledge elements and our use of a structured approach in the supervisory process might aid our student teachers practices of reflection. As we were primarily concerned about how successful we were at using the knowledge framework to help student teachers improve their reflections and develop their professional knowledge, the post lesson discussions and conferences were our main data sources. Participants As this was an action research, we did not undertake special efforts to select our students. All the student teachers whom we supervised in the Phase II KPLI Practicum were automatically chosen for our research. However, we were mindful of the fact that any apprehension on their part might have unintended consequences upon our data collection, which spans over an extended period of time. To allay any fears, we assured them of the confidentiality of all aspects of the research. Fortunately, none of the students expressed any doubts or disagreements about being part of the project.
In line with ethical requirements, we also obtained their consent before audio taping any of the post lesson conferences. They were also informed in advance that some of their lesson plans and / or reflective journals would be required for our research. Again, consent was obtained before copies were made. Obtaining the said consent was not a problem for any of the students involved. Data Collection
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Data was collected from three main sources Transcripts of the post lesson conferences, artefacts (students reflective journals) and our self-reflections. We now provide some details of each of these sources of our data. Post lesson conferences In the Phase II practicum, we observed each student a total of three times, inclusive of the joint observation with the cooperating teacher. Our students taught in schools as pairs. As each of us observed four students in the practicum, we visited two different schools during the practicum. Furthermore, as we observed both students in the same day, the post lesson conferences usually involved both of the students. Table 1 shows the 18 post lesson conferences that yielded the data for our study.
Table 1 : Post lesson conference
The Supervisors
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Lee
Teoh
Cheah
Adam_Rina
Amy_Julia
Shaun_Nik
Kerry_Naza
Ben_Joe
Liza_Mimi
In these post conferences, we either audio taped the discussions, or where this was not feasible, wrote detailed field notes. Our strategy was to try to capture as much detail as we could of our interactions with the students in the conference. The artifacts The major artefacts in this action research were the students reflective journals and writings in the lesson plans. As we were focused on finding out how our use of the knowledge-based framework helped us facilitate student teachers reflective thinking, it was thought that the reflective writings might give us additional support about the knowledge construction processes apart from the verbal utterances in the post lesson conferences. Hence, these artefacts would provide supportive evidence of students follow through reflective thinking from the post conferences. The reflective writings and journals were collected from each student teacher and copies were made.
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Self-reflections. As the major focus of this research was on how we used a knowledge framework to promote student teachers reflective thinking, each of us kept our own records of how the action phase of our research was progressing. This part of the data capture records how each of us made sense of our individual experiences as the research unfolded. Our individual insights that inform the personal narratives have come largely from these records. Data Analysis We were eclectic in our approach to data analysis. The literature on qualitative research shows considerable variation in the ways that data are analyzed. We used many of these common techniques including pattern analysis and the development of categories / domains (Spradley, 1980). In short, our first attempt at analysis was to cluster ideas from our individual experiences into categories that were related to professional knowledge elements. We also searched for ideas and / or principles that had a pattern of appearing repeatedly. This search first took place within our own experiences. Interesting ideas were then noted and the search was made across our collective experiences to see if others in the research team had similar or identical experiences. Limitations The effect of this limitation has been that although this was a collaborative piece of research, there is considerable variation in the way in which we have each used our data. Some of us have found the oral data fascinating while others have focused more on student teachers written reflections. We missed the opportunity to check each others data to explore possibilities that may be embedded within our own data sets. This, admittedly, is a weakness. On the other hand, readers might appreciate the fact that this had inadvertently led to a broad capture and use of data, which might turn out to be an advantage. We leave it to our readers to make their own decisions. FINDINGS We have learnt much from this research. Although we have tested the same ideas in our supervision, it has to be remembered that we were each operating in different schools with different individuals. Hence, it is not easy to draw common conclusions. Nevertheless, we will attempt to restate some of our more important lessons and observations.
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Using the Three-Step Structured Approach Describing Generally, the findings reveal that students were able to describe their experiences. However, in some cases, students needed prompts to enable them to recollect and focus on the critical incidents in their teaching episodes, after which they were able to describe their experiences in these incidents. This is understandable because the post conferencing session usually takes place immediately after the students have finished their teaching episodes. This hardly gives the student an opportunity or the luxury to review his experiences at his own pace. Allowing the student to rummage through his own internal camera and link his reactions to the critical incidents affecting him during his teaching would have been more appropriate, but this is rarely the case during post conferencing. If nothing else, this research has taught us the need to exercise greater patience with out students. Very often, when students hesitate or are stalled, all supervisors need to do is give them time to gather their thoughts. Given the time and space to do so, most students will be able to offer adequate descriptions of their experience. This is an important first step to subsequent analysis and interpretation. Capturing the critical incident Naturally, supervisors can see more of the events occurring in students teaching episodes than are picked up by the novice student teachers. If students were not alert or perceptive enough to capture the critical incidents, they would be hard pressed to reflect on them. In such situations, the supervisors who have intercepted and valued the importance of the particular incident will have to introduce the subject during the reflective discussions. However, supervisors may be inclined to jump in and execute the teach-and-tell role rather than facilitate. Supervisors can be tempted to take this easier and faster route. We do not deny that facilitating can sometimes be a lengthy and protracted process and when pressured under the constraint of time, there is every temptation to just tell them all there is to know. However, we strongly advise supervisors to refrain from this natural response. It is our conviction that it is only by holding back that we can move the reflective process forward. We have found that once we begin to preach , students will retreat into very subservient, and passive, roles. No amount of cajoling or persuasion will bring them back to the active role we feel
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students must play in the reflective process. Hence, supervisors should help capture, but not dominate, the critical incidents for reflective discussions. Interpreting The findings also indicate that students encountered difficulties in interpreting their experiences, the second step of the structured approach (Driscoll and Teh, 2001). Given the collaborative support environment we advocate, we suggest that supervisors guide, prompt and help students interpret their experiences. This support is the crucial to the reflective process. Only in extreme cases should supervisors resort to interpreting the incidents for the students. Generally, students lack confidence in interpreting their experience and tend to depend on supervisors as the expert to do the interpretation for them. Consequently, supervisors, sometimes lulled by their traditional teach-and-tell roles, unconsciously fuel their students dependency and exacerbate the facilitation process. Obviously, supervisors need to resolve this conflict between their facilitatingteaching functions and focus on nurturing students own interpretations and reflections. We feel it is important that supervisors remain committed to play a supportive, rather than major, role in the interpretive process. Students should always be encouraged to make sense of their own experiences. However, we do recognize their initial difficulties and feel that it may be difficult for novice student teachers to interpret their experiences without a wide and consolidated knowledge base. Thus, we think that familiarizing students with the knowledge framework could sensitize and aid them in interpreting their own experiences. Learning Predictably, students difficulties at the interpreting stage also obstructed their progress at the learning stage. Supervisors were required to play a direct role to steer students towards optimizing their learning. However, this is easier said than done. Capturing students critical incidents in their teaching episodes, processing, interpreting, mulling it over and framing it mentally while the lesson is in progress, is sometimes a hit-and-miss experience for the supervisors themselves. We are convinced that supervisors major role will be in reinforcing what students learn from their experiences. Thus, we advocate that supervisors bring the reflective process to closure by unifying new ideas and / or insights for the student teacher in a consolidation sub-stage after students have been made aware of
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what lessons they can draw from their experience. Without this unification, it is not likely that the reflective experience can result in meaningful subsumption of new ideas for future practice. Using the Knowledge Framework General pedagogical knowledge By and large, issues regarding general pedagogical knowledge centered on classroom management were most often encountered. Not unexpectedly, managing a crowd of overactive and boisterous children was the first challenging issue for the student teacher in his/her first encounter with the real-life classroom situation. The theories they learnt in their lectures have definitely not prepared them for their head-on experience with the real classroom and it is little wonder that their initial focus and challenge appeared to be handling classroom management issues and maintaining some semblance of order in the classroom before they can proceed to the serious business of imparting knowledge. This is the classroom reality and we would be foolish to ignore it. However, we must also guard against the possibility that the entire practicum degenerates into an occasion to practice classroom management routines. In all probability, student teachers, after sufficient time in classrooms, will eventually become better managers of classroom events. Other knowledge aspects Thus, it is crucial that other knowledge aspects are highlighted in the practicum. These aspects include pedagogical content knowledge, knowledge of educational ends, purposes and values. On the whole, these areas of knowledge were less visited by the students and only acknowledged by the purposeful intervention by the supervisors as in the cases of Rina and Shaun. Given student teachers concern with the immediate classroom environment, this is not a major surprise. We find the knowledge framework useful for identifying appropriate knowledge content for reflective discussions. In spite of the struggles, conflicts and dilemmas we experienced in carrying out the action research, which veered away from our normal routines of practicum supervision, we see its benefit in sharpening our focus on knowledge elements. Making links between classroom issues and these knowledge aspects were at times problematic, hit-and miss affairs due to the lack of experience and familiarity. However, we vouch for the advantage of using the framework to guide students reflection.
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Resolving conflicts and dilemmas Throughout the study, we struggled with conflicts between the new-old routine in supervision; conflicts resolving the supervisor-researcher roles or the teacherfacilitator roles. We were not always successful in combating the intrinsic and instinctive habits of the traditional supervisor-teacher roles but our experience has made us more vigilant and alert when these tendencies surfaced. However, in instances when students were facing too many issues that needed to be resolved immediately, the researcher role was aborted in favour of the teacher-supervisor role. This action was deemed necessary as it was faster, less time consuming and more explicit when the situation warranted the supervisors intervention. Another dilemma encountered concerned students reflection. Students reflection were sometimes very unstructured and we often had to simultaneously process and track multiple issues being described causing us to lose focus in the research process. It cannot be denied that the research process was a very demanding journey which we undertook in all naivet without anticipating the attending conflicts and dilemmas we would stumble upon. These obstacles not withstanding, we think our new supervisory practice has made us better at nurturing reflections that promote our students thinking about how knowledge can impact their practice. However, we are still novices at promoting, and provoking knowledge-related reflective discourse. Hence, there are many more areas for further improvement and we will continue to strive ahead and use the knowledge framework more creatively. IMPLICATIONS AND RECOMMENDATIONS After trying out this brief action research to test the use of the structured approach and the knowledge framework, we look ahead to how we can further extend our work with our new practice. The three-step structured approach (Driscoll and Teh, 2001) provide some directions to facilitate the reflective process for both the students and the facilitators. As such its use should be further explored by both parties or by anyone who wishes to participate in the reflective process. In bringing this research to a close, we would like to share some thoughts on our research over the past year. Roles of Supervisors The use of this structured approach makes explicit the three stages underpinning the reflective process and at the same time highlights the different roles the supervisors need to play in the description, interpretation and learning stages in
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the reflective cycle. Supervisors should be aware of, and be alert to, their roles in each of these stages in order to nurture student teachers interpretation and learning from their reflections. Enhancing the Supervisory Process Facilitating reflection the way we have experimented in this research demands a lot from the supervisors as much more time is needed to allow, guide and steer students to think reflectively. This contrasts starkly with the traditional observe, teach and prescribe mode which we are inclined to practice due to the multiple demands we face in our daily work. Supervisors also need to stay attentive, alert, and focused in using the structured approach and the knowledge framework. Preparing or training supervisors before practicum would and should be necessary prior to using the structured approach to lend support to this facilitating mode. The supervisory process can be greatly enhanced too by setting up an apprenticeship initiative whereby new supervisors understudy more experienced colleagues in a collegial setting. Further Research It is recommended that this research study be further explored and extended by first familiarizing students with the knowledge framework before the commencement of the practicum. This induction will provide students with a viable knowledge base with which to frame their own experiences. Otherwise, as this study has shown, students are not empowered to interpret and learn from their reflections on their experiences. Likewise, familiarizing the lecturers with the knowledge framework before the practicum would also be helpful. We have witnessed first hand how a deliberate knowledge focus transforms the way we view our student teachers teaching. This transformed view of the familiar has served to enrich some of our discussions as reported in this study. Building a Research Culture We are very aware that our action research could have been improved if we had scheduled regular stock-check meetings so that our team members could meet up, report progress, confer, help, learn and generally support each other in the research team. In the absence of a formal mechanism, these efforts never materialized. Hence, there was minimal support for our research at the formal level. We are aware that such support may vary from college to college and that in some colleges, such support may already be in place.
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However, as individuals who have just completed a research project, we humbly offer the suggestion that the R&D departments at all colleges should try to provide more opportunities for team members to meet and talk about research. Likewise different research teams at the college level should also meet, discover and learn from each other s research project. In our opinion, an opportunity to be away from the college for a 3-4 day retreat would serve this purpose. To realize this aim, a special annual allocation for this explicit purpose should be provided. Research contributions must and should be more clearly acknowledged within the college as well as at the BPG level to communicate the stand that knowledge generation is highly valued. Otherwise, getting lecturers to voluntarily participate in the research process will prove to be an arduous task. Research efforts need to be better endorsed and supported. Research-based in-house activities have to be regularly conducted and promoted to develop lecturers research skills and competencies. Without a doubt, these efforts are taking place but we hope all parties concerned will continue to rethink how we can add value to these activities so that research can truly thrive in college settings. CONCLUSION Although we cannot deny that our journey has been riddled with challenges and internal conflicts, it has been an illuminating experience as well. We have struggled with our conflicting roles and routines and battled with time constraints and overlapping workload but we feel that we have triumphed against the odds. This research has truly been a valuable learning experience. Trying out the structured approach as well as using the knowledge framework to facilitate students reflections enabled us to gain insights into our own practices and come to terms with the shortcomings and limitations of our old routines. This effort has also empowered us to be bold enough to continually seek and explore new and better directions to improve our supervisory practices. We hope we have been able to convey some of our learning experiences in ways that can benefit our colleagues, and by extension, our student teachers. REFERENCES Bahagian Pendidikan Guru, Kementerian Pendidikan Malaysia. (2003). Garis panduan Praktikum Latihan Perguruan Praperkhidmatan. Kuala Lumpur : Kementerian Pendidikan Malaysia.
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Boon, P.Y (2004). Facilitating reflection in education studies - A case study among preservice student teacher. Paper presented to the Seminar Penyelidikan Pendidikan Guru peringkat kebangsaan 2004 at Langkawi. Dewey, J.(1933). How we think : A restatement of the relations of reflective thinking to the educative process. Boston : D.C.Health. Dieker, L.A., & Monda, L.E.(1997). Using problem-solving and effective teaching frameworks to promote reflective thinking in preservice special educators. Teacher Education and Special Education, 20(1), 22-36. Driscoll, J. & Teh, B. (2001). The potential of reflective practive to develop individual orthopaedic nurse practitioners and their practice . Journal of Orthopaedic Nursing, 5, 95-103. Lee, W.H.(2003). Reflective practice and professional knowledge: Understanding the linkages. Paper presented to the Seminar Penyelidikan Pendidikan Kebangsaan 2003 at Holiday Inn Hotel, Kuching. Lee, W.H.(2004a). Reflective practice in Malaysian teacher education: Assumptions, practices and challenges. Singapore: Marshall Cavendish Academic. Lee, W.H.(2004b). Using the Vee to conceptualise research. Penulisan Berasaskan Penyelidikan, Maktab Perguruan Sultan Abdul Halim, 42-52. Lee, W.H.(2004c). Framing and co-construction: Twin pillars supporting reflection. Paper presented to the Wacana Pendidikan Peringkat Kebangsaan 2004 at Grand Continental Hotel, Kuala Terengganu. McIntyre, D.(1993). Theory, theorizing and reflection in initial teacher education. In J. Calderhead & P. Gates (Eds.), Conceptualizing reflection in teacher development. (pp.39-52). London : The Falmer Press. Ng, K.C.(2001). Mirror, mirror on the wall. Jurnal Ilmiah M.P. Gaya Sabah , 8, 2136. Novak, J & Gowin, B. (1984). Learning how to learn. Cambridge : Cambridge University Press. Shulman, L.S. (1987). Knowledge and teaching : Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
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Spradley, J.P. (1980). Participant observation. New York : Holt, Rinehart and Winston. Vasanthi. S.(2002). Levels of reflection : Analysis of journal writing of student teachers of M.P. Keningau. Jurnal Penyelidikan MPKS, 43-59. Rajoo, A.(1999). Pemikiran Refleksi dan Jurnal Guru Pelatih : Satu Kajian Kes. Jurnal JIP Maktab Perguruan Persekutuan Pulau Pinang, 46-51 Teoh, S. K.(2004). Reflective writing : Why, when and how ? Penulisan Berasaskan Penyelidikan, Maktab Perguruan Sultan Abdul Halim, 74-79.
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Composing Process & Strategies Less Proficient B.Ed Students
THE COMPOSING PROCESS AND STRATEGIES OF SELECTED LESS PROFICIENT FOUNDATION COURSE B. ED TESL STUDENTS : A CASE STUDY IN MAKTAB PERGURUAN SULTAN ABDUL HALIM by Noor Bebe binti Ali Mohamad Nor Azmah binti Abdul Karim Haaiyon binti Ahmad (Jabatan Bahasa) ABSTRACT
The notion of pre-writing, writing and post writing is familiar among English teachers. They are also aware of the importance of process writing in empowering the writers with control of their composing. Equally important are the composing strategy and the language. This research project, therefore attempted to gain an insight into the writers composing processes which entails individual-specific chronology of composing processes and subprocesses, and strategies to overcome their composing constraints and difficulties faced during composing. The study involved two subjects from the Foundation Course B Ed TESL programme who obtained Grade B for the SPM English paper. Each subject was asked to verbalize her thoughts as she composed 2 essays of different topics. Semi-structured interviews were carried out after the thinking aloud session to confirm the earlier findings. Findings showed that while the subjects employed a recursive composing process and subprocesses, they also either rearranged the chronology of the processes according to their preferences and styles of writing, or excluded certain stages of the writing process in order to overcome certain constraints. The subjects also showed characteristics of knowledge telling strategy which did not include global planning and organization of the writing task. However, the subjects were unable to produce good and effective writing due to their inadequacy in the language. This study is concluded by discussions of the implications of the findings. Recommendations to practising teachers are also made in view of the potentiality of using thinking aloud protocols in the classroom, the composing strategies the writers have within their access, the need for learners to be aware of both composing
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processes and strategies during writing, and be empowered with language awareness to complement these strategies.
INTRODUCTION Writing is perceived as the last and the most difficult skill to acquire, and usually done as a final activity with the accepted underlying assumption that the reading activities which precede writing act as a stimulant for writing ( Zamel, 1992). With the shift of focus from product to the process of writing, writing is no longer seen as a simple skill to acquire in which the main focus is on the written product. The notion that writing is a complex process (Hamp-Lyons & Heasly, 1987) and more difficult than the other three skills (Dixon & Nessel, 1983) is still prevalent. This notion is reinforced by studies which have indicated that there is more to writing than just a finished product. Besides requiring a high degree of organisation in the development of ideas in the production of effective writing ( Hedge, 1988) , learners also need to be aware of their metacognitive processes in order to aid them in their learning of writing. Background of the Problem The shift of focus from product to process has given rise to numerous studies. Subsequently, there has been a radical change in the way writing is taught over the last twenty years. These have brought the educators to the Process Approach ( Raimes,1987; Ministry of Education, 1991 ; Zamel,1992 ; Harris, 1993 ), collaborative writing ( Hirvela, 1999), the Genre Approach (Reppen, 1994),and sequenced writing (Leki, 1991), in which the learners thought processes are taken into consideration so that they are reflectively engaged in their writing. Developments in the educational field have also seen advocators of creative and critical thinking (de Bono, 1986 ; Swartz and Parks, 1994) identifying and formulating various thinking strategies to help learners manage the writing process effectively. For most English teachers in Malaysia, the need to focus on two major areas when teaching writing; the mechanical aspects which include spelling and grammatical rules and the syntactic and organisational aspects of writing is sine qua non ( Ministry of Education Malaysia , 1989; 1991). The Process Approach advocated by the Education Ministry requires the teachers to encourage learners to go through a process of planning, organising, composing and drafting in their writing. This approach, which has superseded the focus on product, is further supplemented by efforts to incorporate creative and critical thinking skills, with the hope that
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our second language learners will show improvements in their writing. However, how far has such an approach, derived from the theories of first language learning , given empowerment to second language learners in our present contexts, is still debatable. This research hopes to observe whether TESL-training teachers are aware of these writing processes and strategies when they are writing. Rationale of the Study In teaching writing skills, learners are exposed to various approaches, most of which involve writing collaboratively in the classroom with the assumption that such activities will enable these learners to experience the true process of writing. Teachers may engage the learners in various activities , either in large or small groups, to provide opportunities for revision, feedback and reflection of their writing from their peers. However, the act of writing itself, is eventually very individualistic. Findings have indicated that there are some differences between first language and second language writing, in which it is generally found that second language writing is strategically, rhetorically and linguistically different in important ways (Silva, 1993: 669) compared to first language writing. It can be concluded that total dependence on first language learning theories does not compensate for the lack of a coherent and comprehensive theory of second language writing. This research intends to gain an insight into the writing processes of less proficient Foundation Course B. Ed. TESL students, as second language learners and as future English language teachers. It is hoped that this insight will enhance lecturers reflections of their current practices and enable them to adapt their approaches to teaching writing with more considerations to the learners awareness of the writing process. This may also raise the issue of teachable composing strategies to empower the learners with control of their composing. Objectives of the Study The main objective of the study is to conduct an investigation on selected less proficient Foundation Course B.Ed. TESL students in order to: i) identify the problems faced by the less proficient Foundation TESL students in their writing identify the stages involved in the writing process identify the strategies employed at each stage of the process. Course B Ed
ii) iii)
Research Questions
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The study posed the following research questions: i) What are the problems faced by the less proficient Foundation Course B Ed TESL students in their writing? What are the stages involved in the composing process of these subjects?
ii)
iii) process?
What are the strategies employed at each stage of the composing
Significance of the Study The focus of the English teachers should be on the mental processes of the writers as the process orientation gains supremacy in the teaching of writing. This shift of focus from product to process has been highlighted in a research in English as a first language (Kamikura, 2000). Due to various similarities in L1 and L2 composing processes, the shift is observed in ESL setting as well, where ongoing developments have shown the possibility of integrating the good aspects of the Product, Process and Genre approaches (Badger and White, 2000). These recommendations are highly valued in the field of second language learning , in which first language writing has always been closely associated with the nature of second language writing. This research may provide an insight into the future second language teachers thought processes which in turn may yield more information regarding the writers implicit strategies. The findings in this study may provide additional insight for teacher educators to complement their approaches in improving the future teachers writings, as well as making these students aware of their own thought processes. Constraints and Limitations The study may exhibit some limitations, one of which is the size of the sample, which comprises two less proficient writers from Foundation Course B. Ed.TESL. Such a small sample may result in a low level of generalizability. Finally, in this study, the subjects are required to write only on two specific topics, and this may somehow limit the writers opportunities to demonstrate their strategies in composing. Operational Definitions In this study, several terms or definitions are used and defined in the contexts in which they are used.
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1.7.1
Composing processes : the processes undergone by writers as compose.These include planning, translating (transcribing) and reviewing.
they
1.7.2 Composing strategies : These are the various strategies engaged by writers in their composition. Strategies are adopted to enable writers to reduce certain cognitive constraints. For example, a writer who has difficulties forming complex sentences may choose to use simpler sentences. 1.7.3 Constraints : In retrieving knowledge, a writer may face difficulties especially when the knowledge is not in acceptable form. These difficulties are considered as constraints. Similarly, during the composing processes, writers may find difficulty in expanding certain ideas. To reduce this constraint, the writer may choose to postpone the task to a later stage. 1.7.4 Learners : Learners in the context of this study refer to Foundation Course B. Ed. TESL students. 1.7.5 Subjects : Two selected less proficient Foundation Course B.Ed.TESL students who obtained grade 3B in their SPM English paper. 1.7.6 Novice writers : Writers who do not think about their readers but are most concerned with text. They revise at word level and make changes in forms only (Dyson & Freedman, 1991) 1.7.7 L1 : Refers to the first language of the learners. It can either be English , Bahasa Melayu or any other languages. 1.7.8 L2 : Refers to the second language of the learners. In this context, refers to English as a second language. L2
1.7.9 Metacognitive : The process of thinking about one s own thinking processes (Beyer,1987; Clarke, 1990). 1.7.10 Metacomments : Comments of one s own thinking processes (Flower & Hayes,1980).
LITERATURE REVIEW
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For many years, most ESL writing teachers teaching writing have been advised to adopt the practices from first language writing, with the assumption that first language writing and second language writing share similar attributes. However, developments of ESL research have brought new perspectives about second language writing. In line with first language writing research developments, there has been a shift towards more consideration to the works of the minds of the writers (Greene, 1987). Educators begin to view whether their ESL writers are using deeplevel processing in trying to understand the meaning of what they write, or only using surface-level processing mere reproduction of exact content of what is being taught (Richardson, 1983) without being aware of the actual writing processes. Writing in the Second Language Similar to L1 situation, writing in the ESL classrooms may serve a variety of purposes. Bryne s (1979) list of pedagogical purposes of writing includes the introduction and practice of writing to enable teachers to cater for different learning styles and needs. Besides instrumental purposes of writing in college, there should also be personal purposes. Both writers of L1 and L2, in order to be successful, must have the understanding of the different genres, the ability to engage in the processes of writing and a strong motivation towards the act of writing itself (Harris, 1993). However, the learning of writing in ESL setting, therefore may become more formidable because of the limitations of exposure, as well as from the prerequisites of writing itself. Chitravelu, Sithamparan and Teh (1995) provide a comprehensive list of what a writer should know, which includes knowledge of subject matter, purpose, sense of audience, a repertoire of language resources, conventions of writing, thinking skills, organisational skills, knowledge of value systems, the mechanics of writing, as well as knowledge and experience of the processes of writing itself. However, the lack of comprehensive theories of L2 writing leads most ESL practitioners to depend on the findings of recent studies on L2 writing. Silva (1993), in summarising his finding, concludes that adult L2 writing is distinct from and simple and less effective than L1 writing (p.688) despite some similarities in employing a recursive composing process and progressing in a nonlinear fashion from planning to final writing. In addition to that, it is observed from his findings that:
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- L2 writers did less planning, less goal setting and were less successful in generating materials - L2 writers transcribing was more laborious, less fluent and less productive
- L2 writers did less reviewing, less rereading of and reflection on written text. His findings imply that second language writers need to be given more time and there should also be increased awareness of strategic, rhetorical and linguistic concern. This is in line with an earlier suggestion by Raimes (1985) who states that L2 writers need to have more of every aspect. This is due to the fact that L2 writers may lack both declarative knowledge, that is, knowing about language rules and grammatical system, and also procedural knowledge knowledge of how to use language for communicative purposes (O Malley, Chamot & Walker, 1987). Therefore, in providing realistic strategies for planning, translating and reviewing, teachers need to consider their students rhetorical and linguistic resources ( Silva, 1993 : 671). White (1988) points out earlier that L2 writers may face difficulties in drawing upon appropriate schemata in organising ideas, and may have insufficient access to the second language in order to transfer these ideas into acceptable form to the intended reader.
Strategies in Writing Flower and Hayes (1980), in quoting Bruner, Goodnow and Austin (1956), view strategy as a pattern of decisions adopted by the writers to meet certain objectives. A writer, in the process of composing is actively engaged in making dynamic decisions in order to reduce the demands for conscious attention or the short term memory. Since writing is a recursive process requiring writers to operate some mental processes simultaneously, the writers need to adopt certain strategies to reduce the demands. Flower and Hayes (1980) in identifying the strategies provide a list of them : Throw away a constraint : writers can choose to ignore some elements in the writing process, for example ; audience Partition the problem : breaking the task into a number of semi-independent tasks, for example, dividing the editing process into several sub-editions
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editing for spelling, editing for language structures, editing for choice of diction and so forth Set priorities : in setting priorities, a writer with familiar audience in mind may ignore what she views as unimportant constraints, such as spelling or using the informal register. Satisfice : A writer can satisfice solution instead of thinking of the best. by choosing the first acceptable
Draw on a well-learned procedure : time devoted to important and unimportant tasks is systematically divided. Automation of some sub-tasks may reduce strain on conscious attention. Plan : the writers may make an outline or form abstracts of the task (for example in the form of clustering, mind-mapping, etc.)
In discussing the strategies employed by novice writers and skilled adult writers, Galbraith and Rijlaarsdam (1999) quote Bereiter s and Scadamalia s (1987) strategy characterisation, in which the novice writer is said to employ knowledge telling strategy whereas the skilled writers employ knowledge transforming strategy . In adopting knowledge telling strategy , writers retrieve associated ideas from memory and translate them directly into their texts. Therefore, there is a tendency to make a direct listing of ideas or contents as they come to mind. In addition to this, revision is restricted to cosmetic changes of the surface features of the text (Galbraith & Rijlaarsdam, 1999) .On the other hand, in adopting the knowledge transforming strategy , the skilled writers are more concerned with satisfying communicative goals with the reader they have in mind, and therefore there are active construction and evaluation of ideas retrieved from the mind. Planning is more elaborate and revision may extend to changes in content, meaning and structure (Dyson & Freedman, 1991). The approaches to the teaching of L1 and L2 writing, based on several theoretical perspectives, can be placed upon a continuum with the focus on product or content at one extreme. As writing developments progress, we observe a progression from this extreme to a point where the focus is on the process and later on genre approach. Towards the end of the continuum, we have a synthesization of approaches, integrating focus on content, genre and process. The dynamic developments of writing make the other extreme open for other possibilities.
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Writing Process The three common stages that are often recognised in the writing process, according to Richards, Platt & Platt (1992) are; rehearsing (which is also known as prewriting), writing ( sometimes known as planning), drafting or composing, and finally revising (also known as editing or post-writing). Different educators may use different terms, but on the whole these are the processes or the stages of writing. Proett & Gill (1986) for example , view the writing process as consisting of three productive stages : prewriting, writing and post-writing, which require the writers to practice different skills and undertake different activities. At the prewriting stage, writers build up their ideas and content, developing them into coherent order. The writing stage, on the other hand, involves making rhetorical stance ( identifying voice, audience, purpose and form ) and making linguistic choices. At the post-writing stage, writers revise what they have written, improving upon the writing and highlighting the product by sharing, publishing or reading. Working along similar line earlier on, Hayes and Flower (1980) propose that writing consists of three major processes : planning, translating and reviewing, which may not, in actual writing, follow this sequence. These processes in turn consist of several sub-processes. For instance, the planning process encompasses generating, organizing and goal-setting sub-processes. Future research may be able to accumulate more views of the writing process in addition to Zamel s (1992) statement that writing is meaning making, purposeful, evolving, recursive, dialogic, tentative , fluid and exploratory process (p.463) Think Aloud Protocols Borg and Gall (1989) define protocol or steam of behaviour chronicles as minute-by-minute account of what the subjects in a study do or say. Hayes and Flower (1980) provide a similar definition of protocol, which they state as a description of the activities, ordered in time, which a subject engages in while performing a task (p.4). Protocol analysis, developed by cognitive psychologists, is a powerful tool for the identification of psychological processes (Newell & Simon, 1972).A protocol helps the researcher identify important behaviour patterns by providing a brief narrative in chronological order of everything a subject does or everything that occurs in a given setting (Borg & Gall,1989 : 480). This procedure is usually carried out in a non-participant observation of qualitative research.
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In a verbal , or think aloud protocol, subjects are asked to verbalise everything they think and do as they perform a task, including what they consider as trivial. In studying the writers writing processes, one may be interested in the way they write, how they plan their writing explicitly or implicitly, how ideas are generalised, what they do at each of the processes and so forth. Using the writers metacomments, the protocols are transcribed and analysed. Most empirical research on L2 writing is done in the context where English is the dominant language and the subjects, from various ethnic background, are assimilated into the context. However, studies on ESL writing in a context where the first and dominant language is not English are not frequent. Despite clear indications of general patterns in the writing process among the learners, we should bear in mind that learners in different contexts do differ (Silva, 1990). Teaching writing specifically to ESL learners must take into consideration their first language, their exposure to English as a second language and the context they are in. It is hoped that this study will offer an insight pertaining to the ESL writers writing processes including similarities and differences that might exist in the process. METHODOLOGY Research Design Following a pilot study, the think aloud protocol was carried out on a nonparticipant basis. The three stages of the research design are: Stage 1: Preliminary actions included briefings and discussions on the specific requirements of the subjects among the researchers and purposeful sampling of the subjects. The subjects were chosen based on the SPM English results, their previous written performances and recommendations from their English lecturers. They were briefed on the procedure and the nature of the study. However, researcher s expectations pertaining to the expected strategies used by the students were not explicitly explained so as to avoid any Pygmalion Effect (Borg and Gall, 1989). According to Borg and Gall, the term Pygmalion Effect refers to changes in the subjects behaviour that are brought about by the researcher s expectations( p.193). Stage 2:
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At this stage, data on the subjects composing processes were collected. A writing task, a tape recorder and writing sheets were given to the subjects, who performed individually in a quiet environment in the college, that is, in the Self Resource Centre. The subjects verbalised what they thought and did during the whole process of writing the essays. The subjects recorded metacomments were then transcribed and analysed to form a guide for the interviews. Stage 3: At the final stage, further data were gathered through semi-structured interviews, to triangulate the earlier findings. The interviews were carried out individually with the subjects. The interviews were tape-recorded and later transcribed to form supportive data for the think aloud protocols. Finally, transcriptions of the think aloud protocols were analysed and interpreted with reference to the interviews. Method of Data Gathering The sampling of subjects, materials and instruments, and procedures involved in the study are discussed below: Sampling A purposeful sampling was carried out among the less proficient Foundation Course B.Ed.TESL students who obtained grade 3B in their SPM English paper. The population consisted of two Cohort 3 Foundation Course B.Ed.TESL students of Maktab Perguruan Sultan Abdul Halim, Sungai Petani. The reason for choosing the subjects is to gain an insight into their composing strategies which might be constrained by their lack of proficiency that may yield new perspectives. Materials Two topics on Cultures In Malaysia and Pollution were chosen because of the students awareness of the current issues discussed in the class. Such familiar topics will not make excessive demands on the writers that will adversely affect their composing processes. To reduce further constraints, the subjects were asked to write only about 400 words within two hours. Think aloud protocol
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The study, using think aloud protocols to collect data, was conducted over 2 days, involving 2 subjects. Precaution was also taken to ensure that the subjects fully understood what they were supposed to do since the verbalisations of their thoughts were done in solitude, without interruptions from the researcher. The subjects completed their writing separately, at different times. Semi-structured Interviews Semi-structured interviews were carried out with each of the subjects with reference to their thinking aloud protocols. This included stimulated recall (Alexander & Judy, 1988), in which the subjects attention was brought to the transcripts of the subjects think aloud protocol to prompt them to describe what they were thinking at the time. The interviews also focused on their writing histories, their awareness of the processes of writing and the difficulties they face in writing. Method of Data Analysis In this study, the verbal narratives of the subjects were reduced to codes and categories. This is in line with the elements of formalised qualitative research (Sturman, 1993, p. 103). Transcripts of the recorded metacomments and interviews, including the subjects written work, which form the data for this study were then compared and analysed. A coding system, as proposed by Langanbach, Vaughn and Aagard (1994) was used to analyse the data. The codes used in analysing the data from the think aloud protocol were termed as strategies and process. Finally, based on these categorisations and occurrences of the categorisations, a reconstruction of the strategies engaged by the ESL writers was made. Data from the interviews and the written essays were used to support some aspects of the reconstruction
FINDINGS Presentation and Discussion of Findings The emerging patterns of the subjects presented as follows: composing processes are summarised and
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SUBJECT
COMPOSING PROCESSES Essay 1
No planning reread Essay 2 No planning reread Essay 1
write
on-going review
minor edition
write
on-going review
minor edition
Brief oral planning edition reread Essay 2 Brief plan reread write
write
on-going review and
on-going review
minor edition
The Composing Processes of Subjects A & B The table above shows that there is a variation in the nature of the individual composing processes adopted by the two subjects. However, in relation to this finding, it must also be mentioned that both the subjects had come across the term process writing but had never explored it comprehensively. They showed that they have a vague idea of what process writing entailed. The interview revealed that both of them had basically similar writing experiences in the classroom, where actual writing activities were normally done without any brainstorming session. Composing Processes and Sub-processes The Planning Process The approach taken by both subjects differs, with Subject A who did not plan at all and Subject B was engaged in a very brief oral and written planning. The table below shows Subject B s coded planning processes in composing style (Arndt, 1987) .
SUBJECT B Essay 1 Essay 2 Read goalset translate. Read goalset
SUB-PROCESSES generate generate generate - review edit generate
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generate generate
generate generate review - generate.
goalset
The Sub-processes of Writing of Subject B
The table above shows that Subject B was noticeably engaged in a relatively short and simple planning process which embodied other sub-processes. Subject A, on the other hand, had not planned but had straight away written the essay. Subject B did word-by-word reading of the instructions to establish the nature of the task and the purpose of writing goal. In her brief written plan for Essay 2 (Pollution), Subject B generated some ideas to enable her to proceed with the translating process. This is similar to the findings by Hayes and Flower(1980), in which these generated notes were mostly single words or sentence fragments. Subject B also had included the organising process in her planning. There was a noticeable sequencing of ideas and there was evidence to show that she tried to organize. The subject also reviewed her ideas once during planning. This process was done for the purpose of checking the adequacy of her ideas and triggering off other ideas. The subject did some editing during planning but edition was not that of ideas but of choice of words. In the goal setting process, the subject identified and stored certain criteria in relation to the nature and content of her writing. These criteria seemed to help her in choosing appropriate content. It was also noted that Subject B translated some of her ideas into sentences at the planning stage, with the intention of using them later when she started composing. The Translating Process Contrary to Hayes and Flowers (1980) claim that the translating process proceeds under the guidance of the writing plan, both subjects proceeded to write even though Subject B has an unorganised plan and barely adequate to serve as a guide throughout her translation process, and Subject A did not have any plan at all. During this translating process, the subjects had attempted to translate their ideas or previously generated ideas into acceptable English sentences. Examination of the subjects think aloud protocols shows both subjects had engaged several sub-processes as they went through their translation process. Both subjects underwent some extent of the organising process during translating. During this process, Subject A and B selected most important ideas to be presented. There seemed to be a sense of immediacy in the subjects concern of
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the organisation, that is, they were concerned with what idea or content should be in the present paragraph they were dealing with. They were not, however, engaged in a more global organisation of the whole ideas. Besides organising both subjects were engaged in reading or rereading of their previously written sentences, paragraphs or the whole composition as they went through the translation process. However, the purposes of their reading varied to help generate more ideas or sentences, to review what had been written previously, to edit and to revise. Findings from the protocols, supported by the subjects during the interviews, show that the subjects always reviewed their sentences during the translation process to check whether they had made appropriate choices of vocabulary, to check the appropriateness of their sentences and to trigger further associated ideas. However, it was noted that most of the reviewing did not concern changes in meaning or content. The subjects were more concerned with expression. The editing process, on the other hand, seemed to be an on-going process that occurred several times during the translating process. The purposes of this process included correct spelling, adding more words, checking syntax, deleting unwanted words, replacing vocabulary, editing grammatical errors or deleting unnecessary information. In terms of goal setting, Subject A did not show any evidence of setting her goal before or during translation but Subject B still considered the features of the text even during the translation process. However, the goal setting at this stage was rather short term and narrowly confined to specific content. Reviewing of the written product occurred on a continuous basis during translation and also at the planning stage. However, Subject A did less reviewing compared to Subject B. Both subjects reviewed their composition from time to time but edition is limited to word changes and sentence structures only. Subject B similarly did a number of editing and revising as she rewrote her essays. The revisions too are directed to limited changes in word choice, sentence structures and deletion of inappropriate words. Composing Strategies During the interviews, it was found that the subjects had a number of composing constraints such as problems of expression, loss of ideas, lack of appropriate vocabulary and problems of sequencing. The subjects, on being questioned, stated that they did not have any composing strategies to overcome the constraints, and neither were they aware of any composing strategies. However, the thinking aloud protocols revealed that the subjects adopted several strategies during writing:
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To reduce the constraint of the task of generating ideas and final editing of the whole composition, the subjects partitioned their tasks, that is, breaking down of the tasks into several sub-tasks. Subject A chose to exclude the initial planning for both compositions, while Subject B chose not to plan for the second composition and both generated their ideas as they compose. The task of final reviewing was also partitioned, in which reviewing took place after every few sentences or after each paragraph. This was indicated by both the subjects (A and B) who did not do further revision or edition during the final review of their compositions. Subject B at certain points of their translation process, was engaged in repeating words, phrases or sentences for various purposes, such as checking whether the sentences were grammatically correct and generating more ideas or sentences/to trigger continuation However, there were also instances when repeating did not seem to help and the subjects decided to throw away the constraint. To reduce constraints during composing, the subjects also may satisfice , that is, choosing the first acceptable solution instead of thinking of the best or after failing to think of the best, or when they could not remember certain facts. Sometimes, when they were unable to construct longer sentences, they went for shorter ones and instead of using words or phrases that were hard to use, they decided to use a more familiar and easy-to-use word: Findings from the protocols indicated that certain processes were prioritised in order to reduce certain constraints. Since Subject B s main concern was to proceed with the translation, she reviewed her text from time to time but did not do much editing and revising during the translation process. Subject A, on the other hand, prioritised reviewing of the text in order to generate more ideas. She did a lot of editing as she reviewed her text. When one of the subjects had to make choices as to which ideas or words sounded better, she verbalised out the alternatives or the possibilities before finally making her choices. Verbalising of several alternatives was done when the writer was trying to find words that had the nearest meaning to an idea she had in mind, which is derived from another language.
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In the process of translating their ideas, the subjects faced several constraints ranging from choice of vocabulary to appropriate expressions to convey their meanings. Besides resorting to several strategies, they decided to throw away the constraints. Ideas were not elaborated in order to proceed with translation. In addition, ideas that were hard to express or expressions that were hard to use were ignored . However, a decision not to have a plan or a draft may also be a strategy for Subject A because she could not generate adequate ideas before writing. Subject A saved time for planning and concentrated on simultaneous generating and translation of ideas during translating process. During the planning and translating processes, some subjects made use of their ideas and knowledge of the subject matter in the Malay language and translated them into English. Translation of words from the other known language seemed to spark more ideas as well as enabled them to complete their sentences, especially when they were having difficulties trying to express their meanings. The Written Product The subjects written essays show some differences in scoring as shown in the following table: SUBJECT A ESSAY 1 A below average piece of writing Writer is not secure with choice of vocabulary Content is not focused on the issue Poor sentence structure Inconsistent use of tenses Several word omissions Rather unorganised Below average piece of writing Vocabulary is not precise Paragraphs show some evidence of organisation ESSAY 2 Paragraphing is rather poor Poor sentence structures Ideas are not well-organised A number of spelling errors Problems with subject-verbagreement Incomplete sentences Writer is not secure with tenses
Grade E (22/40)
Composition shows some evidence of organisation, but content is rather poorly expressed. Sentences are poorly
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Grade E (23/40)
Issue is not wellstructured/constructed elaborated Writer is not secured with Not very secure with subject-verb-agreement grammar tenses, A number of spelling errors singular/plural, Vocabulary is rather limited prepositions Some sentences make little A number of spelling sense errors Some disconnected sentences A number of errors in tenses Comments on Writing of Subjects A & B SUMMARY The study yielded some expected as well as interesting findings:
It confirmed the literature that there were several sub-processes which occurred continuously throughout the three main composing processes. During planning, one of the subjects also set goals, generated ideas, reviewed, revised and edited. During translating, in addition to these sub-processes, the subject also planned (but not globally) and did some extent of organisation. Findings also show that there were variations even among the two subjects in terms of choice and chronology of processes. While one of the subjects advocated the familiar plan-translate-review processes in a recursive manner, the other subject merged planning into translating followed by reviewing. This subject translated and planned what to write simultaneously. While the protocols showed that they have engaged a number of strategies, the subjects have not been taught or aware of them. It seemed that the subjects have unconsciously amassed a repertoire of strategies which were similar to those in literature, possibly from their past experiences in writing. On the whole, the strategies employed by the respondencts in this study show the characteristics of knowledge telling strategy (Galbraith & Rijlaarsdam, 1999), a strategy normally employed by children and novice
39
writers. These include retrieving of associated ideas from memory and directly translating them into written texts, direct listing of content as it came to mind during the planning process and revisions that were confined to superficial changes of the written structures. The subjects also did not plan and organise on a more global term. The protocols showed that the subjects generated ideas, review, revise and edit at a single level as they went from one sub-process to another. The overall reviewing of their essays, which happened after the writing, did not involve drastic changes in content or meaning. The subjects focused on one idea at a time and moved to another after completing it. Therefore, it is possible to conclude that these subjects might have developed a schemata for planning and organising, which cannot be made explicit. The subjects written products show that both subjects are able to organise the contents in a limited way, but they were hampered from conveying their meaning effectively by their inadequacy in language.
IMPLICATIONS OF THE STUDY Findings supported the notion of non-linear and recursive composing processes forwarded by several researches (for example Flower and Hayes 1980, Sommers 1980, Raimes 1985)) which showed the sub-processes occurring alternatively and interrupting each other continuously. Findings also supported the assertion that thought in writing is not linear but jumps from process to process (Dyson & Freedman 1991: 760). The writers also differed in their approaches to writing, adopting various order and reordering of composing strategies and processes without being fully aware of what they were doing. The findings, therefore give rise to several implications: Learners who were not aware of the composing process and strategies in this study seemed unable to produce good pieces of writing. Increasing their awareness of these areas may make a difference and produce positive possibilities.
40
Teachers who advocate the traditional plan-draft-write process should be aware of the potentiality of the process, especially even when learners are aware of the process. Each of the writers may have a unique way of writing and being aware of own ways may help them find the best way to write. However, a flexibility should be considered to give the students the choices of a preferred order of composing and to allow time for the various composing processes to become part of routine practice. Teachers who prioritise product over processes due to constraints of time, should think of ways of making it possible for the students not only to experience but also to be aware of the processes as they compose. Teachers need also be explicit in advocating priorities for particular processes, so that the students are able to see the potential advantages of such processes in enabling them to manage and structure their composing tasks. For example, having a plan helps writers reduce their cognitive load and enables them to better satisfy different social goals (Galbraith & Rijlaarsdam 1999 : 100). Findings show that there is a possibility of there an implicit planning device in every writer eventhough they are not very competent. Therefore, teachers who plan to encourage their writers to engage a more global planning should consider whether their students would benefit by doing more work on planning than on actual writing requirements. Teachers should view the writing process not only as a process of discovering meaning (Zamel 1982) but also as a process of discovering one s own composing style. By making the students aware of the existence of varying styles, students may discover their own styles and by sharing the experience and comparing the differences, they may review and improve upon their own styles. Findings show that the writers were able to engage various strategies without being aware of them. This indicates that they may have implicit writing device which helps them cope with their composing. Teachers role, therefore, is not to teach new strategies but to delineate and emphasise the existing devices to enable the writers to fully utilise them in order to reduce their composing constraints. Examination of the written products shows that learners need to master language first before writing. The ability to undergo the writing process and adopt the writing strategies would complement and develop their writing
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skills. The learners were not able to write effectively because they were unaware of their language errors. Findings also showed that both the subjects were using surface level processing (Richardson, 1983) when they write, that is, they were concerned in reproduction of the content that they knew, without giving consideration to the global organisation, the audience and the effectiveness of the expression. Teacher educators, therefore, need to engage the future teachers in metacognitive thinking so that they can use deep level processing in their writing. Recommendations This study forwarded a number of considerations for the purpose of improving the current practice of teaching writing. There should be a dual focus in teaching writing: language content and awareness of the composing strategies which encompass the composing processes. This is because writers who possess both content and awareness of what composing entails (Arndt, 1987) know what the composing challenges are and therefore are able to cope with the composing constraints. Arndt (1987) in her study of L1 and L2 writing, recommends that the protocol analysis be used as a teaching tool as it provides valuable insight into the writers to review their own writing process. This in turn would make possible for opportunities of conscious consideration of the composing processes and conscious monitoring of their own writing. Therefore, the teachers can adopt the case study approach (Shulman, 1992) in which protocols from a few heterogeneous groups of writers, together with their written products, are analysed by the whole class. This can be carried out at the beginning of the year before they start actual writing.
REFERENCES Alexander, P.A. & Judy, J.E. (1988). The interaction of domain-specific and strategic knowledge in academic performance. Review of Educational Research .58(4):375 404.
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Arndt, V. (1987). Six writers in search of texts : A protocol-based and L2 writing. ELT Journal .41(4) : 247 267.
study of L1
Borg, W.R. & Gall, M.D. (1989). Educational Research : An introduction. (5th ed.) New York : Longman. Bryne, D. (1988). Teaching Writing Skills. Essex : Longman Group Limited. Chitravelu, N., Sithamparam, S. & Teh, S.C. (1995). ELT Methodology Principles and Practice. Shah Alam : Fajar Bakti Sdn. Bhd. Coles, M.J. & Robinson, W.D. (1991) Teaching thinking : What is it? Is it possible?. In M.J. Coles & W.D. Robinson (eds.) Teaching Thinking : A Survey of Programmes in Education (pp.9 24). Bristol : Bristol Classical Press. Collins, A. & Gentner,D. (1980). A framework for a cognitive theory of writing. In L.W. Gregg & E.R. Steinberg (eds.) Cognitive Processes in Writing (pp.51 - 72). New Jersey : Lawrence Erlbaum Associates Publishers. Clarke, J.H. (1990). Patterns of Thinking : Integrating Learning Skills in Content Writing. Boston : Allyn and Bacon. De Bono, E. (1986). CoRT Thinking. New York : Pergamon Press. Dixon, C.N. & Nessel, D. (1983). Language Experience Approach to Reading ( and Writing). Englewood Cliffs : Alemany Press. Flower, L.S. & Hayes, J.R. (1980). The dynamics of composing. In L.W. Gregg & E.R. Steinberg (eds.) Cognitive Processes in Writing (pp.31 - 50). New Jersey : Lawrence Erlbaum Associates Publishers. Galbraith, D. & Rijlaarsdam, G. (1999). Effective strategies for teaching and learning of writing. Learning and Instruction. 9: 93 - 108. Gorman, T.P. (1991) The teaching of composition . In M. Celce-Murcia & L. Mc Intosh (eds.) Teaching English as a Second or Foreign Language (pp.198 201). Massachusetts : Newbury House Publishers,Inc. Halliday, M.A.K. (1989). Spoken and Written Language. London : Oxford University Press. Harris, J. (1993). Introducing Writing. London : Penguin Group.
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Hayes, J.R. & Flower, L.s. (1980). Identifying the organization of writing processes. In L.W. Gregg & E.R. Steinberg (eds.) Cognitive Processes in Writing (pp.1 30). New Jersey : Lawrence Erlbaum Associates Publishers. Hedge, T. (1988). Writing. Oxford : Oxford University Press. Kay, H. & Dudley-Evans, T. (1998). Genre : What teachers think. ELT Journal . 52(4): 308 314. Kementerian Pendidikan Malaysia (1989). Compendium A Handbook For ELT Teachers. Vol I. Kuala Lumpur : Kementerian Pendidikan Malaysia. Kementerian Pendidikan Malaysia (1991). Compendium A Handbook For ELT Vol II. Kuala Lumpur : Kementerian Pendidikan Malaysia. Teachers.
Kucan, L. & Beck, I.L. (1997) Thinking aloud and reading comprehension research : Inquiry, instruction , and social interaction. Review of Educational Research. 67(3) : 271 299. Mahoraini Yusuf (1993). The models of writing process. Majalah Pendidikan : Bulletin of Current Issues in Education. Jld. 17: 47 56. Marzano, R.J. (1997). Dimensions of Learning : Teacher s Manual. New York : Association of Supervision & Curriculum Development. Meyers, C. (1986). Teaching Students to Think Critically. San Francisco : JosseyBass Publishers. Miles, M.B. & Huberman, A.M. (1994). Qualitative Data Analysis : An Expanded Sourcebook (2nd. ed.). California : Sage Publications. Nelson, G.L. & Murphy, J.M. (1992). Writing groups and the less proficient student. TESOL Journal : Winter. 6 8. ESL
Proett, J. & Gill, K. (1986). The Writing Process in Action : A Handbook for Teachers. Urbana : National Council of Teachers of English. Raimes, A. (1983). Techniques in Teaching Writing. Oxford : Oxford University Press. Raimes, A. (1985). What unskilled writers do as they write : A classroom study. TESOL QUARTERLY . 19: 229 258.
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Raimes, A. (1987). Exploring Through Writing Composition. New York : St. Martin s Press.
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to
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Reppen, R. (1994). A genre approach to content writing instruction. TESOL Journal . Winter 1994/95. 32 35. Richards, J.C. , Platt, J & Platt, H. (1992). Dictionary of Language Teaching and Applied Linguistics. Essex : Longman Group UK Limited. Schiever, S.W. (1991). A Comprehensive Approach to Teaching Thinking. Boston : Allyn and Bacon. Shulman, L.S. (1992). Toward a pedagogy of cases. In J.H. Shulman (ed.) Case Mehods in Teacher Education (pp.1 30). London : Teachers College, Columbia University. Silva, T. (1990). Second language composition instruction : developments, issues and directions in ESL. In B. Kroll (ed.) Second Language Writing (pp.11 23). New York : Cambridge University Press. Silva, T. (1993). Toward an understanding of the distinct nature of L2 writing : The ESL research and its implications. TESOL QUARTERLY..27(4) : 657 675. Taylor, B.P. (1981). Content and written form : A two-way street. TESOL . 15(1) : 5 13. QUARTERLY
Tutunis, B. (1995). Writing : A motivator in the standstill period. Modern English Teacher . 4(3) : 25 27. White, R.V. (1988). Academic writing : Process and product. In P.C. Robinson (ed). Academic Writing :Process and Product ( pp. 4 16). Hong Kong : Modern English Publications. Zamel, V. (1982). Writing : The process of discovering meaning. TESOL QUARTERLY6(2) : 195 208. Zamel, V. (1992). Writing one s way into reading. TESOL QUARTERLY. 485. 26(3) : 463
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Gaya Pembelajaran Pelatih MPSAH
GAYA PEMBELAJARAN DALAM KALANGAN GURU PELATIH MPSAH oleh Abdullah bin Abdul Wahab (Jabatan Ilmu Pendidikan) ABSTRAK
Kajian ini bertujuan mengenal pasti gaya pembelajaran guru pelatih Maktab Perguruan Sultan Abdul Halim dan hubungannya dengan pencapaian akademik, opsyen major dan status sosioekonomi. Instrumen kajian Indeks Gaya Pembelajaran (ILS) yang direka oleh Felder dan Soloman (1991) digunakan setelah diubahsuai dan disahkan. Instrumen ini mempunyai dimensi gaya pembelajaran aktif/reflektif, sensing/intuitif, visual/verbal dan sequential/global. Sampel kajian terdiri daripada 126 orang guru pelatih semester tiga ambilan Januari 2003 yang mengikuti Pengajian Prasekolah, Inggeris, Cina dan Tamil yang dipilih secara rawak. Kajian menunjukkan gaya pembelajaran guru pelatih cenderung kepada gaya pembelajaran aktif, sensing, visual dan sequenatial berbanding dengan gaya pembelajaran reflektif, intuitif, verbal dan global. Keputusan ANOVA menunjukkan terdapat perbezaan yang signifikan bagi gaya pembelajaran guru pelatih MPSAH mengikut status sosioekonomi dan tahap pencapaian akademik. Analisis Kolerasi Pearson menunjukkan terdapat hubungan yang signifikan antara gaya pembelajaran aktif/reflektif dan visual/verbal dengan pencapaian akademik. Terdapat juga hubungan yang signifikan antara gaya pembelajaran sensing/intuitif dan sequential/global dengan status sosioekonomi keluarga. Diharapkan dapatan ini akan memberi sumbangan kepada pengetahuan gaya pembelajaran dan membantu para pensyarah menyesuaikan gaya pengajaran sepadan dengan gaya pembelajaran guru pelatih agar proses pengajaran dan pembelajaran menjadi lebih berkesan.
PENGENALAN
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Keberkesanan pengajaran boleh ditingkatkan sekiranya kaedah pengajaran disesuaikan dengan kepelbagaian gaya pembelajaran pelajar (McKeachie, 1995). Gaya pembelajaran berbeza antara seorang individu dengan individu yang lain. Ia merupakan ciri istimewa seseorang pelajar. Gaya pembelajaran merujuk cara tersendiri seseorang itu belajar dan memperoleh pengetahuan (McKeachie, 1995). Dunn, Griggs,Olson, Beasley & Gorman (1995), yang menunjukkan bahawa prestasi pembelajaran boleh ditingkatkan sekiranya terdapat keserasian antara gaya pembelajaran pelajar dengan pendekatan pengajaran guru. Terdapat pelajar-pelajar yang lebih cenderung kepada pembelajaran melalui penglihatan dan pendengaran, terdapat juga pelajar yang lebih selesa dengan pembelajaran secara bersendirian dan ada pula yang suka belajar dalam kumpulan (Gomez, 1999; Zariah & Jainbee, 1999). Di samping pelbagai gaya pembelajaran dalam kalangan pelajar, terdapat pelbagai strategi pengajaran yang digunakan oleh guru-guru yang berperanan sebagai penggalak dan pemudahcara pembelajaran. Antara strategi-strategi itu ialah strategi yang berpusatkan guru seperti syarahan dan demonstrasi. manakala strategi yang berpusatkan pelajar adalah seperti main peranan dan sumbang saran. Namun, kebanyakan guru cenderung menggunakan teknik pengajaran yang sesuai dengan gaya pembelajaran pelajar ( Felder, 1996). Wujudnya kepelbagaian gaya pembelajaran pelajar dan strategi pengajaran guru, berkemungkinan besar akan berlaku kesalahpadanan antara kedua-duanya. Perkara ini boleh mengakibatkan pemindahan pembelajaran yang kurang sempurna (Dunn, 1993). Selain itu, pelajar akan merasa mereka berada dalam suasana yang asing, tidak menunjukkan pencapaian yang baik dan mungkin terus hilang minat untuk belajar (Felder, 1996). Pernyataan Masalah Maktab perguruan merupakan institusi latihan dalam bidang perguruan. Institusi ini bertanggungjawab melahirkan guru permulaan yang berkualiti yang selanjutnya akan bertanggungjawab melaksanakan proses pengajaran dan pembelajaran untuk melahirkan pelajar yang berkualiti. Oleh itu, adalah penting bagi maktab perguruan memastikan pengajaran dan pembelajaran yang efektif dalam latihan praperkhidmatannya Sehingga kini, gaya pembelajaran guru pelatih MPSAH belum dikenal pasti. Oleh itu penyelidik berpendapat bahawa perlu dijalankan satu kajian bagi mengenal pasti gaya pembelajaran guru pelatih di MPSAH untuk membantu pensyarah-pensyarah di MPSAH merancang pengajaran mengikut gaya pembelajaran yang dikenal pasti. Objektif Kajian
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Secara umumnya, kajian ini bertujuan mengenal pasti profil gaya pembelajaran guru pelatih MPSAH dan hubungan gaya pembelajaran mereka dengan pencapaian akademik, opsyen major dan status sosioekonomi keluarga. Secara khususnya kajian ini bertujuan:1 Mengenal pasti profil gaya pembelajaran guru pelatih. perbezaan antara gaya pembelajaran mengikut pencapaian
2. Mengenal pasti akademik. 3. Mengenal pasti
perbezaan antara gaya pembelajaran mengikut opsyen major.
4. Mengenal pasti perbezaan antara gaya pembelajaran mengikut status sosio ekonomi keluarga. 5. Menentukan hubungan antara gaya pembelajaran dengan pencapaian akademik. 6. Menentukan hubungan antara gaya pembelajaran dengan opsyen major. 7. Menentukan hubungan antara gaya pembelajaran dengan status sosio ekonomi keluarga. Soalan Kajian
Berdasarkan objektif di atas, kajian ini berhasrat menjawab soalan-soalan berikut: 1. Apakah profil gaya pembelajaran guru pelatih Maktab Perguruan Sultan Abdul Halim mengikut dimensi gaya pembelajaran? Adakah terdapat akademik? perbezaan antara gaya pembelajaran mengikut pencapaian
2.
3. 4.
Adakah terdapat perbezaan antara gaya pembelajaran mengikut opsyen major? Adakah terdapat perbezaan sosioekonomi keluarga? antara gaya pembelajaran mengikut status
5. 6.
Adakah terdapat hubungan antara gaya pembelajaran dengan pencapaian akademik? Adakah terdapat hubungan antara gaya pembelajaran dengan opsyen major?
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7.
Adakah terdapat hubungan antara gaya pembelajaran dengan status sosio ekonomi keluarga?
Hipotesis Kajian Berdasarkan tujuan dan soalan kajian ini penyelidik seperti berikut:Ho1: membina hipotesis nol (Ho)
Tidak terdapat perbezaan antara gaya pembelajaran guru pelatih MPSAH mengikut pencapaian akademik. Tidak terdapat perbezaan antara gaya pembelajaran guru pelatih MPSAH mengikut opsyen major. Tidak terdapat perbezaan antara gaya pembelajaran guru pelatih MPSAH mengikut status sosioekonomi keluarga. Tidak terdapat hubungan yang signifikan antara gaya pembelajaran dengan pencapaian akademik dalam kalangan guru pelatih MPSAH. Tidak terdapat hubungan yang signifikan antara gaya pembelajaran dengan opsyen major dalam kalangan guru pelatih MPSAH. Tidak terdapat hubungan yang signifikan antara gaya pembelajaran dengan status sosioekonomi keluarga dalam kalangan guru pelatih MPSAH.
Ho2:
Ho3:
Ho4:
Ho5:
Ho6:
Kepentingan Kajian Pengetahuan tentang gaya pembelajaran pelajar adalah penting untuk merangka proses pengajaran yang berkesan. Berikut ialah beberapa kepentingan kajian ini: 1. Memberi gambaran dan kesedaran tentang faktor-faktor yang mempengaruhi gaya pembelajaran guru pelatih. Membantu pensyarah memahami gaya pembelajaran guru pelatih dan mempelbagaikan pendekatan dan strategi pengajaran dan pembelajaran sesuai dengan gaya pembelajaran guru pelatih yang berbeza.
2.
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3.
Memberi panduan kepada pihak-pihak tertentu terutama Bahagian Pendidikan Guru untuk merangka sukatan pelajaran yang lebih fleksibel. Menjadi sumber bahan rujukan, panduan kepada guru-guru, Nazir Sekolah dan Kementerian Pelajaran untuk merangka aktiviti dan strategi pengajaran dan pembelajaran. Justeru, kajian ini akan memberi implikasi yang bermakna terhadap peningkatan kualiti pendidikan di maktab-maktab perguruan.
4.
Batasan Kajian 1. Kajian ini dijalankan hanya di sebuah maktab sahaja iaitu di Maktab Perguruan Sultan Abdul Halim, Sungai Petani, Kedah. Populasi terdiri daripada guru-guru pelatih Semester 3 MPSAH. Mereka sedang mengikuti Kursus Diploma Perguruan Malaysia (KDPM) dalam pengkhususan Pengajian Prasekolah, Pengajian Bahasa Inggeris, Pengajian Cina, dan Pengajian Tamil. Fokus kajian ini adalah kepada gaya pembelajaran yang diukur oleh jenis instrumen yang digunakan sahaja. TINJAUAN LITERATUR Pendahuluan Kajian menunjukkan bahawa pelajar-pelajar di peringkat sekolah rendah, menengah, kolej dan universiti mempunyai gaya pembelajaran yang tersendiri. (Urbschat, 1977; Copenhaver, 1979). Sebilangan pelajar lebih berminat dan cenderung kepada belajar sendiri sedangkan kumpulan yang lain cenderung belajar melalui aktiviti dalam kumpulan. Selain itu terdapat juga pelajar yang memerlukan panduan yang jelas sebelum memulakan sesuatu projek dan terdapat juga pelajar yang sedia menerima sesuatu secara terbuka semasa memperolehi pengetahuan daripada pelbagai sumber. Kepelbagaian gaya pembelajaran perlu difahami oleh para pendidik dengan baik kerana dapat membantu guru-guru memberi pengajaran yang berkesan dan bermakna kepada pelajar. Keefe (1979) menegaskan bahawa keberkesanan proses pengajaran dan pembelajaran dapat dipertingkatkan jika guru memahami gaya pembelajaran pelajarnya.
2.
3.
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Definisi Gaya Pembelajaran Menurut Dunn (1980), gaya pembelajaran ialah cara seseorang pelajar memproses serta memahami maklumat baru. Gaya pembelajaran bergantung kepada ciri-ciri biologi dan perkembangan sahsiah seseorang dan dipengaruhi oleh persekitaran, emosi, pengaruh sosial serta perasaan individu. Akibatnya, sesuatu pengajaran itu boleh jadi berkesan kepada seseorang pelajar tetapi tidak berkesan kepada pelajar yang lain kerana cara pembelajaran mereka berbeza. Smith dan Waller (1997), berpendapat bahawa pelajar dapat belajar dengan lebih berkesan sekiranya pengajaran guru selari dengan gaya pembelajaran pelajar. Dengan ini, penyesuaian dalam pengajaran perlu dilakukan untuk melayani gaya pembelajaran mereka. Keefe, (1979) berpendapat, secara relatif gaya pembelajaran merupakan petunjuk yang stabil mengenai cara seseorang itu melihat, berinteraksi dan bertindak balas terhadap persekitaran pembelajarannya. Reiff (1992) pula mendefinisikan gaya pembelajaran sebagai satu set tingkah laku dan sikap yang membantu pembelajaran seseorang dalam sesuatu situasi. Gaya pembelajaran mempengaruhi cara seseorang itu belajar, cara guru mengajar dan perkaitan antara kedua-keduanya. Menurut beliau tidak ada satu gaya pembelajaran yang paling betul tetapi yang pasti tiap-tiap orang dilahirkan dengan kecenderungan kepada gaya pembelajaran yang tersendiri yang bersesuaian dengan sesuatu situasi pembelajaran. Model Gaya Pembelajaran Model-model gaya pembelajaran mengambil kira dimensi tertentu. Model yang berkaitan dengan kajian ini ialah: i ii Model Gaya Pembelajaran Kolb Model Gaya Pembelajaran Felder & Silverman
Model Gaya Pembelajaran Kolb Kolb (1984), menekankan konsep pembelajaran ialah proses holistik dan berterusan. Proses ini menunjukkan cara pengetahuan diperoleh dan dicipta melalui interaksi seseorang dengan persekitarannya. Beliau berpendapat setiap individu itu berbeza dari segi cara mereka membuat tanggapan dan memproses maklumat daripada persekitaran sama ada secara konkrit (berdasarkan pengalaman sebenar dan intuitif), reflektif (mendengar dan memerhati), abstrak (logik dan analisis sistematik) atau
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aktif (melakukan aktiviti tersebut). Oleh kerana mereka mempunyai kecenderungan memproses maklumat secara berbeza, setiap individu tersebut juga berbeza dari segi dominasi kemahiran dan kebolehan, pemilihan bidang pengkhususan, personaliti dan cara menjalinkan perhubungan dengan orang ramai. Model Gaya Pembelajaran Felder & Silverman (1988) Model Gaya Pembelajaran Felder dan Silverman (1988)berdasarkan dimensi yang dibangunkan oleh Kolb dan beberapa model lain (Felder & Silverman, 1988). Model Felder dan Silverman telah menjadi asas kepada pembentukan instrumen Index of Learning Styles (ILS) oleh Felder & Soloman (1991). Model ini menghuraikan gaya pembelajaran berdasarkan kecenderungan pelajar: i. ii. iii. iv. membuat persepsi terhadap sesuatu maklumat sama ada secara sensing (deria) atau secara intuitif. menerima maklumat secara lebih berkesan sama ada secara visual (pandangan) atau secara verbal (bahasa lisan dan tulisan) memproses maklumat, sama ada secara aktif atau secara reflektif.
memahami sesuatu maklumat sama ada secara sequential (urutan) atau secara global.
Dalam kajian ini, pengkaji akan menggunakan istilah berikut untuk dimensi-dimensi gaya pembelajaran: aktif/reflektif, sensing intuitif, visual/verbal dan sequential/global. Aktif/Reflektif Felder dan Soloman (2002) berpendapat bahawa dalam memproses maklumat, setiap individu bertindak aktif dan reflektif pada masa-masa yang berlainan. Kecenderungan dalam setiap dimensi boleh berbentuk kuat, sederhana atau lemah. Keseimbangan kedua-dua dimensi adalah penting. Sekiranya kita selalu bertindak sebelum berfikir, kita mungkin membuat keputusan yang salah, sebaliknya jika kita menggunakan terlalu banyak masa untuk refleksi, kita tidak akan mencapai apa-apa. Pelajar aktif mempunyai ciri-ciri kecenderungan gaya pembelajaran secara kumpulan yakni gemar melaksanakan aktiviti sumbang saran seperti berbincang dan mengaplikasi idea-idea secara kreatif. Mereka berfikiran lebih terbuka dan gemar mengambil tahu perkembangan terbaru mengenai persekitarannya. Mereka dapat mengingati dan memahami sesuatu maklumat dengan cara melakukannya dahulu sebelum memikirkan secara mendalam. Bagi pelajar reflektif pula mereka mempunyai kecenderungan memproses
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maklumat secara individu. Dalam melaksanakan sesuatu perkara mereka berkecenderungan berfikir dahulu secara mendalam sebelum mencuba. Pelajar ini gemar mengumpul dan menganalisis data sebelum membuat keputusan. Kesimpulan yang dibuat terhadap sesuatu maklumat berdasarkan pemerhatian dan pengamatan yang tajam (Felder dan Soloman, 2002). Sensing/Intuitif Pelajar yang bersifat sensing mempunyai kecenderungan belajar secara mengamati maklumat yang berbentuk fakta, cekap menghafal, latih tubi, tidak bosan membuat kerja amali secara berulang-ulang dan suka dengan kursus-kursus yang lebih realistik. Manakala bagi pelajar intuitif pula, mereka mempunyai kecenderungan belajar secara mengamati maklumat yang berkaitan dengan idea, konsep atau teori terkini, suka dengan fakta dan rumusan yang abstrak serta kerja-kerja yang bercorak inovatif, tetapi tidak suka dengan kerja secara rutin. Pelajar ini bersifat lebih objektif, melihat sesuatu idea dari semua sudut. Mereka suka membentuk hipotisis dan mengujinya untuk melihat kebenaran, mementingkan rumusan atau kesimpulan yang kritis dan analitis (Felder dan Soloman, 2002).
Visual/verbal Visual/verbal merujuk pelbagaian bentuk dan cara maklumat dipersembahkan kepada pelajar. Terdapat perbezaan dalam kalangan pelajar untuk menerima maklumat berkenaan. Bagi pelajar visual, mereka lebih gemar untuk mengingat kembali maklumat yang dipelajari melalui penglihatan dalam bentuk imej yang berupa gambar, rajah, peta, carta aliran, video dan demonstrasi. Manakala pelajar verbal lebih mudah mengingati maklumat melalui pendengaran yang berbentuk penerangan secara lisan atau bertulis. Pelajar ini senang memproses maklumat yang disampaikan melalui kuliah, membaca bahan yang ditulis di papan tulis, buku teks dan bahan edaran (Felder dan Soloman, 2002). Sequential/Global Dimensi sequential/global merujuk cara belajar ke arah pemahaman maklumat. Pelajar sequential lebih cenderung memahami perincian setiap bahagian dahulu bagi membolehkannya memahami keseluruhan subjek. Mereka lebih mudah memahami sesuatu subjek dalam bentuk urutan atau langkah demi langkah secara logik dan setiap langkah akan dikaitkan dengan langkah seterusnya. Biasanya pelajar ini lebih
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cenderung memikirkan langkah-langkah yang sistematik dan logik dalam proses penyelesaian masalah. Manakala pelajar global belajar sesuatu mengikut gambaran yang menyeluruh tanpa meneliti hubungan antara maklumat-maklumat dan mereka perlu mendapatkan gambaran secara global sebelum memahami sesuatu dengan mendalam. Contohnya apabila mereka menganalisis novel mereka hanya mengetahui temanya setelah selesai membaca novel tersebut dan terpaksa mengulangi bacaan untuk mencari peristiwa-peristiwa yang dapat menggambarkan tema berkenaan (Felder dan Soloman, 2002). Pengkaji berpendapat model ini dapat memberi gambaran dengan jelas mengenai pola gaya pembelajaran seseorang pelajar untuk menguasai sesuatu maklumat. Pola gaya pembelajaran itu dapat dikenal pasti melalui kombinasi dimensi-dimensi gaya pembelajaran pelajar berkenaan. Kombinasi gaya pembelajaran ini menunjukkan bagaimana sesuatu maklumat itu diproses, dibuat persepsi, diterima dan difahami secara berurutan. Dapatan ini akan memberi panduan kepada pendidik untuk melakarkan gaya pengajaran yang bersesuaian. Walau bagaimanapun model ini hanya memberi tumpuan kepada gaya pembelajaran pemprosesan maklumat tanpa mengambil kira pengaruh persekitaran pembelajaran, motivasi dalaman dan personaliti pelajar (Keefe, 1989; Dunn & Dunn, 1978) Kajian-Kajian lepas dalam Gaya Pembelajaran Hubungan Gaya Pembelajaran dengan Opsyen Major
Dapatan kajian Reid (1978) juga mendapati pelajar yang mempelajari mata pelajaran berbeza mempunyai gaya pembelajaran yang berbeza. Pelajar sains didapati mempunyai gaya pembelajaran yang lebih cenderung kepada gaya pembelajaran visual. Kajian Melton (1990) pula menunjukkan bahawa pelajar opsyen Kesusasteraan Bahasa Inggeris adalah lebih cenderung kepada kinestetik daripada pelajar sains dan perubatan. Hubungan antara Gaya Pembelajaran dengan Pencapaian Akademik
Kajian Zariah dan Jainabee (1999) menunjukkan tidak terdapat perhubungan antara setiap gaya pembelajaran dengan pencapaian akademik. Analisis menunjukkan tahap signifikan antara setiap gaya pembelajaran dengan pencapaian akademik berada pada aras yang lebih tinggi daripada 0.05 (P>0.05). Keputusan ini menunjukkan apa sahaja gaya pembelajaran yang diamalkan oleh guru pelatih KDPM di Institut Bahasa Melayu Malaysia (IBBM) tidak memberi kesan kepada pencapaian akademik mereka. Dapatan ini menurutnya bertentangan dengan hasil kajian Bettroff (1993) yang mendapati,
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terdapat korelasi antara tahap pencapaian akademik dengan kesukaan pelajar dalam gaya pembelajaran, begitu juga beberapa kajian lain turut menunjukkan terdapat hubungan yang positif antara gaya pembelajaran dengan pencapaian akademik pelajar (Dunn, 1980). Hubungan Gaya Pembelajaran dengan Status Ekonomi Keluarga
Kajian Hariharan & Ismail (2003) mendapati pelajar dari status sosioekonomi yang tinggi lebih mudah membuat penyesuaian dengan kaedah pengajaran guru kerana mereka mengamalkan kepelbagaian gaya pembelajaran dan kurang mengamalkan gaya pembelajaran individu. Dapataan ini menunjukkan terdapatnya perhubungan antara gaya pembelajaran dengan status sosioekonomi keluarga.
Kajian Menggunakan Instrumen ILS Zywno (2003) telah membuat kajian perbandingan terhadap beberapa dapatan kajian dengan mengambil kira populasi dan masa yang berbeza. Antaranya Rosati (1999) telah membuat kajian di University of Westen, Canada mendapati gaya pembelajaran pelajar kejuruteraan di unversiti tersebut cenderung kepada ciri-ciri gaya pembelajaran aktif (69%), sensing (59%), visual (80%) dan sequential (69%). Kajian Livesay et. al (2002) terhadap pelajar kejuruteraan di Tulane University menunjukkan ciri-ciri gaya pembelajaran aktif (60%), sensing (58%), visual (85%) dan sequential (50%). Kajian Montgomery (1995) terhadap pelajar kejuruteraan di University of Michigan menunjukkan ciri-ciri gaya pembelajaran aktif (67%), sensing (57%), visual (69%) dan sequential (71%) manakala kajian Zywno (2003) terhadap pelajarnya juga menunjukkan kecenderungan yang sama. Walau bagaimanapun Rosati (1999) telah membuat kajian perbandingan gaya pembelajaran antara gaya pembelajaran pensyarah dan gaya pembelajaran pelajarpelajar dari Fakulti Kejuruteraan, University of Western, mendapati gaya pembelajaran pensyarah lebih kepada gaya pembelajaran reflektif, intuitif dan sequential manakala gaya pembelajaran pelajar cenderung kepada gaya pembelajaran aktif, sensing, visual dan sequential. Ini menunjukkan gaya pembelajaran dalam kalangan pensyarah lebih cenderung kepada pembelajaran berbentuk teori, abstrak, kreatif dan perkembangan idea. Vita ( 2001) telah membuat kajian mengenai gaya pembelajaran 68 orang pelajar pengurusan perniagaan antarabangsa yang terdiri daripada pelajar tempatan (UK) dan pelajar antarabangsa. Dapatan kajian mempamerkan pelajar tempatan cenderung kepada gaya pembelajaran aktif, sensing, visual dan sequential. Walau bagaimanapun 75% pelajar antarabangsa lebih cenderung kepada gaya pembelajaran visual dan majoriti pelajar tempatan menunjukkan gaya pembelajaran verbal. Dapatan ini menunjukkan
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bahawa pelajar antarabangsa berkemungkinan mengalami masalah berkomunikasi untuk menyampaikan maklumat dalam bahasa Inggeris. METODOLOGI KAJIAN Kerangka Konseptual Kajian ini merupakan kajian deskriptif yang dilakukan secara tinjauan dengan menggunakan instrumen sebagai alat ukur atas jenis gaya pembelajaran. Subjek dipilih secara rawak mengikut opsyen major. Dalam kajian ini pemboleh ubah bersandar tidak dimanipulasikan, manakala pemboleh ubah tak bersandar yang dikaji terdiri daripada opsyen major, pencapaian akademik dan status sosioekonomi keluarga guru pelatih. Pemboleh ubah Bersandar Pemboleh ubah bersandar dalam kajian gaya pembelajaran yang diukur berdasarkan Index of Learning Styles (ILS) yang telah dihasilkan oleh oleh Felder dan Soloman (1991). Pemboleh ubah bersandar ini terdiri daripada empat dimensi iaitu, dimensi aktif/reflektif sensing/intiutif, visual/verbal, dan sequential/global.
Pemboleh Ubah Tak Bersandar Pemboleh ubah tak bersandar untuk gaya pembelajaran ialah pencapaian akademik, opsyen major dan status sosio ekonomi keluarga. Klasifikasi untuk setiap kategori seperti yang telah diterangkan dalam bab satu. Oleh sebab tujuan kajian ini adalah untuk mengenal pasti jenis-jenis gaya pembelajaran guru pelatih, maka reka bentuk tinjauan kuantitatif dianggap sesuai untuk menjawab soalan kajian iaitu perkaitan antara gaya pembelajaran guru-guru pelatih dengan opsyen major, pencapaian akademik, dan status sosioekonomi keluarga. Rajah 3.1 di bawah menunjukkan kerangka konseptual kajian.
Rajah 3.1
Kerangka Konseptual Pemboleh ubah Tak Bersandar Pencapaian akademik Opsyen major Pembolehubah Bersandar
Gaya pembelajaran, terdiri Gaya pembelajaran terdiri daripada dimensi: dari dimensi: aktif/reflektif sensing/intuitif verbal/visual sequential/global sequential/global.
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Status sosioekonomi keluarga
Sampel Kajian Sampel kajian terdiri daripada guru pelatih semester tiga Kursus Diploma Perguruan Malaysia, ambilan Januari 2003. Keseluruhan sampel terdiri daripada 126 orang. Taburan sampel mengikut opsyen major adalah seperti Jadual 3.1. Jadual 3.1 Taburan Sampel Kajian mengikut Opsyen Major
Pengajian Major Pengajian Pengajian Pengajian Pengajian J U rasekolah Cina Tamil Inggeris M L A H Bilangan 30 34 30 32 126
Instrumen Kajian Instrumen kajian berbentuk soal selidik, terbahagi kepada 2 bahagian. Bahagian A bertujuan mendapat maklumat mengenai demografi, mengandungi lima soalan yang berkaitan dengan opsyen pengajian, jantina, pencapaian akademik berdasarkan Purata Mata Gred Terkumpul (PMGT), taraf sosioekonomi keluarga dengan menggunakan taraf pendapatan sebagai aras pengukuran dan gred pencapaian Bahasa Melayu peringkat peperiksaan SPM. Bahagian B pula ialah instrumen kajian yang diadaptasikan daripada Indeks Gaya Pembelajaran (Index of learning Styles), yang dibina oleh Felder dan Soloman (1991). Instrumen kajian ini dipilih untuk mengenal pasti gaya pembelajaran guru pelatih dan kaitannya dengan opsyen, pencapaian akademik dan status sosioekonomi
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keluarga. Instrumen ini digunakan untuk mengelas pelatih kepada 4 dimensi gaya pembelajaran iaitu sensing/intuitif, visual/verbal, aktif/reflektif, dan sequential/global. Alat kajian asal versi Bahasa Inggeris telah diterjemahkan ke bahasa Melayu. Pengkaji juga telah meminta dua orang pensyarah daripada unit Pengajian Inggeris untuk menterjemah semula ke bahasa Inggeris. Item-item yang bermasalah telah dimurnikan. Kebolehpercayaan instrumen diperoleh daripada data yang dikumpul daripada ujian rintis. Dimensi Gaya Pembelajaran ILS Instrumen Indeks Gaya Pembelajaran (ILS), mempunyai empat dimensi dengan setiap dimensi mempunyai 11 item. Setiap item mempunyai dua pilihan jawapan sama ada A atau B. Berdasarkan pilihan yang dibuat, pelatih dapat dikelaskan kepada salah satu gaya pembelajaran dalam setiap dimensi yang berkaitan. Pengkaji telah membuat pengkelasan gaya pembelajaran dan agihan item berdasarkan instrumen Indeks Gaya Pembelajaran (ILS) seperti yang ditunjukkan dalam Jadual 3.2.
Pengkelasan
Jadual 3.2 Gaya Pembelajaran dan Agihan Item

Pilihan Pilihan B Reflektif Intuitif Verbal Global
Dimensi
Item
Bil. Item 11 11 11 11 Aktif
Aktif/Reflekti 1,5,9,13,17,21,25, 29,33,37,41 f Sensing/Intuit 2,6,10,14,18,22,26,30,34,38,42 if Visual/Verbal 3,7,11,15,19,23,27,31,35,39,43 Sequential/Glo 4,8,12,16,20,24,28,32,36,40,44 bal
Sensing Visual Sequential
Kesahan dan Kebolehpercayaan Instrumen Kajian Mengikut Zywno (2003), instrumen ILS ini telah diguna pakai dalam beberapa kajian terdahulu dan mempamerkan kebolehpercayaan antara 0.54 0.76. Nilai alpha yang melebih 0.50 dianggap mempunyai kekuatan kebolehpercayaan yang mencukupi. Kajian perbandingan mengenai ketekalan kebolehpercayaan dalaman berdasarkan kajian yang telah dilakukan oleh beberapa penyelidik, mendapati taburan kebolehpercayaan mengikut dimensi adalah di sekitaran 0.41 hingga 0.76 (Zywno, 2003). Jadual 3.3 menunjukkan perbandingan alpha bagi setiap dimensi.
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Jadual 3.3 Perbandingan Cronbach Alpha Mengikut Dimensi Penyelidik Van Zwanenberg et al. (2000) Livesay et al. (2002) Felder & Spurlin ( 2001) Zywno (2003) N 279 255 584 558 Aktif/ Sensing Visual reflektif /intuitif /verbal 0.51 0.65 0.56 0.56 0.7 0.6 0.72 0.76 0.7 0.6 0.69 0.63 Sequent. /global 0.41 0.54 0.55 0.53
Sumber: Zywno (2003)
Kebolehpercayaan Instrumen Hasil ujian reliabiliti adalah seperti Jadual 3.4.

Jadual 3.4 Cronbach Alpha Kajian Rintis Bi l 1. 2. 3. 4. 5 Pemboleh ubah Aktif/reflektif Sensing/intuitif Visual/verbal Sequential/global Gaya pembelajaran Keseluruhan Bil. Item 11 11 11 11 44 Cronbach Alpha. 0.4095 0.5564 0.5548 0.5676 0.7395
Cronbach Alpha keseluruhan item menunjukkan nilai 0.7495. Semua dimensi dalam soal selidik mempunyai kebolehpercayaan melebihi 0.5 kecuali dimensi aktif/reflaktif
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(0.4095). Dapatan nilai alpha ini umumnya adalah dalam lingkungan kajian yang lepas seperti di Jadual 3.3. Prosedur Analisis Data Ujian Statistik 1. 2. Analisis data menggunakan program SPSS Versi 10. Analisis statistik deskriptif digunakan untuk menyusun dan merumuskan data. Jadual taburan peratusan, min dan sisihan piawai digunakan untuk melaporkan data-data serta dapatan yang telah diperoleh bagi menjelaskan gaya pembelajaran guru pelatih. ANOVA sehala digunakan untuk menentukan sama ada terdapat perbezaan bagi gaya pembelajaran guru pelatih MPSAH mengikut tahap pencapaian akademik, opsyen major dan taraf pendapatan keluarga. (hipotesis 1, hipotesis 2 dan hipotesis 3) Ujian Korelasi Pearson digunakan bagi menentukan sama ada terdapat perhubungan yang signifikan antara gaya pembelajaran mengikut pencapaian akademik, opsyen major dan status ekonomi keluarga (hipotesis 4, hipotesis 5 dan hipotesis 6). Aras keyakinan 95 peratus kesignifikan statistik. (p<0.05) digunakan untuk menentukan aras
3.
4.
5.
Pengiraan Skor ILS Subjek telah memberi maklum balas terhadap 44 soalan soal selidik ILS mengikut empat gaya pembelajaran yang berbeza bagi mengenal pasti gaya pembelajaran mereka iaitu aktif/reflektif, visual/verbal, sensing/intuitif dan sequential/global. Pelatih dikehendaki membuat pilihan sama ada (A) atau (B). Setiap satu dimensi mengandungi 11 item. Skor dikira dengan memberi nilai 0 untuk setiap pilihan A (mewakili aktif, sensing, visual dan sequential) dan sebaliknya memberi nilai 1 bagi setiap pilihan B (mewakili reflektif, intuitif, verbal dan global ).
DAPATAN KAJIAN
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Gaya Pembelajaran Pelatih Mengikut Dimensi Dimensi gaya pembelajaran ini merujuk soal selidik ILS yang dikemukkan oleh Soloman & Felder (1991). Soal selidik ini mempunyai 40 item yang terdiri daripada empat dimensi iaitu dimensi aktif/reflektif, sensing/intuitif, verbal/visual dan sequential/global. Setiap dimensi mengandungi 10 item dan setiap item mempunyai dua pilihan gaya pembelajaran yang bertentangan. Pilihan A bagi setiap item menggambarkan gaya pembelajaran aktif, sensing, verbal dan sequential. Manakala pilihan B bagi setiap item menggambarkan gaya pembelajaran reflektif, intuitif, visual dan global. Analisis untuk menentukan gaya pembelajaran guru pelatih berdasarkan peratusan bagi setiap item dalam sesuatu dimensi yang berkaitan. Jumlah pilihan item yang mendapat skor melebihi 50% dianggap mewakili gaya pembelajaran yang berkaitan. Keseluruhannya, berdasarkan statistik diskriptif yang diperoleh mengenai profil gaya pembelajaran pelatih, menunjukkan gaya pembelajaran guru-guru pelatih lebih cenderung kepada gaya pembelajaran aktif (75.79%), sensing (65.06%), visual (75.79%) dan sequential( 61.9 %). Gaya Pembelajaran Aktif/reflektif Dimensi ini berfokus kepada cara pelatih memproses maklumat. Dapatan kajian mengenai gaya pembelajaran pelatih sama ada gaya pembelajaran aktif atau reflektif, berdasarkan bilangan item yang mempunyai peratusan melebihi 50%. Hasil kajian menunjukkan responden telah memilih 8 item aktif, satu item reflektif dan satu item pilihan yang seimbang. Dapatan ini menunjukkan guru pelatih lebih cenderung mempunyai ciri-ciri gaya pembelajaran aktif keseluruhannya. Dapatan menunjukkan 79.4% guru pelatih lebih suka melibatkan diri melalui perbincangan dengan menyumbangkan idea apabila mempelajari sesuatu yang baru. 76.2% guru pelatih akan memahami sesuatu perkara dengan lebih baik setelah cuba melakukannya berbanding memikirkan dulu sebelum melakukan tugasan. 73% pelatih suka melakukan projek secara kumpulan dengan cara berbincang. Setiap ahli menyumbangkan idea berbanding melakukan kerja secara sendirian. 65.1% daripada mereka bersetuju pemberian markah yang sama kepada semua ahli setelah mereka selesai menyiapkan tugasan secara kumpulan. Walau bagaimanapun 65.9% mereka lebih suka memulakan sesuatu tugasan dengan berfikir dahulu tentang bagaimana hendak melakukannya. Gaya Pembelajaran Sensing/Intuitif
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Dimensi ini merujuk pengamatan maklumat oleh guru pelatih. Bagi gaya pembelajaran sensing/intuitif, peratusan yang memilih sensing melebihi intuitif bagi kesemua 10 item. Didapati 81.7% guru pelatih lebih cenderung belajar pelajaran yang berhubung kait dengan fakta dan situasi kehidupan sebenar. 81.7% cenderung mengulang dan menyemak semua langkah dengan teliti apabila menyelesaikan masalah yang memerlukan pengiraan. 74.6% lebih suka kursus-kursus yang menekankan perkara yang konkrit. 71.4% lebih suka kepada penulis yang menyampaikan maksud dengan terang dan tepat. 62.7% lebih suka dianggap sebagai seorang yang realistik berbanding sebagai seorang yang inovatif, kreatif dan imaginatif. 61.1% mendapati lebih mudah memahami pelajaran yang berkaitan dengan fakta-fakta yang konkrit berbanding pembelajaran mengenai konsep-konsep atau teori yang abstrak. Gaya Pembelajaran Visual/verbal Dimensi ini berfokus kepada cara guru pelatih menerima maklumat. Bagi gaya pembelajaran visual/verbal, guru pelatih memilih kesemua 10 item visual. Dapatan ini menunjukkan guru pelatih lebih cenderung mempunyai ciri-ciri gaya pembelajaran visual. Didapati bahawa 96.8% guru pelatih dapat mengingati kembali apa yang dipelajari dalam bentuk imej, gambar, gambar rajah, graf atau peta berbanding arahan dalam bentuk tulisan atau lisan. 92.1% lebih suka menonton televisyen berbanding dengan membaca buku untuk mendapatkan maklumat. 89.7% dapat mengingati maklumat lebih lama terhadap apa yang dilihat. 77% lebih gemar meneliti buku-buku yang mengandungi banyak gambar dan carta berbanding kepada teks bertulis. 75.4% lebih mudah dan tepat menggambarkan tempat-tempat yang pernah dilawati. 72.2% lebih suka jika diberikan arahan secara grafik berbanding arahan secara bertulis. 69.8% lebih gemar mendapat maklumat baru yang berbentuk gambar, gambar rajah, graf atau peta berbanding yang berbentuk arahan secara bertulis atau maklumat lisan. 66.7% mereka lebih cenderung untuk mengingati seseorang berdasarkan rupa paras mereka berbanding dengan apa yang mereka katakan tentang diri mereka. Gaya Pembelajaran Sequential/Global Dimensi ini berfokus kepada cara guru pelatih memahami maklumat. Bagi gaya pembelajaran sequential/global, guru pelatih memilih 8 item sequential dan dua item global. Dapatan ini menunjukkan guru pelatih lebih cenderung mempunyai ciri-ciri gaya pembelajaran sequential.
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Dapatan menunjukkan 84.9% guru pelatih cenderung menganalisis sesuatu peristiwa dengan memikirkannya satu persatu supaya dapat menggambarkan idea keseluruhannya berbanding mengetahui tema keseluruhan dahulu dan mencari peristiwa-peristiwa untuk menggambarkan tema berkenaan. 83.3% lebih suka belajar pada kadar yang sederhana dan konsisten dan tidak suka belajar secara tidak tetap. 82.5% lebih suka menyelesaikan sesuatu masalah mengikut proses penyelesaiannya selangkah demi selangkah atau mengikut urutan tetapi tidak suka menyelesaikan masalah hanya melihat penyelesaiannya dahulu, kemudian baru mencari langkah-langkah penyelesaian. 60.3% guru pelatih lebih mudah memahami keseluruhan sesuatu subjek itu sebaik sahaja mereka memahami setiap bahagian, tetapi mereka sukar memahami secara keseluruhan dahulu kemudian baru melihat perkaitan antara bahagian-bahagiannya. Rumusan Dapatan Kajian Secara ringkasnya pengujian hipotesis telah menunjukkan keputusan berikut: 1. Gaya pembelajaran guru pelatih MPSAH mengikut dimensi menunjukkan gaya pembelajaran guru pelatih lebih cenderung kepada gaya pembelajaran aktif, sensing, visual dan sequential. 2. Terdapat perbezaan yang signifikan bagi gaya pembelajaran guru pelatih MPSAH mengikut tahap pencapaian akademik. 3. Tidak terdapat perbezaan yang signifikan bagi gaya pembelajaran guru pelatih MPSAH mengikut opsyen pengajian major. Terdapat perbezaan yang signifikan bagi gaya pembelajaran guru pelatih MPSAH mengikut status sosioekonomi keluarga. Terdapat hubungan yang signifikan antara gaya pembelajaran dimensi aktif/reflektif dan dimensi visual/verbal dengan pencapaian akademik tetapi tidak terdapat hubungan yang signifikan antara gaya pembelajaran dimensi sensing/intuitif dan sequential/global dalam kalangan guru pelatih MPSAH. Ini bermakna, gaya pembelajaran reflektif dan gaya pembelajaran verbal yang tinggi mempunyai hubungan dengan pencapaian akademik yang rendah, manakala gaya pembelajaran aktif dan gaya pembelajaran visual yang rendah mempunyai hubungan dengan pencapaian akademik yang tinggi. Tidak terdapat hubungan yang signifikan antara gaya pembelajaran dengan opsyen major di kalangan guru pelatih MPSAH.
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Terdapat hubungan yang signifikan antara gaya pembelajaran dimensi sensing/intuitif dan sequential/global dengan status ekonomi keluarga tetapi tidak terdapat hubungan yang signifikan antara gaya pembelajaran dimensi aktif/reflektif dan dimensi visual/verbal dalam kalangan guru pelatih MPSAH. Ini bermakna, gaya pembelajaran intuitif dan gaya pembelajaran global yang tinggi mempunyai hubungan dengan status sosioekonomi keluarga yang rendah, manakala gaya pembelajaran sensing dan gaya pembelajaran sequential yang rendah mempunyai hubungan dengan status sosioekonomi keluarga yang tinggi.
PERBINCANGAN DAN CADANGAN Profil Gaya Pembelajaran Guru Pelatih MPSAH Analisis statistik deskriptif mengenai profil gaya pembelajaran pelatih menunjukkan gaya pembelajaran guru pelatih lebih cenderung kepada gaya pembelajaran aktif (75.79%), sensing (65.06%), visual (75.79%) dan sequential (61.9 %) berbanding dengan gaya pembelajaran reflektif, intuitif, verbal dan global. Dapatan ini selari dengan dapatan Rosati (1999), Montgomery (1995), Livesay et. al (2002) dan Zywno (2003). Perbincangan Hipotesis Perbincangan ini mengemukakan enam menggunakan ANOVA (Ho) menunjukkan ditolak. bagi menjawab soalan kedua hingga soalan ketujuh. Kajian ini hipotesis kajian nol yang diuji secara statistik inferensi dengan sehala dan pekali Kolerasi Pearson. Keputusan ujian hipotesis dua hipotesis nol yang diterima dan empat hipotesis nol yang
Perbezaan Gaya Pembelajaran Mengikut Pencapaian Akademik Kajian mendapati terdapat perbezaan yang signifikan antara gaya pembelajaran mengikut tahap pencapaian akademik. Dapatan ujian menunjukkan terdapat perbezaan yang signifikan dalam gaya pembelajaran antara kumpulan guru pelatih yang pencapaian akademiknya di tahap cemerlang dengan kumpulan guru pelatih yang pencapaian akademiknya di tahap kepujian. Daripada analisis deskritif menunjukkan 15.1% guru pelatih mendapat keputusan cemerlang dan 83.3% memperoleh keputusan kepujian. Dapatan menunjukkan kedua-dua kumpulan ini mempunyai gaya pembelajaran yang berbeza. Ini bermakna gaya pembelajaran yang berbeza akan memberi kesan kepada pencapaian akademik.
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Dapatan ini selari dengan Mathews (1995) yang mendapati pelajar yang mengamalkan gaya pembelajaran gunaan (applied learning styles) menunjukkan kejayaan yang lebih tinggi dalam peperiksaan berbanding dengan pelajar yang mempunyai gaya pembelajaran lain. Walau bagaimanapun dapatan ini bertentangan dengan dapatan Zariah dan Jainbee (1999) yang mendapati tidak terdapat perbezaan gaya pembelajaran mengikut pencapaian akademik. Perbezaan Gaya Pembelajaran Mengikut Opsyen Pengajian Major Kajian menunjukkan tidak terdapat perbezaan yang signifikan bagi gaya pembelajaran guru pelatih mengikut opsyen major Pengajian Prasekolah, Pengajian Cina, Pengajian Tamil dan Pengajian Inggeris. Kemungkinan tidak terdapatnya perbezaan gaya pembelajaran ini disebabkan oleh opsyen pengajian yang dikaji hanya melibatkan pengajian dalam bidang bahasa sahaja. Dapatan kajian ini berbeza dengan dapatan kajian Reid (1978) dan Methew (1985) bahawa pelajar daripada mata pelajaran berbeza mempunyai gaya pembelajaran yang berbeza. Zariah dan Jainbee (1999) juga mendapati terdapat perbezaan gaya pembelajaran secara kumpulan. Guru pelatih opsyen Pengajian Melayu dan Prasekolah mempunyai kecenderungan lebih tinggi berbanding guru pelatih opsyen Matematik. Walau bagaimanapun, dapatan kajian ini selari dengan kajian Ab. Rahim Selamat dan rakan-rakan (1995) yang mendapati keseluruhan guru-guru pelatih Kursus Perguruan Lepasan Ijazah (KPLI) di Institut Perguruan Sultan Idris mempunyai kecenderungan kepada gaya pembelajaran yang sama. Perbezaan Gaya Pembelajaran Mengikut Status Ekonomi Keluarga Kajian mendapati terdapat perbezaan yang signifikan antara gaya pembelajaran guru pelatih mengikut taraf pendapatan keluarga. Terdapat perbezaan yang signifikan dalam gaya pembelajaran antara kumpulan guru pelatih daripada keluarga yang berpendapatan rendah dengan kumpulan guru pelatih daripada keluarga yang berpendapatan sederhana. Di samping itu terdapat juga perbezaan yang signifikan dalam gaya pembelajaran antara kumpulan guru pelatih daripada keluarga yang berpendapatan rendah dengan kumpulan guru pelatih daripada keluarga yang berpendapatan tinggi.
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Analisis deskriptif menunjukkan 10.3% guru pelatih daripada keluarga yang berpendapatan rendah, 66.7% berpendapatan sederhana dan 23% berpendapatan tinggi. Taraf pendapatan keluarga mungkin dapat memberi sumbangan dari segi penyediaan bahan-bahan dan lain-lain kemudahan pembelajaran. Sumbangan ini akan dapat membantu gaya pembelajaran guru pelatih menerima maklumat pembelajaran secara lebih berkesan. Dapatan ini selari dengan kajian Hariharan dan Ismail (2003) yang mendapati pelajar daripada status ekonomi yang tinggi, lebih mudah mengamalkan kepelbagaian gaya pembelajaran dan kurang mengamalkan gaya pembelajaran individu. Walau bagaimana pun Schwarts (2003) mendapati pelajar luar bandar daripada status ekonomi yang rendah kurang bermotivasi tetapi tidak diketahui dengan jelas sama ada terdapat hubungan antara gaya pembelajaran dengan status sosioekonomi keluarga. Perhubungan antara Gaya Pembelajaran dengan Pencapaian Akademik Dapatan kajian menunjukkan terdapat hubungan yang signifikan antara gaya pembelajaran aktif/reflektif dan visual/verbal dengan pencapaian akademik guru pelatih, hubungan adalah songsang. Ini bermakna gaya pembelajaran reflektif dan gaya pembelajaran verbal yang tinggi mempunyai hubungan dengan pencapaian akademik yang rendah, manakala gaya pembelajaran aktif dan gaya pembelajaran visual yang rendah mempunyai hubungan dengan pencapaian akademik yang tinggi. Dapatan ini memang dijangka dan munasabah kerana bentuk penilaian KDPM berdasarkan penilaian sumatif dan juga formatif, yakni penilaian tidak semata-mata berasaskan peperiksaan (penilaian sumatif) tetapi juga berasaskan penilaian kerja kursus, penglibatan dalam aktiviti bilik darjah dan kokurikulum. (Penilaian formatif) yang bersesuaian dengan gaya pembelajaran aktif dan sensing. Dapatan ini selari dengan hasil kajian Bottroff (1993); Trautman (1979); Dunn (1980), yang mendapati terdapatnya hubungan antara pencapaian akademik dengan gaya pembelajaran. Zywno (2003) yang menggunakan instrumen ILS dalam kajiannya juga mendapati terdapat hubungan yang lemah antara gaya pembelajaran dengan pencapaian akademik berdasarkan purata mata gred. Walau bagaimana pun dapatan ini bertentangan dengan dapatan Van Zwanenberg, Wilkinson dan Anderson (2000) yang juga membuat kajian menggunakan instrumen ILS ke atas penuntut kejuruteraan dan pelajar perniagaan yang mendapati tidak terdapat perhubungan antara gaya pembaelajaran dengan pencapaian akademik. Hubungan antara Gaya Pembelajaran dengan 0psyen Major Dapatan kajian mendapati secara keseluruhan tidak terdapat hubungan yang signifikan antara gaya pembelajaran dengan opsyen major. Dapatan ini bertentangan dengan
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kajian Reid (1987) yang menegaskan bahawa pelajar mata pelajaran berbeza mempunyai gaya pembelajaran yang berbeza. Witkin (1976), opsyen major mempunyai hubungan secara langsung dengan gaya pembelajaran pelajar. Menurutnya, opsyen Sains dan Matematik mempunyai gaya pembelajaran yang berbeza dengan opsyen Sains Sosial. Zariah dan Jainbee (1999) juga mendapati terdapat hubungan antara opsyen dengan gaya pembelajaran. Pelatih Prasekolah mempunyai kecenderungan tinggi bagi gaya pembelajaran secara kumpulan berbanding dengan guru pelatih opsyen Bahasa Melayu dan Matematik. Dapatan kajian ini yang menunjukkan tidak terdapat hubungan antara gaya pembelajaran dengan opsyen major, mungkin disebabkan syarat minima untuk mengikuti kursus di maktab perguruan setaraf tanpa mengira opsyen pengajian. Hubungan antara Gaya Pembelajaran dengan Status Sosio Ekonomi Keluarga Kajian mendapati terdapat hubungan yang signifikan antara gaya pembelajaran sensing/intuitif dan sequential/global dengan status sosio ekonomi keluarga guru pelatih, hubungan adalah songsang. Ini bermakna gaya pembelajaran sensing dan gaya pembelajaran sequential yang rendah mempunyai hubungan dengan status sosioekonomi yang tinggi, manakala gaya pembelajaran intutif dan gaya pembelajaran global yang tinggi mempunyai hubungan dengan status sosioekonomi yang rendah. Carbonaro dan Gamoran (2002) mendapati tahap pencapaian akademik pelajar daripada keluarga status sosioekonomi yang tinggi, lebih baik daripada pelajar dari status sosio ekonomi yang rendah. Manakala Frame, Ducklin, Crowford dan Tinklin (2001) juga mendapati tahap status sosioekonomi rendah sebagai punca kelemahan pencapaian akademik. Walau bagaimanapun kedua-dua dapatan ini tidak diketahui dengan jelas sama ada terdapat hubungan gaya pembelajaran dengan status sosioekonomi. Implikasi Dapatan Kajian kepada Amalan Pedogogi Memproses Maklumat Kecenderungan guru pelatih kepada memproses maklumat secara aktif mempunyai implikasi kepada amalan pedagogi. Pensyarah boleh memberikan kerja-kerja berkumpulan kerana mereka memberikan respon yang baik kepada aktiviti projek, perbincangan kumpulan dan kerja berpasukan. Pelatih harus digalakkan membuat kerja secara kolaboratif. (Felder dan Soloman, 2002). Aktiviti ini dapat membantu pelajar menguasai kemahiran permuafakatan, bertoleransi, berkongsi maklumat dan
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semangat kekitaan. Sebagai bakal guru, latihan sedemikian ialah sesuatu yang praktikal dan dapat dimanfaatkan secara berkesan dalam profesion keguruan. Kebanyakan pelajar tidak dapat memberi tumpuan sepanjang masa kuliah. Tumpuan kepada pelajaran semakin menurun selepas 10 minit pertama. Kajian terhadap pembelajaran dalam bilik darjah menunjukkan pelajar dapat mengingati 70% maklumat sebaik saja kuliah 10 minit pertama dijalankan dan kadar semakin menurun sehingga 20% selepas kuliah bagi 10 minit berikutnya (Mc Keachie 1999). Bagi membantu pelajar yang aktif, peruntukan lebih masa dalam kelas untuk aktiviti perbincangan dan penyelesaian masalah, bentuk kumpulan belajar yang ahli-ahlinya bergilir-gilir untuk menerangkan topik-topik yang berbeza. Jika kumpulan belajar ditubuhkan bertujuan untuk menghadapi peperikaan mereka boleh digalakkan berbincang dengan rakan-rakan. Cara ini dapat meningkatkan ingatan dengan lebih baik ( Felder dan Soloman, 2002). Mengamati Maklumat Dapatan kajian juga menunjukkan bahawa guru pelatih lebih cenderung kepada gaya pembelajaran sensing dalam mengamati maklumat. Ini bermakna pelatih lebih berminat kepada pengetahuan yang bercorak fakta dan realistik berbanding teori. Pelajar sensing selalunya kurang berkeyakinan dengan keupayaan intelek sendiri dan tidak gemar dengan idea yang abstrak juga bermasalah dengan konsep yang komplek (Felder dan Soloman, 2002). Bagi membantu pelajar sensing mengamati maklumat, mereka bolehlah didedahkan setiap teori pendidikan dan diikuti dengan sesi praktikal. Contohnya mereka diberi peluang melaksanakan amalan pedogogi melalui aktiviti pengajaran mikro, praktikum dan simulasi. Pengalaman melalui latihan ini membantu mereka memahami situasi pengajaran dan pembelajaran sebenar dan dapat meningkatkan keyakinan diri untuk menjadi guru permulaan. Pelajar sensing dapat mengingati dan memahami dengan baik sekiranya dapat melihat perkaitan antara maklumat yang diterima dengan dunia yang sebenar (Felder dan Soloman 2002). Menerima Maklumat Dapatan kajian menunjukkan bahawa guru pelatih lebih cenderung kepada gaya pembelajaran visual dalam menerima maklumat. Ini bermakna guru pelatih lebih selesa menggunakan deria penglihatan ketika belajar. Pelatih lebih mudah memahami sesuatu isi pelajaran jika proses pengajaran dan pembelajaran menggunakan pelbagai alat berfikir berbentuk visual seperti lakaran, carta dan borang bagi membantu dan menguruskan cara berfikir yang lebih tersusun dan mantap. Penggunaan alat berfikir yang berbentuk grafik seperti peta minda, peta konsep, carta aliran dan penggunaan
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bahan bantuan mengajar yang boleh dilihat dan dibaca seperti penggunaan OHP, persembahan secara Power Point, CD-ROM tentang bahan kursus yang mengandungi gambar-gambar, slaid, graf ataupun carta.akan dapat membantu guru pelatih menerima sesuatu maklumat itu dengan jelas. Ini selaras dengan cadangan Felder dan Soloman (2002) agar pelajar visual cuba dapatkan rajah, lakaran,gambar ataupun carta aliran dalam bentuk peta konsep atau peta minda mengenai isi penting bagi meningkatkan ingatan. Memahami Maklumat Dapatan kajian menunjukkan bahawa guru pelatih lebih cenderung kepada gaya pembelajaran sequential dalam memahami maklumat. Ini bermakna untuk membolehkan guru pelatih mudah memahami maklumat mereka memerlukan bimbingan pensyarah secara berperingkat-peringkat dalam membantu mereka menyempurnakan sesuatu tugasan. Sistem penilaian kerja kursus secara portfolio boleh digiatkan kerana pelatih akan mendapat bimbingan daripada pensyarah secara berterusan. Pemeringkatan isi pelajaran hendaklah disusun secara berurutan dari satu semester ke semester seterusnya Menurut Felder dan Soloman (2002), kebanyakan kursus dalam pusat pengajian disampaikan oleh pensyarah secara "melompat" dari satu tajuk ke satu tajuk yang lain atau meninggalkan langkah-langkah tertentu. Pendekatan ini mungkin menimbulkan masalah kepada pelajar untuk mengikut dan memahami kandungan kursus. Dengan ini dicadangkan agar pensyarah dapat menyarankan bahan-bahan rujukan yang berkaitan bagi membantu pelatih membuat rujukan KESIMPULAN Analisis statistik deskriptif mengenai profil gaya pembelajaran pelatih menunjukkan gaya pembelajaran guru pelatih MPSAH lebih cenderung kepada gaya pembelajaran aktif, sensing, visual dan sequential berbanding dengan gaya pembelajaran reflektif, intuitif, verbal dan global. Ini bermakna gaya pembelajaran aktif merujuk cara memperoses maklumat iaitu melalui pembelajaran secara berkumpulan, mengingat dan memahami sesuatu maklumat dengan cara melakukan dahulu sebelum memikirkan secara mendalam. Gaya pembelajaran sensing pula lebih cenderung mengamati maklumat berbentuk fakta dengan cara menghafal, latih tubi dan suka melakukan kerja amali. Pelajar visual lebih senang mengingati maklumat melalui penglihatan dalam bentuk imej yang berupa gambar, rajah, peta, carta aliran, video dan demonstrasi, manakala gaya pembelajaran sequential merujuk pemahaman maklumat
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dengan cara memahami perincian setiap bahagian dahulu bagi membolehkannya memahami keseluruhan subjek. Analisis statistik juga menunjukkan terdapat perbezaan yang signifikan dalam gaya pembelajaran antara kumpulan guru pelatih yang pencapaian akademiknya di tahap cemerlang dengan kumpulan guru pelatih yang pencapaian akademiknya di tahap kepujian, tetapi tidak terdapat perbezaan yang signifikan antara gaya pembelajaran mengikut opsyen major. Walau bagaimanapun hasil kajian menunjukkan terdapat perbezaan yang signifikan dalam gaya pembelajaran antara kumpulan guru pelatih dari keluarga yang berpendapatan rendah dengan kumpulan guru pelatih daripada keluarga yang berpendapatan sederhana dan juga dengan kumpulan guru pelatih daripada keluarga yang berpendapatan tinggi. Hasil kajian juga menunjukkan terdapat hubungan yang signifikan antara gaya pembelajaran aktif/reflektif dan visual/verbal dengan pencapaian akademik dalam kalangan guru pelatih MPSAH, hubungan adalah songsang. Ini bermakna gaya pembelajaran reflektif dan gaya pembelajaran verbal yang tinggi mempunyai hubungan dengan pencapaian akademik yang rendah, manakala gaya pembelajaran aktif dan gaya pembelajaran visual yang rendah mempunyai hubungan dengan pencapaian akademik yang tinggi. Begitu juga kajian mendapati terdapat hubungan yang signifikan antara gaya pembelajaran sensing/intuitif dan sequential/global dengan status sosio ekonomi keluarga guru pelatih, hubungan adalah songsang. Ini bermakna gaya pembelajaran sensing dan gaya pembelajaran sequential yang rendah mempunyai hubungan dengan status sosio ekonomi yang tinggi, manakala gaya pembelajaran intutif dan gaya pembelajaran global yang tinggi mempunyai hubungan dengan status sosio ekonomi yang rendah. Walau bagaimanapun hasil kajian menunjukkan tidak terdapat hubungan yang signifikan antara semua dimensi gaya pembelajaran dengan opsyen major. Hasil kajian ini juga menunjukkan guru pelatih lebih cenderung kepada gaya pembelajaran aktif dan visual. Mereka lebih suka belajar sesuatu yang realistik, yang boleh diaplikasi dalam situasi sebenar, mereka juga cenderung kepada pembelajaran berbentuk praktikal, fakta yang berbentuk gambar rajah, carta dan peta konsep. Mereka juga menunjukkan minat melakukan tugasan secara berkumpulan melalui aktiviti perbincangan. Walau bagaimanapun gaya pembelajaran aktif dan visual yang menjadi pilihan guru pelatih itu, mempunyai hubungan yang songsang dengan pencapaian akademik. Maka dicadangkan penyelidik masa akan datang mendalami faktor-faktor sebenar yang mempengaruhi kecemerlangan akademik guru pelatih. Cadangan untuk Penyelidikan akan Datang
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Bagi meneruskan kesinambungan kajian terhadap gaya pembelajaran guru pelatih, beberapa cadangan dikemukakan untuk kajian pada masa akan datang. Dapatan kajian ini telah dapat mengenal pasti pola gaya pembelajaran guru pelatih. Oleh kerana proses pengajaran dan pembelajaran melibatkan interaksi antara pelajar dan guru, maka kajian akan datang boleh dilakukan untuk mengkaji kesukaan guru pelatih terhadap gaya pengajaran pensyarah. RUJUKAN Ab. Rahim Selamat dan Ahli-Ahli Jawatan Kuasa Penyelidikan (1995). Kajian Gaya Belajar Kumpulan Kursus Pengurusan Lepasan Ijazah Sesi 1994/95 Institut Pengurusan Sultan Idris, Tanjung Malim, Perak . (Kertas kerja dibentangkan di Seminar Penyelidikan 1995 anjuran Bahagian Pendidikan Guru, Kementerian Pendidikan Malaysia). Copenhaver, R.W. (1979). The consistency of student learning style as students move from English to Mathematics. Doctoral dissertation. Indiana University. Dunn, R., & Dunn, K. (1978). Teaching students through their individual learning style: A research report. In student learning and behavior. Reston, Virginia: NASSP. Dunn, R. & Dunn, K. (1993). Teaching elementary students through their individual learning styles: Practical approaches for grades 3 - 6. Boston: Allyn & Bacon. Dunn, R. (1980). Learning: A matter of style. Educational Leadership, 37, 360-361 Dunn, R., Griggs, S.A., Olson, J., Beasley, M. & Gorman, B.S. (1995). A metaanalytic validation of the Dunn and Dunn Model of learning preferences. The Journal of Educational Research, 88 (6), 353-362. Felder, R. M. (1996). Matters of style.
AEEE Prism, December, 18-23.
Felder, R.M. & Silverman, L.K. (1988). Learning and Teaching Styles in Engineering Education, Journal of Engineering Education, 78, (7), 674-681. Felder, R.M. & Soloman, B.A. (1991) Index of Learning Styles Questionnaire, North Carolina State University. Diperolehi pada 5 Januari 2004 dari: http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILS-a.htm
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Felder, R.M. (2001). Richard Felder's Responses to Frequenly Asked Questions about the ILS, Diperoleh pada 5 Januari 2004 dari: http://www2.ncsu.edu/unity/lockeusers/f/felder/public/ILSdir/ILS-faq.htm Frame, B., Ducklin, A., Croxford, L., dan Tinklin, T. (2001). Gender and Pupil Preference. Scotland, ERICED 463052. Gamoran, A., & Carbonaro, W., (2002). High School English: A national Portrait. High School journal Gomez, J. (1999). Gaya Pembelajaran: Satu Tinjauan Literatur. TIGA ENF: Jurnal Pendidikan Maktab Perguruan Seri Kota, 2 (3), 41-51. Hariharan N.K., & Ismail Ibrahim (2003). Learning Style Preference of Secondary School Students in Kedah. Projek Geran Universiti Utara Malaysia yang tidak diterbitkan. Jawatankuasa Penyelidikan dan Penerbitan. (1996). Gaya Pembelajaran Guru Pelatih Maktab Perguruan Seri Kota. TIGA ENF: Jurnal Pendidikan Maktab Perguruan Seri Kota, 2 (3), 1-9. Keefe, J. W. (1979). School application of the learning style concept. In J. W. Keefe (Ed.), student learning style: diagnosing and prescribing programs. Reston, Virginia: NASSP. Keefe, J.W. (1987). Learning Style theory and practice. Association of Secondary School Principals Roston, VA : National
Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Englewood Cliffs, NJ. Prentice-Hall. Livesay, G., Dee, K., Felder, R., Hites, L., Nauman, E. & O'Neal, E.(2002). Statistical Evaluation of the Index of Learning Styles, Session 2430, ASEE Annual Conference and Exposition, Montreal, Quebec, Canada, McKeachie, W. ( 1995). Improving Lectures by Understanding Students Information Processing. In McKeachie, W.J., Ed., Learning, Cognitive, and College Teaching. New Directions for Teaching and Learning, No.2. Jossey-Bass, San Francisco. Reid, J.M. (1978). The learning style preference of ESL students. TESOL Quarterly, 21(1), 87-111.
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Rosati, P. (1999) Specific Differences and Similarities in the Learning Preferences of Engineering Students, Session 12c1, Proceedings of the 29th ASEE/IEEE Frontiers in Education Conference, San Juan, Puerto Rico. Reiff, J. C. (1992). Learning style: what researchers say to teachers. A National Education association Publication. Smith, K.A. & Waller, A. (1997). Afterward: New Paradigms for College Teaching. In: W. Campbell & K. Smith (Eds.), New Paradigms for College Teaching, Edina, MN: Interactions Book Company. Van Zwanenberg, N., Wilkinson, L J., & Anderson, (2000) A., Felder and Silverman s Index of Learning Styles and Honey and Mumford s Learning Styles Questionnaire: How do they compare and do they predict academic performance? Educational Psychology, 20:(3) 365-381. Vita, G. D. (2001) Learning Styles, Culture and Inclusive Instruction in the Multicultural Classroom: A Business and Management Perspective. Innovation in Education and Teaching International. Taylor & Francis Ltd. Diperolehi pada 28 mei 2004 dari: http://www.tandf.co.uk/journals Zariah bt. Adam & Jainbee bt. Md. Kassim (1999). Gaya Pembelajaran Guru Pelatih Kursus Diploma Perguruan Malaysia, Institut Bahasa Melayu Malaysia. TIGA ENF Jurnal Pendidikan Maktab Perguruan Seri Kota, 2: (3). 31- 40. Zywno, M.S., & Waalen, J. K., (2001). Analysis of Student Outcomes and Attitudes in a Technology-enabled Control Education at Ryerson - a Case Study, Global Journal of Engineering Education, 5: (1). 49-56, diperoleh pada 5 Januari 2004 dari: http://www.eng.monash.edu.au/uicee/gjee/vol5no1/Zwyno&Waalen.pdf Zywno, M.S. (2003) A Contribution to validation of score meaning for Felder Soloman s Index of Learning Styles, American Society for Engineering Education, Proceeding of 2003. Diperoleh pada 5 Januari 2004 dari: http://www2.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.htm
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Peranan Guru BC Dalam Pembelajaran TM
PERANAN GURU BAHASA CINA SEBAGAI PEMANGKIN PEMBUDAYAAN PEMBELAJARAN BERASASKAN TEKNOLOGI MAKLUMAT DI SEKOLAH oleh Sachithanantham Tachina Moorthi (Jabatan Bahasa) Maktab Perguruan Sultan Abdul Halim Sungai Petani, Kedah dan Prof. Dr. Ambigapathy Pandian (Pusat Pengajian Ilmu Kemanusiaan) Universiti Sains Malaysia, Pulau Pinang
ABSTRAK
Budaya penggunaan teknologi maklumat (IT) dalam pendidikan amatlah penting dalam era digital ini. Justeru, kajian ini bertujuan mengungkai tahap kemahiran dan sikap guru pelatih bahasa Cina dalam penggunaan IT dalam pembelajaran. 200 soal selidik telah diagihkan dan hanya 168 yang diterima. Analisis deskriptif (kekerapan dan peratus), ujian t, korelasi Pearson digunakan untuk menganalisis data kajian. Dapatan menunjukkan adanya hubungan signifikan antara pembelajaran bahasa dengan pemilikan komputer dan kemahiran guru pelatih bahasa Cina. Walau bagaimanapun, kajian ini mendapati bahawa pengetahuan dan kemahiran komputer mempengaruhi penggunaan IT di kalangan guru pelatih bahasa Cina. Keseluruhannya, tahap penggunaan IT di kalangan guru pelatih bahasa Cina adalah di tahap sederhana dan kemahiran mereka masih lagi di tahap yang rendah. Oleh itu, mereka memerlukan latihan untuk meningkatkan literasi komputer dan menambahkan keyakinan mereka bahawa maklumat Internet adalah cepat dan tepat.
PENGENALAN Sesuai dengan pelaksanaan Koridor raya Multimedia (MSC), sekolah bestari merupakan salah satu daripada aplikasi perdana MSC selain kerajaan elektronik, teleperubatan, kad pintar, web pembuatan sedunia dan lain-lain. Aplikasi Sekolah Bestari yang
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diperkenalkan akan menjana keperluan negara bagi melahirkan lepasan sekolah yang mampu menangani cabaran kehidupan dalam era teknologi maklumat di abad ke 21, melahirkan pekerja berilmu bagi industri teknologi tinggi di Malaysia, menyokong usaha negara untuk mencapai dan mengekalkan daya saing ekonomi dengan negara-negara maju.
Sekolah Bestari ialah sekolah yang menggalakkan pelajar berdikari dalam memperoleh pengetahuan (Ambigapathy & Shanti, 2004:192). Pelajar disediakan peluang untuk belajar mengikut kadar pembelajaran sendiri serta meneroka bidang ilmu baru yang diminati dengan sendiri. Dengan ini, pelajar akan dapat memaksimumkan potensinya ke tahap cemerlang. Sekolah Bestari menggunakan teknologi sebagai alat untuk meningkatkan pembelajaran dalam bidang sains dan teknologi di samping menyediakan pelajar yang cekap dalam teknologi maklumat (IT) untuk menghadapi cabaran era teknologi maklumat. Sehubungan itu, sekolah ini juga membina budaya ilmu, dan membentuk pelajar-pelajar untuk berdaya fikir kritis, kreatif serta bersifat penyayang. Di samping itu, guru berperanan sebagai pembimbing, manakala pelajar pula digalakkan berdikari dalam menimba ilmu menggunakan kemudahan teknologi maklumat seperti mengakses Internet dan menggunakan mel elektronik. Guru tidak lagi memberi satu pengajaran yang sama untuk semua, tetapi akan cuba menyediakan pengalaman pembelajaran yang berlainan untuk setiap pelajar berdasarkan kebolehan dan minat pelajar itu. Teknologi maklumat membolehkan program berlainan disediakan untuk pelajar-pelajar. Hasilnya, para pelajar lebih bertanggungjawab ke atas pembelajaran sendiri dari segi kadar pembelajaran dan tajuk-tajuk lanjutan yang hendak diterokainya. Rasional di sebalik penubuhan Sekolah Bestari adalah untuk memenuhi keperluan negara dalam melahirkan pekerja yang berpengetahuan dan berkaliber. Di samping itu, Sekolah Bestari merupakan satu kelebihan yang nyata bagi mencapai sebuah negara dan bangsa yang maju menjelang tahun 2020. Oleh itu, negara akan memerlukan pekerjapekerja yang bukan sahaja berpengetahuan tetapi juga mahir dalam teknologi maklumat. Literasi komputer amat diperlukan dalam menjana ekonomi dan membangunkan sesebuah negara (Mahathir, 1991). Sesebuah negara tidak akan dianggap membangun jika rakyatnya tidak disediakan dengan pengetahuan dan kemahiran dalam teknologi maklumat. Penyataan Masalah
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Sekolah-sekolah dijangka dapat melahirkan para pelajar yang mahir dan berpengetahuan dalam teknologi maklumat. Kemahiran dan kompetensi dalam teknologi maklumat ialah satu keperluan yang penting dan perlu dimiliki oleh setiap pekerja pada masa depan. Jika terdapat di kalangan guru bahasa Cina yang masih mengabaikan keperluan ini dan tidak bersedia menerimanya maka akan lahir sikap negatif terhadap teknologi maklumat. Hasilnya, mereka tidak akan mempelajari dan menggunakan teknologi pendidikan yang terkini dalam pengajaran sebagaimana yang disarankan dalam sistem pendidikan negara. Tujuan Kajian Tujuan kajian ini adalah untuk menyelidik mengenai sikap guru-guru pelatih bahasa Cina terhadap pengamalan teknologi maklumat di lima buah maktab yang terpilih. Maktab perguruan tersebut terletak di Kedah, Pulau Pinang, Perlis, Perak dan Negeri Sembilan. Di samping itu, kajian ini bertujuan untuk mengenal pasti faktor-faktor yang mempengaruhi sikap mereka terhadap teknologi maklumat serta pengetahuan dan kemahiran yang ada pada mereka mengenai teknologi maklumat.
Objektif
Kajian
Objektif utama kajian ini adalah untuk menyelidik mengenai sikap dan amalan guru pelatih bahasa Cina berkaitan teknologi maklumat. Diharapkan juga kajian ini dapat mengenal pasti faktor-faktor yang mempengaruhi tahap literasi komputer di kalangan guru pelatih bahasa Cina dalam menjalankan tugasnya dengan lebih berkesan dan efisien. Kajian ini adalah untuk : a) Mengenal pasti tahap literasi komputer guru-guru pelatih berdasarkan latar belakang, jantina, umur, dan sebagainya. b) melihat hubungan kompetensi yang diperlukan dengan tahap literasi yang ada pada guru-guru pelatih c) menentukan faktor-faktor yang menyumbang kepada sikap positif atau negatif guru pelatih terhadap teknologi maklumat dalam pendidikan. Rangka Konseptual
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Amalan Sokongan Utama (Ibu Bapa,Guru, Kawan, Pengetua, Pensyarah)
Kompetensi
SIKAP
Pengaruh Kawan Keperluan
Motivasi Luaran
Motivasi Dalaman
Rajah 1.1: Model Konseptual Menunjukkan Hubungan Antara Faktor-faktor dengan Sikap Guru Pelatih Bahasa Cina Terdapat banyak faktor yang mempengaruhi sikap guru pelatih bahasa Cina terhadap penggunaan teknologi maklumat dalam pendidikan. Antara faktor tersebut termasuk amalan penggunaan komputer dalam tugasan, kompetensi terhadap komputer, sokongan daripada pensyarah dan pengarah, pengaruh kawan, keperluan, motivasi dalaman dan luaran serta sikap guru pelatih bahasa Cina terhadap penggunaan teknologi maklumat dalam pendidikan. Model konseptual di dalam Rajah 1.1 di atas menunjukkan jenis dan kekuatan hubungan antara faktor tersebut dengan sikap guru pelatih bahasa Cina. Hipotesis Kajian Hipotesis kajian ini adalah seperti yang berikut:H1: Adanya hubungan yang signifikan antara faktor pemilikan komputer dan kemahiran komputer dengan sikap guru pelatih bahasa Cina terhadap teknologi maklumat dalam pendidikan; H2: Terdapat hubungan yang signifikan antara sikap guru-guru pelatih terhadap teknologi maklumat dalam pendidikan dengan amalan, kompetensi, keperluan, sokongan
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utama (ibu bapa, guru, kawan, pengarah, pensyarah dan kawan-kawan), motivasi dalaman dan motivasi luaran. Kepentingan Kajian Kajian diharapkan dapat menentukan sikap guru-guru pelatih bahasa Cina terhadap penggunaan teknologi maklumat dalam pendidikan. Teknologi maklumat akan diperkenalkan di sekolah-sekolah dan guru-guru khususnya guru pelatih bahasa dijangka menggunakannya dalam proses pengajaran dan pembelajaran. Pelaksanaan projek sekolah bestari bermula dengan 91 buah sekolah di Malaysia pada tahun 1999. Pelaksanaannya memperlihatkan integrasi kepintaran teknologi ke dalam kurikulum. Teknologi terkini akan membolehkan para guru membuat persediaan serta menggunakan secara interaktif bahan-bahan bantuan multimedia. Para pelajar juga akan menggunakan teknologi ini bagi memperoleh dan menambah pengetahuan mereka. Oleh itu, adalah penting bagi semua guru terutamanya guru-guru pelatih memiliki kemahiran dalam menggunakan teknologi maklumat sebagai alat bantuan dalam pengajaran dan pembelajaran. Para pendidik perlu mengubah peranan guru daripada penyampai maklumat kepada fasilitator dan memberi panduan dalam proses pembelajaran (Lockard, Adams & Many, 1994). Para guru seharusnya boleh membantu pelajar-pelajarnya untuk mempelajari cara untuk belajar dan menggunakan teknologi maklumat secara berkesan dalam mencari sumber-sumber yang ada. Sehubungan itu, diharapkan kajian ini akan membantu menghalang kesilapan dan batasan-batasan kajian yang dihadapi oleh guru-guru pelatih dalam proses menyampaikan pengetahuan dan kemahiran asas teknologi maklumat. Di samping itu, kajian ini dapat mengenal pasti dan mencadangkan jenis-jenis latihan serta sokongan yang perlu dilakukan oleh pihak berwajib. TINJAUAN KAJIAN Penggunaan teknologi maklumat telah dipertingkatkan dalam jabatan kerajaan, perniagaan, sekolah, universiti dan juga di rumah. Perkembangan dalam bidang komputer dan telekomunikasi membolehkan segala data diproses serta disimpan dalam masa yang singkat. Ia ialah satu revolusi baru bagi pelaksanaan sesuatu kerja terutamanya dalam pendidikan. Perubahan ini memerlukan satu generasi baru yang memiliki pengetahuan dan kemahiran terkini dalam teknologi maklumat. Hari ini, semua sekolah digalakkan menubuhkan kelab komputer sebagai sebahagian daripada aktiviti-aktiviti kokurikulum dengan kerjasama Persatuan Ibu Bapa dan Guru (PIBG) dan swasta. Kerajaan sedar akan kepentingan teknologi maklumat bermula
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dengan penekanan terhadap pendidikan literasi komputer terutamanya di kalangan pelajar di bawah perhatian para pendidik. Oleh itu, satu keperluan bagi guru pelatih bahasa memiliki keupayaan yang tinggi dan literasi komputer. Berikutan itu, semua guru pelatih akan dibekalkan dengan kemahiran komputer semasa di maktab perguruan. Di samping itu, guru pelatih dapat mengendalikan kelab komputer yang terdapat di setiap sekolah hasil dari latihan tersebut. Seterusnya harapan kerajaan untuk meningkatkan tahap penggunaan komputer dalam pendidikan dan latihan bukan sahaja meningkatkan proses pengajaran dan pembelajaran tetapi juga mengatasi kekurangan guru yang terlatih. Zimbardo dan Leippe (1991) mentakrifkan sikap sebagai " an evaluative disposition toward some object based upon cognitive, affective reactions, behavioral intentions and past behaviors... that can influence cognitions, affective responses and future intuitions and behaviors merupakan perkara asasi yang perlu diambil kira sebelum melaksanakan usaha untuk memperkenalkan program komputer di kalangan guru kerana ia bukan sahaja mempengaruhi penerimaan awal terhadap teknologi maklumat, tetapi juga akan mempengaruhi tingkah laku mereka terhadap komputer pada masa akan datang. Selwyn (1997) menyatakan bahawa integrasi teknologi maklumat ke dalam pendidikan tidak akan berkesan dengan hanya berbekalkan perkakasan dan perisian sematamata.tetapi perlu mengambil kira faktor kecenderungan pelatih atau guru untuk menggunakan teknologi. Kay (1990) pula merumuskan bahawa sikap, kesedaran dan keupayaan aplikasi perisian merupakan cara terbaik untuk menjangka dan meramal komitmen terhadap penggunaan komputer. Woodrow (1991:165) menjelaskan bahawa kesedaran tentang sikap guru pelatih terhadap komputer sebagai a central criterion in the evaluation of computer courses and in the development of computer based curricular". Segala program perubahan yang dicadangkan akan menghadapi halangan yang paling besar untuk membentuk dan menggerakkan jentera utama perubahan tanpa persiapan dari aspek sikap. Sumber manusia merupakan satu instrumen penting ke arah menjayakan program perubahan dalam sesebuah organisasi besar seperti Kementerian Pendidikan. Pengukuran terhadap sikap telah digunakan dalam pemantauan pembelajaran Sains (Simpson dan Oliver, 1990; Shrigley dan Koballa, 1992), pembelajaran Matematik (Dugan dan Thurlow, 1989) dan agama (Francis dan Kay, 1984). Simonson, 1995 menjelaskan bahawa walaupun tidak diyakini sepenuhnya yang sikap mempunyai hubungan langsung terhadap pencapaian seseorang dalam pembelajaran, namun sikap telah dianggap sebagai suatu komponen yang penting kepada pengajaran yang berkesan.
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METODOLOGI Objektif kajian ini adalah untuk mengkaji sikap para guru pelatih terhadap penggunaan teknologi maklumat dalam pendidikan. Kajian ini menumpukan faktorfaktor yang mempunyai hubungan dengan sikap dan amalan guru-guru pelatih bahasa Cina dalam tugasan. Faktor demografi merupakan faktor utama yang boleh memberi kesan kepada sikap guru pelatih bahasa Cina. Sehubungan itu, soal selidik menjadi instrumen utama yang digunakan bagi mengumpulkan data yang diperlukan dalam kajian ini. Soal selidik dapat menjimatkan masa dan kos berbanding kaedah temu duga. Walau bagaimanapun, soal selidik tersebut perlu jelas bagi mengelakkan kekeliruan dan salah faham (Cohen and Manion, 1994). Populasi dan Sampel Kajian ini melibatkan 168 orang guru pelatih bahasa Cina di lima buah maktab yang terletak di Kedah, Perlis, Pulau Pinang, Perak dan Negeri Sembilan. Manakala, sampel yang dipilih dengan menggunakan teknik sampel rawak. Seramai 168 guru pelatih bahasa Cina mewakili guru pelatih bahasa dalam kajian ini. Instrumen Instrumen yang digunakan dalam kajian ini adalah soal selidik. Soal selidik ini diperlukan dalam pengumpulan data mengenai sikap guru pelatih terhadap penggunaan teknologi maklumat dalam pendidikan. Soal selidik ini mengandungi 5 bahagian iaitu : Section A: Latar belakang Responden; Section B: Penggunaan Komputer ; Section C: Sikap Tentang Penggunaan Teknologi Maklumat; Section D: Pengetahuan Mengenai Komputer; Section E: Pengetahuan dan amalan IT. Dalam Bahagian B, tahap penggunaan komputer di kalangan guru pelatih bahasa dikaji berdasarkan penggunaan komputer di rumah, di maktab, mengunjungi Kafe Internet dan kekerapan mereka menggunakannya. Bahagian D dan E, responden menyatakan pandangan mereka terhadap pengetahuan dan amalan penggunaan IT yang perlu memilih setuju atau tidak setuju menggunakan Skala Likert. Skala Likert yang digunakan adalah skala 1 yang mana menunjukkan sangat setuju hingga 5 menunjukkan sangat tidak setuju.
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Faktor kompetensi komputer menyatakan tahap pengetahuan dan kemahiran yang dimiliki oleh para guru pelatih termasuk kemahiran asas mengenai komputer, internet, mengenai printer, dan cara menggunakan software yang ada untuk pengajaran dan pembelajaran. Faktor ini adalah penting bagi menentukan keperluan guru-guru pelatih dalam usaha untuk menjadi guru yang literasi komputer. Dalam pada itu, penggunaan teknologi maklumat sebagai alat utama dalam pendidikan dan kegunaan peribadi pada masa akan datang boleh meningkatkan tahap literasi mereka. Faktor sokongan utama terutamanya daripada ibu bapa, guru, kawan-kawan, pengarah dan pensyarah membantu dalam menentukan tahap galakan dan motivasi kepada para guru pelatih. Seterusnya, faktor pengaruh rakan sebaya membantu untuk mendapatkan maklumat mengenai galakan daripada rakan-rakan serta perkongsian pengetahuan, kemahiran dan bahan-bahan dengan rakan mereka. Faktor amalan pula merujuk kepada aplikasi teknologi maklumat dalam pengajaran dan pembelajaran. Ia juga turut mengenal pasti sama ada relevan atau tidak penggunaan teknologi maklumat dalam pengajaran dan pembelajaran pada masa akan datang. Manakala, motivasi dalaman mengkaji sama ada guru pelatih berkenaan bersedia untuk mengorbankan masa dan kewangan untuk mendapatkan teknologi maklumat yang terkini. Hal ini akan menentukan sama ada mereka itu mencapai kepuasan dalam pelaksanaan tugasan seharian mereka. Sehubungan itu, faktor-faktor luaran seperti penyediaan komputer, yuran kursus komputer, pinjaman komputer dan pelbagai insentif mempengaruhi motivasi luaran guru-guru pelatih bahasa Cina. Kaedah Pengumpulan Data Kajian Perak, kepada tujuan kepada ini melibatkan lima buah maktab yang terletak di negeri Kedah, Perlis, Pulau Pinang dan Negeri Sembilan. Oleh itu, soal selidik telah diserahkan pensyarah di setiap maktab berkenaan. Teknik persampelan yang digunakan dan kajian telah dinyatakan sebelum ini. Soal selidik berkenaan hanya diberikan guru pelatih yang terpilih iaitu mereka yang mengambil opsyen bahasa Cina. ANALISIS DAPATAN KAJIAN
Bahagian ini pula membincangkan mengenai data analisis dan hasil daripada kajian yang dibuat mengenai sikap para guru pelatih. Analisis ini dibuat berdasarkan objektif dan hipotesis kajian yang dijalankan terhadap penggunaan teknologi maklumat dalam pendidikan di kalangan guru pelatih bahasa Cina. Sebanyak 200 set soal selidik telah diserahkan kepada pensyarah bagi tujuan tersebut. Walau bagaimanapun, sebanyak 168 set soal selidik telah dikembalikan.
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Ciri-ciri Demografi Sebanyak 3.0 peratus daripada responden adalah lelaki manakala 97.0 peratus adalah perempuan. Bilangan responden perempuan adalah lebih tinggi berbanding dengan responden lelaki menunjukkan bahawa profesion perguruan di Malaysia adalah dimonopoli oleh guru perempuan. Majoriti daripada responden terdiri daripada kumpulan umur 18-20 tahun dan 21-24 tahun. Kumpulan ini merangkumi 46.4 peratus dan 38.7 peratus daripada sample. Sebanyak 13.7 peratus adalah dalam kumpulan umur 25 hingga 30 tahun. Hanya 1.2 peratus yang terdiri daripada kumpulan lebih 30 tahun. Hal ini membuktikan bahawa kumpulan muda menguasai bidang perguruan secara relatifnya. Pernah Mengikuti Kursus Teknologi Maklumat Sebelum Menyertai Program Pengajian Perguruan Dapatan menunjukkan 22.6 peratus daripada responden telah mengikuti kursus sebelum menyertai pengajian perguruan. Manakala, 48.2 peratus pula pernah mendapat pendedahan komputer dan latihan semasa di sekolah. Kebanyakan responden pernah mengikuti kursus asas komputer iaitu 15.5 peratus dan 77.4 peratus tidak pernah mengikuti kursus sebelum mengikuti kursus perguruan. Hal ini menunjukkan bahawa peratus guru-guru pelatih bahasa Cina yang literasi komputer adalah sedikit peratusnya berbanding dengan tidak literasi komputer. Perbezaan tersebut adalah sangat ketara iaitu sebanyak 61.9 peratus.
Pemilikan Komputer Di rumah Sebanyak 82.1 peratus menyatakan bahawa mereka memiliki akses komputer di rumah dan 17.9 peratus menjawab tidak mempunyai akses komputer di rumah. Oleh itu, kebanyakan daripada guru pelatih bahasa Cina boleh dikatakan mempunyai kesedaran tinggi terhadap kegunaan dan kepentingan teknologi maklumat dalam pendidikan. Tambahan pula pada masa sekarang kerajaan memang menggalakkan satu rumah satu komputer. Hal ini menggalakkan lebih ramai yang memiliki komputer sendiri di rumah. Internet dan Mail Elektronik Internet merupakan satu sumber bagi semua terutamanya di kalangan guru dan pelajarpelajar. Kajian ini menunjukkan 105 (62.5 peratus) daripada 168 responden yang mempunyai alamat e-mail. Hanya 63 (37.5 peratus) responden sahaja yang tidak mempunyai alamat e-mail. Internet banyak digunakan sebagai sumber untuk mengakses pelbagai maklumat. Kemudahan ini akan menggalakkan lebih ramai di kalangan guru pelatih ialah pengguna internet sekaligus mempunyai alamat e-mail.
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Mail elektronik atau biasa dikenali sebagai e-mail, merupakan satu cara komunikasi yang begitu pantas. Walau bagaimanapun hanya 62.5 peratus yang mempunyai alamat email dan 26.8 peratus yang menggunakan internet untuk tujuan penyelidikan. Oleh itu, bakal-bakal guru perlulah menyedari hakikat kegunaan e-mail sebagai alat komunikasi dan juga pertukaran idea serta pengetahuan. Kegunaan Komputer Oleh Bakal-Bakal Guru Teknologi maklumat mempunyai pelbagai kegunaan dalam pendidikan khususnya. IT boleh digunakan sebagai alat untuk pengajaran dan pembelajaran. Berdasarkan Carta 1, peratusan guru pelatih yang menggunakan teknologi maklumat untuk tujuan tutorial dan peperiksaan adalah rendah berbanding dengan menyiapkan tugasan dan mendapatkan maklumat tambahan sepertimana di atas. Kemungkinan besar wujudnya masalah kekurangan maklumat tersebut atau mereka lebih selesa dengan merujuk buku-buku di perpustakaan menyebabkan segelintir daripada kalangan mereka tidak menggunakan komputer untuk tujuan tutorial dan peperiksaan. Di samping itu, masih ada di antara mereka yang tidak mahir menggunakan komputer dan aplikasi yang terdapat di dalamnya. Oleh itu, perlu diperbanyakan maklumat mengenainya bagi menarik minat para guru pelatih menggunakannya. Hasil kajian ini mendapati bahawa 77.4 peratus atau 130 orang daripada keseluruhan responden tidak pernah mengikuti sebarang kursus berkaitan teknologi maklumat sebelum mengikuti kursus perguruan. Oleh itu, tidak menghairankan sekiranya sebilangan besar guru pelatih tidak menggunakannya untuk menyiapkan tutorial dan mendapatkan maklumat bagi menghadapi peperiksaan. Perkara ini disebabkan mereka tidak menyedari bahawa penggunaan teknologi maklumat bukan sahaja untuk menyiapkan tugasan bahkan untuk mendapatkan maklumat tambahan bagi tujuan tutorial dan peperiksaan.
35%
T ugasan
Carta 1: Tujuan Penggunaan Internet
T ut al ori
Peperi ksaan
5%
83 53%
7%
M akl at um T am bahan
Sikap Guru Terhadap Komputer Sebanyak 77.4 peratus daripada guru-guru pelatih bersetuju bahawa IT mempunyai potensi dalam perkembangan intelektual, seperti penilaian, penyelesaian masalah dan pembelajaran kreativiti. Dapatan ini menunjukkan para guru pelatih sedar akan faedah yang boleh diperoleh daripada penggunaan IT dalam pembelajaran dan pengajaran. Dapatan Jadual 1 di bawah menunjukkan lebih tiga perempat daripada guru-guru pelatih memberi pandangan positif bahawa IT menyumbang ke arah pembelajaran yang lebih berkesan dalam pelbagai bidang serta perkembangan kemahiran dan sikap. Begitu juga dengan jawapan positif mereka terhadap pernyataan bahawa teknologi baru meningkatkan keinginan untuk mencari maklumat secara lebih mendalam dan berkesan dalam penyelesaian masalah. Akan tetapi ada antara mereka yang menyatakan tidak setuju dengan item-item positif dan ada pula yang tidak pasti terhadap pernyataan berkenaan. Bagi guru yang tidak pasti terhadap pernyataan tersebut kemungkinan besar mereka kurang mendapat pendedahan dengan komputer. Disebabkan itu, mereka tidak tahu bagaimanakah untuk memberi respons kepada pernyataan-pernyataan tersebut. Jadual 1: Pernyataan-Pernyataan Sikap Terhadap Komputer
No.3 5
Item
Setuj Tidak u (%) Setuju (%)
Tida k Past i (%)
a.
IT mempunyai potensi dalam perkembangan intelektual, seperti penilaian, 77.4 penyelesaian masalah dan pembelajaran kreativiti IT menyumbang ke arah pembelajaran yang lebih berkesan dalam pelbagai 71.5 bidang serta perkembangan kemahiran dan sikap
6.6
16.1
b.
6.6
22.0
84
c.
Saya berminat terhadap aktiviti pembelajaran interaktif yang menggunakan 67.9 teknologi berbanding cara pembelajaran tradisional Saya menumpukan kepada pembelajaran menggunakan IT daripada belajar secara 52.4 tradisional menggunakan buku teks Teknologi baru meningkatkan keinginan untuk mencari maklumat secara lebih 73.2 mendalam dan berkesan dalam penyelesaian masalah Penggunaan teknologi meningkatkan kerjasama di kalangan pelajar sekelas 47.6 dan antara pelajar dan kelas dari sekolah berlainan Dengan IT, guru dapat berkerja rapat dengan pelajar, memainkan peranan 47.7 sebagai fasilitator,mentor dan memantapkan lagi proses pembelajaran Dengan IT, guru melihat pengetahuan sebagai proses pengajian yang berterusan 53.6 dan dapat berkongsi kesusahan dan hasil keputusan dengan pelajar Implementasi teknologi pembelajaran berasaskan komputer berkesan jika 64.9
12.5
19.6
d.
19.1
28.6
e.
9.5
17.3
f.
19.1
33.3
g.
23.8
28.6
h.
12.5
33.9
i.
7.1
28.0
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dikaitkan dengan guru terlatih dan berpengetahuan dalam bidang ini Hubungan Responden Yang Mempunyai Akses Komputer Di rumah dengan Sikap terhadap Penggunaannya Analisis ini mendapati bahawa 56.5 peratus responden yang memiliki komputer di rumah bersetuju dengan pernyataan banyak maklumat dan jawapan mudah didapati dalam internet. Manakala, 10.1 peratus tidak bersetuju dan 15.5 peratus memberikan jawapan tidak pasti dengan pernyataan tersebut. Sebanyak 12.5 peratus responden yang tidak memiliki komputer di rumah berpandangan positif terhadap penggunaan internet yang menyumbangkan banyak maklumat. Pernyataan bahawa maklumat itu dapat dikaitkan dengan pelbagai sumber mendapati bahawa 64.9 peratus bersetuju, 4.2 peratus tidak bersetuju dan 13.1 peratus tidak pasti di kalangan responden yang memiliki komputer di rumah. Terdapat 14.3 peratus daripada responden yang tidak memiliki komputer bersetuju dengan pernyataan tersebut. 65.5 peratus guru pelatih Bahasa Cina bersetuju maklumat dalam internet lebih menarik kerana ada bunyi, video, animasi dan grafik. Peratusan ini adalah tinggi jika dibandingkan dengan responden yang menjawab tidak pasti dan tidak bersetuju masing-masing 5.4 peratus dan 11.3 peratus. Bagi yang tidak mempunyai akses komputer di rumah pula, 14.2 peratus menyatakan pandangan positif mengenainya. Dapatan juga menunjukkan 66.7 peratus responden bersetuju dengan pernyataan maklumat IT boleh digunakan sebagai sokongan bahan selain buku teks dan 3.0 peratus tidak bersetuju serta 12.5 peratus tidak pasti dengannya. Bagi guru yang tidak memiliki komputer di rumah sebanyak 15.5 peratus bersetuju dengan pernyataan tersebut. 45.8 peratus bersetuju bahawa maklumat daripada Internet lebih kredible daripada buku teks. Manakala 25.0 peratus dan 11.3 peratus masing-masing menjawab tidak pasti dan tidak bersetuju dengan pernyataan tersebut. Sementara itu, bagi yang tidak memiliki akses komputer di rumah 13.1 peratus daripada mereka bersetuju bahawa maklumat internet lebih kredible daripada maklumat yang terdapat dalam buku teks.
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Min Sikap Responden Yang Mempunyai Akses Komputer di Rumah dengan Maklumat dalam Internet Dapatan kajian menunjukkan responden yang mempunyai akses komputer di rumah bersikap negatif terhadap pernyataan bahawa banyak maklumat dan jawapan mudah didapati dalam internet (min=2.26), maklumat itu dapat dikaitkan dengan pelbagai sumber (min=2.14), maklumat lebih menarik kerana ada bunyi, video, animasi dan grafik (min=2.02), maklumat IT boleh digunakan sebagai sokongan bahan selain buku teks (min=2.03), dan maklumat daripada Internet lebih kredible daripada buku teks (min=2.41). Hubungan Kemahiran Komputer dengan Subskala Sikap Responden Kaedah Korelasi Pearson digunakan untuk menguji hipotesis iaitu perhubungan antara dua angkubah iaitu angkubah bebas dan angkubah bersandar. Angkubah bebas ialah kemahiran atau kursus yang pernah diikuti dan angkubah bersandar ialah sikap responden terhadap penggunaan komputer. Kaedah pengujian hipotesis ini dilakukan dengan menggunakan pekali korelasi (r) pada aras keertian 0.01 dan 0.05. Dapatan analisis hubungan antara kemahiran dengan subskala teknologi baru meningkatkan keinginan untuk mencari maklumat secara lebih mendalam dan berkesan dalam penyelesaian masalah menunjukkan hubungan yang signifikan antara kedua-duanya (r = 0.207; p<0.01). Manakala hubungan kemahiran dengan subskala implementasi teknologi pembelajaran berasaskan komputer berkesan jika dikaitkan dengan guru terlatih dan berpengetahuan dalam bidang ini pula adalah signifikan berdasarkan (r=0.169; p<0.05). Walau bagaimanapun, hubungan kemahiran dengan subskala IT mempunyai potensi dalam perkembangan intelektual; subskala IT menyumbang ke arah pembelajaran yang lebih berkesan dalam pelbagai bidang serta perkembangan kemahiran dan sikap; subskala saya berminat terhadap aktiviti pembelajaran interaktif yang menggunakan teknologi berbanding cara pembelajaran tradisional; subskala saya menumpukan kepada pembelajaran menggunakan IT daripada belajar secara tradisional menggunakan buku teks; subskala penggunaan teknologi meningkatkan kerjasama di kalangan pelajar sekelas dan antara pelajar dengan kelas dari sekolah berlainan; subskala guru dapat bekerja rapat dengan pelajar, memainkan peranan sebagai fasilitator,mentor dan memantapkan lagi proses pembelajaran dengan IT; subskala guru melihat pengetahuan sebagai proses pengajian yang berterusan dan dapat berkongsi kesusahan dan hasil keputusan dengan pelajar dengan IT adalah tidak signifikan. Hubungan Pembolehubah Bebas dengan Subskala Sikap Responden tentang Komputer
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Dapatan analisis hubungan antara pembolehubah bebas iaitu minat sendiri dengan subskala sikap dan pandangan terhadap penggunaan komputer maklumat lebih menarik kerana ada bunyi, video, animasi dan grafik menunjukkan adanya hubungan yang signifikan (r =-0.129; p<0.05). Manakala dapatan analisis hubungan antara pembolehubah bebas dengan subskala sikap terhadap komputer menunjukkan wujudnya hubungan yang signifikan antara subskala maklumat itu dapat dikaitkan dengan pelbagai sumber dengan faktor pembolehubah ibu bapa (r=-0.142; p<0.05). Analisis korelasi Pearson juga menunjukkan bahawa terdapat hubungan yang signifikan antara subskala maklumat lebih menarik kerana ada bunyi, video, animasi dan grafik dengan faktor pembolehubah ibu bapa terhadap penggunaan komputer (r=-0.148; p<0.05). Oleh itu, dapat dirumuskan bahawa terdapat hubungan yang signifikan antara minat responden dan galakkan ibu bapa dengan pandangan dan sikap responden terhadap penggunaan komputer dalam pengajaran serta pembelajaran. Dapatan ini membuktikan bahawa galakkan daripada ibu bapa amat penting dalam mempengaruhi sikap dan amalan responden terhadap penggunaan komputer bagi tujuan pengajaran dan pembelajaran. Kecenderungan sikap yang positif ini menunjukkan tiada halangan bagi responden dalam penggunaan komputer sekiranya ada galakan daripada ibu bapa di rumah. Kaedah pengujian hipotesis ini dilakukan dengan menggunakan pekali korelasi (r) pada aras keertian 0.05. Hubungan antara faktor-faktor pemilikan komputer dan kemahiran komputer dengan sikap Analisis ujian t menunjukkan bahawa terdapat hubungan signifikan antara faktor pemilikan komputer (t=-21.694, p<0.05) dan kemahiran komputer (t=-9.239, p<0.05) dengan sikap guru bahasa Cina terhadap penggunaan teknologi maklumat. Dapatan ini ditunjukkan dalam Jadual 2. Jadual 2: Hubungan antara faktor-faktor pemilikan komputer dan kemahiran komputer dengan sikap guru bahasa Cina terhadap teknologi maklumat dalam pendidikan Pembelajaran bahasa Pemilikan Komputer di Rumah Kemahiran dan Latihan Min -.74 -.40 SD .44 .56 SE 3.40E-02 4.32E-02 Nilai t -21.694 -9.239 2-Tail Sig. .000 .000
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yang pernah diikuti Nota: SD=Standard Deviation, SE= Standard Error, df=Darjah Kebebasan s=Signifikan pada aras p< 0.05 , df=167 KESIMPULAN Penggunaan teknologi maklumat bukan sahaja penting di sekolah dan di rumah malah di tempat kerja. Kajian ini bertujuan mengkaji sejauh mana sikap dan amalan serta tahap literasi komputer di kalangan guru pelatih Bahasa Cina. Perkara yang paling penting dalam membentuk sikap para guru pelatih Bahasa Cina adalah keperluan, motivasi dalaman dan luaran serta sokongan padu daripada pihak terbabit. Sebagaimana analisis di atas, kita dapat melihat bahawa dengan IT guru dapat merapatkan lagi hubungan mereka dengan pelajar. Oleh itu, peranan mereka sebagai fasilitator dan mentor dapat berjalan dengan lancar. Di samping memantapkan lagi proses pengajaran dan pembelajaran. Dalam memantapkan proses pengajaran dan pembelajaran tersebut, faktor kemahiran dan pemilikan komputer di kalangan guru Bahasa Cina mempunyai hubungan yang signifikan dengan sikap mereka terhadap penggunaan teknologi maklumat. Sikap responden yang memiliki dan tidak memiliki komputer terhadap penggunaan komputer menunjukkan perbezaan terhadap penggunaan teknologi maklumat. Analisis ini mendapati bahawa 56.5 peratus responden yang memiliki komputer menunjukkan sikap positif bahawa penggunaan internet membantu mereka mendapatkan maklumat dengan mudah. Sedangkan hanya 12.5 peratus responden yang tidak memiliki komputer di rumah berpandangan positif terhadap penggunaan internet yang menyumbangkan banyak maklumat. Dapatan ini menjelaskan bahawa tidak ramai responden yang memilki komputer menggunakan teknologi maklumat dalam mendapatkan maklumat. Pernyataan ini dapat dikaitkan dengan kurangnya kemahiran dan latihan di kalangan mereka. Analisis menunjukkan bahawa mereka yang mendapat latihan dan kemahiran komputer menunjukkan sikap positif terhadap penggunaan teknologi maklumat. Melalui kemahiran dan latihan yang ada mereka dapat menggunakan kemudahan dalam internet dengan efektif dan mudah. Oleh itu, guru sebagai pendorong dan pembimbing pelajar perlu mahir dalam penggunaan teknologi maklumat sebelum mereka membudayakan ilmu tersebut ke dalam diri pelajar mereka. Seseorang guru dikatakan dapat melihat ilmu pengajian yang berterusan dengan IT dan dapat keputusannya dengan pelajar. Melalui implementasi komputer berkesan jika guru tersebut dilatih pengetahuan itu sebagai proses berkongsi kesusahan serta hasil teknologi pembelajaran berasaskan dan berpengetahuan dalam bidang
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teknologi maklumat. Segala proses pengajaran dan pembelajaran akan menjadi lebih efektif. Dalam menuju alaf baru para guru pelatih Bahasa Cina seharusnya mengikis sikap negatif mereka terhadap penggunaan teknologi maklumat. Mereka perlu menganjak paradigma serta berusaha bersungguh untuk mempertingkatkan tahap literasi komputer mereka.
RUJUKAN Ambigapathy, P. (2002). Literacy Learning: A Study of Teacher Literacy in Vernacular Tamil Primary Schools dalam Kalantzis, M., Varnava-Skoura, G. dan Cope, B.(2002) (edited). Learning for the Future: New Worlds, New Literacies, New Learning, New People. Ambigapathy, P. dan Suthagar, N. (2003). Literasi Teknologi Komputer: Persepsi dan Penggunaan Di Kalangan Guru , dalam Ambigapathy, P. (2003) (Ed). Bahasa dan Literasi: Penyelidikan dan Peninjauan Untuk Pendidikan, UPM: Serdang. Ambigapathy, P. dan Shanti, B.B. (2004). Technological Literacy for Adults: Insights from Malaysia dalam Kell, P., Shore, S. & Singh, M. (Eds), Adult Education @ 21st Century (2004). Peter Lang Publishing : New York, pp.191-202. Cohen, L. and Manion, L. (1994). Research Methods in Education. 4th ed. London: Routledge Dugan, J.F. dan Thurlow, G.R. (1989). Students' attitudes to mathematics:a review of the literature. Australian Mathematic Teacher, 45, 8-11. Francis, L.J. dan Kay, W.K. (1984). Attitude towards religion: definition, measurement and evaluation. British Journal of Educational Studies, 32, 4550. Kay, R.H. (1990). Predicting student teacher commitment to use the computers. Journal of Educational Computing Research, 6(3), 299-309. Lockard, J., Adams P. D. and Many, W. A. (1994,). Microcomputers For Twenty-First Century Educators (3rd edn). New York: HarperCollins College Publisher. Mahathir Mohmamad. (1991). Malaysia: The Way Forward. The working paper presented at the inaugural meeting of the Malaysian Business Council, Kuala Lumpur, February 28, 1991
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Mohd Yusof Haji Othman (1997). "Teknologi Maklumat: Cabaran dan Harapan Dalam Pendidikan Islam". Prosiding Seminar Kebangsaan Teknologi Maklumat Dalam Pendidikan Islam, Kuala Lumpur, September. Selwyn, N. (1997). Students' Attitudes Toward Computers: Validation of a Computer Attitude Scale for 16-19 Education. Computers Education. 28 (1), 35-41. Shrigley, R.L. dan Koballa, T.R. (1992). A decade of attitude research based on Hovlands' learning theory model. Science Education, 76, 17-42. Simonson, M. (1995). Instructional Technology and Attitude Change dalam G.J. Anglin (ed.). Instructional Technology. Englewood, Colorado: Libraries Unlimited, Inc., 365-373. Simpson, R.D. dan Oliver, J.S. (1990). A summary of major influences on attitude toward and achievement in science among adolescent students. Science Education, 74, pp.1-18. Woodrow, J. (1991). A comparison of four computer attitude scales. Journal of Educational Computing Research. 7, 165- 187. Zimbardo, P. dan Leippe, M. (1991). The psychology of attitude change and social influence. Philadelphia: Temple University Press.
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The Art of Teaching English
THE ART OF TEACHING ENGLISH: A CASE STUDY OF SIX ENGLISH LANGUAGE TEACHERS by CORINNE VONG SIU PHERN (Jabatan Bahasa) ABSTRACT
In this study, the art of teaching English among experienced and outstanding English Language teachers and lecturers is described. The study identifies how English can be taught effectively for English Language teachers and lecturers to model. A semi-structured interview was conducted on three English Language lecturers from a teacher training college, two secondary school English Language teachers and a primary school English Language teacher. The study revealed that there were similar views as well as a variety of views as to how English teachers ought to teach the English Language in class.
INTRODUCTION Of late, English Language has taken centre stage in the Malaysian education scenario, especially with the implementation of the teaching of Mathematics and Science in English (ETeMS) nationwide. The flag-bearer in supporting the promotion of English in Malaysia is none other than the Prime Minister himself. (May Maniam, 2002). English language, accepted as the language of knowledge that dominates the Internet needs to be mastered by Malaysians in order to acquire knowledge at a faster pace and keep abreast with the latest information. As such, it is both imperative and important that Malaysians be proficient in English. Clearly, the nation needs quality English Language teachers who can then pass down the desired language skills right from primary to tertiary level students. Based on these arguments, the need to master the art of teaching English is proposed as a guide for trainee and practising English language teachers. LITERATURE REVIEW
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Language experts have identified many aspects that enhance the art of teaching. For example, Martinez, O. P. (1999) states that a quality teacher does extra research to teach students better. After all, the teacher has the responsibility of planning his/her lesson plans before he/she begins teaching. It makes the teacher more confident, work less hard in the end, and appear much more professional in the eyes of his/ her students, which is the way to earn their respect (Spelleri, 2002). Secondly, a good English Language teacher ought to use a selection of effective teaching strategies. He/ She has to rely heavily on pair work, group work and teamwork activities while teaching (Papier, 2002). A quality teacher also needs to pay particular attention to the individual learner's context rather than to strictly follow any particular methodology (Murray, 2002). Besides, moving around the class is said to help the teacher teach the lesson better (Ruiz, 2002), hence showing a lot of enthusiasm (Asante, 2002) on his/ her part. Asante, (2002) also opines that a good teacher ought to speak in a clear loud voice so that even the students at the back can hear him/ her, as well as pronounce words well. He/ She ought not turn his/ her whole body to the blackboard when teaching because when he/ she speaks, the students will not be able to hear. (Qazi, 2000). According to Brophy & Kher in Feldman (Ed.) (1986), it is also important for the teacher to match the difficulty of the task at hand to what the students are able to cope with, in order to give the students a chance at success should they put forth reasonable effort. Such a teacher ought to tutor any individual or help out any group in need of assistance when it comes to class work. (Asante, 2002). Last but not least, a teacher needs to teach in a variety of settings that involves different skills, levels and ages of students. As such the teacher also ought to be flexible, especially if a lesson does not go according to plan. (Papier, 2002). Purpose of this study This study on the art of teaching English serves as a guide for English Language teachers to model, or at least be influenced by to a certain extent. Such mastery is to help English Language teachers conduct their lessons in a manner deemed effective in order to maximise their trainee teachers / students / pupils learning.
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Therefore, the participants chosen for the study to voice out their views on what to them is the art of teaching English are themselves assumed by the researcher to be in part or in whole having mastered the art of teaching English. This is based on their years of experience in teaching English, some of them promoted to higher positions, received awards of teaching excellence or even awarded scholarships to further their studies at graduate and even postgraduate levels in the area of teaching English. Research question In the present study, the following research question was put forth:
What is the art of teaching English selected English Language teachers?

METHODOLOGY Research Design
from the view of
This is a case study, which involved an interview using semi-structured questions. In this case study, purposeful sampling, was used. The subjects for this case involved three English Language lecturers from a teacher training college, two secondary school English Language teachers and one primary school English Language teacher. Each of the ideal subjects whom the researcher identified for this case study was believed to have at least a minimum of fifteen years experience at teaching/ lecturing English and thus, had more or less mastered the art of teaching English. Data Collection Prior to the actual interview, a pilot study as conducted on an English Language lecturer from a teacher training college and a secondary school English Language teacher, to determine the suitability of the interview questions. The actual subjects i.e. English Language lecturers and teachers who fit certain criteria, were then identified, before being individually interviewed through the use of thirteen semi-structured questions. An hour was estimated for each interview. The subjects responses were recorded, transcribed and analysed qualitatively. FINDINGS
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The art of teaching English from the views of the three English Language lecturers as well as the three English Language teachers is summarised in Table 1. Table 1: An outline of the art of teaching English subjects of the study as perceived by the
THEME
OUTLINE OF THEME
The art of teaching English
Planning one s lessons Reflection on one s lessons Teaching methods preferred more facilitating versus more direct teaching Using group work or pair work during lessons Movement in the class when teaching A loud, clear voice and good pronunciation makes a better teacher The importance of eye contact with students Teaching English words in context versus directly giving the meaning of such words The type of homework to be administered and why Being creative and flexible during English lessons
It was found that all the six subjects were in favour of lesson planning prior to conducting their English lessons, and were united in their stand that reflection was part and parcel of their teaching profession. However, the subjects differed in their opinions on their approaches to teaching. While the three lecturers emphasized the importance of teacher being facilitator, the three school teachers emphasized the use of different
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methods of teaching, for the students/ pupils, whose learning styles varied, which included direct teaching and facilitating. It was also found that all subjects did indulge in group work or pair work during lessons. The three lecturers and two teachers, for instance, moved around the class during lessons to keep it alert, while one teacher stayed at his place as he taught using the Liquid Crystal Display (LCD). On the question of voice modulation, three lecturers and two teachers articulated that having a loud, clear voice was a prerequisite towards becoming a better teacher. Yet, one teacher was of the opinion that, if a teacher were to be loud most of the time, students would tend to shut off and never listen to that teacher after a while. However, all of them agreed that as a role model teaching, the English language teacher needs to speak accurately, using the correct pronunciation, and proper intonation so that trainee teachers/ students/ pupils could learn the correct way of speaking English. On the question of teaching vocabulary, three subjects were in favour of teaching English words in context, while the other three subjects preferred to teach English words in context as well as directly give the meaning of the words. On the subject of eye contact all subjects were in unison that it was important for the English Language lecturer / teacher to have eye contact with trainee teachers/ students/ pupils when teaching. When asked about giving homework, two lecturers said that they would delegate English homework as enrichment exercise. Meanwhile, one other lecturer and two teachers said that they would make homework more fun, while one teacher went for exam-oriented homework. The subjects also indicated that being creativity and flexibility are two aspects that can make their English lessons interesting. In a nutshell, it was found that all subjects agreed that a good English Language teacher should plan lessons before teaching, and reflect on them once they were over; engage trainee teachers/ students/ pupils in pair work/ group work; pronounce English words well; have eye contact with trainee teachers/ students/ pupils; and be creative and flexible during English lessons; however they seem to have different opinions on the extend of direct
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teaching and facilitating; the teacher s movement in class, voice modulation, teaching vocabulary, as well as how and why homework needs to be administered. IMPLICATIONS AND RECOMMENDATIONS The implications of the study are based on the similarities and dissimilarities in subjects opinion on the art of teaching English as outlined in Table 2.
Table 2: An outline of the implications of the study based on similarities and dissimilarities in opinion on the art of teaching English
SIMILARITIES 1. 2. 3. 4. Plans English lessons and reflects on them Uses pair work/ group work during English lessons Exercises flexibility during lessons Maintains eye contact when teaching 1. 2. 3. 4.
DISSIMILARITIES More facilitating versus direct teaching Movement in class when teaching Having a clear loud voice Teaching English words in context versus directly giving the meaning of such words The type of homework to be administered and why
5.
Pronounces well
English
words 5.
It is crucial for the English Language lecturer/ teacher to plan and reflect on every English lesson to enable trainee teachers/ students/ pupils to fully benefit from it. By engaging trainee teachers/ students/ pupils in pair work/ group work as well as exercising creativity during English lessons, English Language lecturers/ teachers are actually providing the opportunity for their charges to help one another in English and to look forward to something new each lesson. Flexibility cannot escape the English Language lecturer/ teacher despite a well-planned lesson, as he/ she should always be on his/ her toes to counter
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unforeseen circumstances. The English Language lecturer/ teacher ought to maintain eye contact with trainee teachers/ students/ pupils to show that the learner before him/ her matters. An English Language lecturer/ teacher has to make every effort to pronounce English words well, simply because he/ she has to upkeep his/ her role as a model of the language he/ she teaches. The English Language teacher should facilitate better classes, besides dealing with direct teaching, while poorer classes which require all the guidance they can get, do need direct teaching more. The English Language lecturer in comparison ought to facilitate trainee teachers more as they are adult students who can work together at discovering new learning with minimal instruction. The English Language lecturer's/ teacher's movement in class has to suit his/ her purpose. If he/ she is doing direct teaching, giving instructions, or using the LCD to teach, then it is more appropriate for him/ her to remain in one position. On the other hand, to uphold class control, to keep the class alert, or when facilitating, the he/ she should move around. The English Language lecturer/ teacher should make sure his/ her voice is loud enough to reach the back of the class for the students benefit. The English Language lecturer/ teacher needs to use the direct translation method with poorer students or when words are too difficult to be described in context, especially for primary school children. However, he/she ought to teach English words in context with better or adult students who have a better grasp of English. The type of English homework to be administered by the English Language lecturer/ teacher is totally based on the individual s preference based on how they perceive the learning needs of their trainee teachers/ students/ pupils. Recommendations for Further Research 1. The number of subjects could be increased for a wider range and perspectives to be explored. Meanwhile, the gender of the are not to be manipulated, just as long as there is an equal English Language lecturers/ teachers who fit into the ideal selection of the researcher. thoughts subjects ratio of criteria
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2.
The subjects sought for the study could be selected from a broader coverage of institutions, for instance outstanding English Language lecturers/ teachers from not only schools and teacher training colleges, but also from both public and private universities/ colleges, whereby these people could collectively contribute enormously to the results of the study. A questionnaire based on the findings of this study could be formulated to be administered to trainee teachers/ students/ pupils, in order to see how far their responses would tally with the findings of this current study in a quantitative study. CONCLUSION
3.
The findings of the study point out similar as well as a variety of views as to what the art of teaching English ought to be like. The range of view laid out is to appeal individually to various English Language lecturers/ teachers throughout Malaysia, as well as trainee teachers majoring in English in teacher training colleges and in universities, so as to serve as one of their rough guides for their professional development as ideal educators of the English Language. In the long run, it is still for the benefit of all the learners in the country to gain the best of English education from the art of teaching English . REFERENCES Asante, K. (2002, January). Students Comments The Pre-Teaching Experience. Chalk Talk, (3). Retrieved July 12, 2003 from the World Wide Web: http://www.lehman.cuny.edu/education/preteaching/62-3/indextrhs.html Brophy, J. and Kher, N. (1986). Teacher socialization as a mechanism for developing student motivation to learn. In Feldman, R.S. (Ed.). The Social Psychology Of Education (p.261). Cambridge: Cambridge University Press. Lacina, J. G. (2001, October). Cultural Kickboxing in the ESL Classroom: Encouraging Active Participation. The Internet TESL Journal, 7 (10). Retrieved July 4, 2003 from the World Wide Web: http://iteslj.org/Techniques/Lacina-Kickboxing.html
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Martinez, O. P. (1999, June). Students Comments The Pre-Teaching Experience. Chalk Talk, (55). Retrieved July 12, 2003 from the World Wide Web: http://www.lehman.cuny.edu/education/preteaching/55/ Master English To Gain Knowledge, Says PM. (2002, October 9). Bernama The Malaysian National News Agency. Retrieved March 12, 2004 from the World Wide Web: http://www.asu.edu/educ/epsl/LPRU/newsarchive/Art1125.txt May Maniam. (2002, May 20). PM Urges Students to Soar on Firm Ground. EbridgeMalaysia. Retrieved March 12, 2004 from the World Wide Web: http://www.ebridgemalaysia.com/commentary_eventinus_pmurges.php Papier, D. (2002). The Thrill of Being an ESL Teacher. 2002 ESL MiniConferenceOnline. Retrieved July 4, 2003 from the World Wide Web: http://www.eslminiconf.net/may/papier.html Qazi, S. (2000, June). Students Comments The Pre-Teaching Experience. Chalk Talk, (58). Retrieved July 12, 2003 from the World Wide Web: http://www.lehman.cuny.edu/education/preteaching/58/ Spelleri, M. (2002). An Enthusiastic Passion for the ESL Calling. 2002 ESL MiniConference Online. Retrieved July 4, 2003 from the World Wide Web: http://www.eslminiconf.net/june/spelleri.html
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Kebimbangan P&P Dalam BI
KEBIMBANGAN PENGAJARAN DAN PEMBELAJARAN DALAM BAHASA INGGERIS DALAM KALANGAN GURU PRAPERKHIDMATAN* oleh Baharudin Yaacob, Ph D Chee Siew Lan Mohd. Nor Jaafar, Ph D Norain Md Nor, Ph D Norizan Esa, Ph, D Rajmah Othman (Jabatan Ilmu Pendidikan) ABSTRAK
Pada tahun 2003 Kementerian Pelajaran Malaysia telah melaksanakan pengajaran Sains dan Matematik dalam bahasa Inggeris bagi murid Tahun Satu, Tingkatan Satu dan Tingkatan Enam Rendah. Bahagian Pendidikan Guru telah bertindak secara proaktif dengan mewajibkan pengajaran dan pembelajaran dalam bahasa Inggeris bagi guru praperkhidmatan dengan opsyen major Sains dan Matematik. Kajian ini dilaksanakan untuk mengenal pasti sama ada wujud kebimbangan penggunaan bahasa Inggeris dalam kalangan guru praperkhidmatan dan mengenal pasti tahap kebimbangan tersebut. Melalui kajian ini juga, faktor-faktor yang menyebabkan kebimbangan penggunaan bahasa Inggeris dalam kalangan guru praperkhidmatan dikenal pasti. Sampel kajian terdiri daripada 110 guru praperkhidmatan kumpulan KPLI yang mengikuti opsyen major Sains, Matematik dan Bahasa Inggeris. Kaedah tinjauan telah digunakan dalam kajian ini. Instrumen kajian ialah soal selidik 30 item yang telah diubah suai dan diterjemahkan daripada The Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz dan Cope, 1986). Data daripada kajian ini dianalisis menggunakan Model Pengukuran Rasch. Data menunjukkan wujudnya kebimbangan dalam kalangan guru praperkhidmatan. Kebimbangan ini terdiri daripada tiga komponen iaitu kebimbangan berkomunikasi, takut penilaian negatif dan perasaan kebimbangan.
PENGENALAN Kementerian Pelajaran Malaysia sedang berusaha menjadikan sistem pendidikan di Malaysia sebagai suatu sistem yang bertaraf dunia. Kemahiran menggunakan bahasa Inggeris merupakan aset penting bagi mengakses ilmu yang sedang
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berkembang dengan pesat dan menggunakan bahasa Inggeris sebagai bahasa pengantar antarabangsa yang utama. Sehubungan itu, pengajaran Sains dan Matematik dalam bahasa Inggeris telah dilaksanakan di sekolah mulai tahun 2003. Pada awalnya, hanya murid Tahun Satu, Tingkatan Satu dan Tingkatan Enam Rendah yang terlibat. Pada masa yang sama, Kementerian perlu memastikan bahawa penyampaian pelajaran adalah cekap dan berkesan.
* Kertas penyelidikan ini telah dibentangkan dalam Seminar Penyelidikan Pendidikan Guru Kebangsaan di Kota Kinabalu, Sabah pada 3 Ogos 2005.
Latar belakang kajian Pengajaran dan pembelajaran Sains dan Matematik dalam bahasa Inggeris tidak akan berjaya tanpa guru sebagai pelaksana yang seharusnya fasih dalam bahasa tersebut. Bagi memastikan guru dapat melaksanakan pengajaran dan pembelajaran dalam bahasa Inggeris dengan berkesan, kursus EteMS (English for The Teaching of Mathemathics and Science) diadakan bagi guru untuk meningkatkan kemahiran mereka berbahasa Inggeris. Sebagai institusi yang melatih bakal guru yang akan ditempatkan di sekolah, Bahagian Pendidikan Guru Kementerian Pelajaran Malaysia telah mengambil langkah proaktif dengan melaksanakan pengajaran dan pembelajaran dalam bahasa Inggeris di maktab perguruan. Antara guru praperkhidmatan yang terlibat ialah mereka yang mengambil opsyen Bahasa Inggeris, Sains dan Matematik. Mereka inilah nanti yang akan meneruskan usaha melaksanakan pengajaran dan pembelajaran Sains dan Matematik dalam bahasa Inggeris. Namun, pada awal pelaksanaan, memang dijangkakan berlakunya masalah terutamanya guru yang rendah penguasaan dan penyampaian dalam bahasa Inggeris. Hal ini juga berlaku di negara lain yang mengamalkan dasar yang sama (Tiangco, 2003). Sistem pendidikan di Malaysia mengamalkan pengajaran dan pembelajaran dalam bahasa Melayu sejak tahun 1983 lagi. Hasilnya, ramai guru yang kurang menggunakan bahasa Inggeris dalam urusan harian dengan pelajar mereka. Selain itu juga, guru praperkhidmatan juga mengikuti pengajian dalam bahasa Melayu. Dengan ini, amalan menggunakan bahasa Inggeris dalam kalangan mereka kurang meluas. Dengan pertukaran bahasa pengantar daripada bahasa Melayu kepada bahasa Inggeris dalam pengajaran Sains dan Matematik di sekolah, guru yang kurang penguasaan bahasa Inggeris akan menghadapi masalah. Ini termasuk guru terlatih yang baru lulus dari maktab-maktab perguruan. Guru praperkhidmatan
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pula mungkin menghadapi masalah apabila bahasa Inggeris digunakan pengajaran Sains dan Matematik.
dalam
Persoalannya ialah sama ada guru praperkhidmatan hari ini bersedia untuk mengajar mata pelajaran tersebut dalam bahasa Inggeris. Untuk menjawab soalan ini, kajian juga perlu dibuat untuk meneliti pengalaman mereka semasa menjalani latihan di maktab perguruan. Dengan penggunaan bahasa Inggeris dalam pengajaran dan pembelajaran bagi mereka yang mengikuti opsyen Sains, Matematik dan bahasa Inggeris, suatu kajian adalah perlu untuk menentukan kewujudan kebimbangan mereka terhadap penggunaan bahasa Inggeris dan sejauh mana wujudnya tahap kebimbangan tersebut. Hasil kajian ini akan dapat membantu pensyarah dan Bahagian Pendidikan Guru untuk merangka langkahlangkah untuk membantu guru praperkhidmatan agar lebih mahir, berketerampilan dan berkeyakinan mengikuti kursus dalam bahasa Inggeris. Seterusnya diharap mereka akan dapat melaksanakan dasar kerajaan mengajar subjek Sains dan Matematik dalam bahasa Inggeris. Tujuan Kajian Kajian ini bertujuan untuk mengenal pasti sama ada wujud kebimbangan penggunaan bahasa Inggeris dalam kalangan guru praperkhidmatan. Kajian ini juga bertujuan untuk mengenal pasti tahap kebimbangan penggunaan bahasa Inggeris dalam kalangan guru praperkhidmatan. Ketiga, tujuan kajian ini adalah untuk mengenal pasti perkara yang menjadi kebimbangan dalam kalangan guru praperkhidmatan. Tiga soalan dikemukakan dalam kajian ini. Pertama, adakah wujud kebimbangan terhadap penggunaan bahasa Inggeris dalam kalangan guru praperkhidmatan? Kedua, sejauh manakah tahap kebimbangan terhadap penggunaan bahasa Inggeris dalam kalangan praperkhidmatan. Ketiga, apakah perkara yang menjadi kebimbangan penggunaan Bahasa Inggeris dalam kalangan guru praperkhidmatan.? Kebimbangan Bahasa Inggeris Satu persoalan yang timbul ialah kesediaan guru praperkhidmatan dan juga pendidik guru dalam melaksanakan pengajaran dan pembelajaran dalam bahasa Inggeris. Kurangnya kesediaan ini boleh membawa kepada kebimbangan berbahasa. Kebimbangan yang wujud semasa guru praperkhidmatan itu sedang menjalani latihan boleh terbawa-bawa kepada latihan praktikum dan seterusnya semasa guru itu mula bertugas di sekolah.
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Ada pelajar universiti di Malaysia yang mengikuti kursus Bahasa Inggeris tetapi enggan bersuara, sama ada memberi cadangan, menjawab soalan guru atau memulakan perbincangan (Bahiyah, 1992). Antara sebab yang diberikan ialah kebimbangan yang berpunca daripada keperluan menggunakan bahasa Inggeris di hadapan orang lain bimbang akan penilaian yang dibuat terhadap mereka. Turula pula (2002) melaporkan kajian beliau yang menunjukkan bahawa motivasi dan kebimbangan ialah dua ciri utama dalam pembelajaran bahasa di kalangan pelajar dewasa. Walaupun pelajar dewasa mempunyai daya tahan yang tinggi berbanding pelajar yang lebih muda, namun ramai yang mengalami kebimbangan berbahasa. Kebimbangan berbahasa termasuklah kebimbangan dalam bertutur, mendengar dan belajar. Kebimbangan ini berpunca daripada pelbagai faktor. Antaranya ialah tanggapan bahawa mereka memang sudah tidak dapat mempertingkatkan kemahiran berbahasa. Oleh itu, mereka ragu-ragu dan enggan bertutur dalam bahasa tersebut, terutamanya apabila mereka mengetahui ada pelajar lain yang lebih fasih berbahasa. Kebimbangan juga boleh berpunca daripada persekitaran pembelajaran itu sendiri. Turula (2002) melaporkan beberapa penyelidik yang telah mengenal pasti faktor-faktor tersebut. Contohnya trait anxiety dan situational anxiety (MacIntyre & Gardner, 1994). Trait anxiety merupakan kecenderungan seseorang untuk merasa tertekan dan kegelisahan, manakala situational anxiety ialah kebimbangan yang wujud dalam keadaan tertentu seperti dalam dinamika kumpulan (Hadfield, 1992). Antara kebimbangan yang wujud dalam kumpulan adalah kebimbangan penerimaan, kebimbangan orientasi dan kebimbangan pencapaian. Ini dijelaskan oleh Heron, 1989 masing-masing sebagai kebimbangan akan diterima dan disukai orang lain, kebimbangan memahami apa yang sedang berlaku dan kebimbangan dapat mencapai tujuan pembelajaran. Laporan daripada English Language Bulletin menerangkan dua jenis kebimbangan yang berlaku di dalam kelas facilitating anxiety dan debilitating anxiety. Facilitating anxiety dapat membantu pelajar kerana kebimbangan jenis ini meningkatkan keinginan untuk terus belajar dan mengambil bahagian dalam aktiviti pembelajaran dengan meningkatnya pengetahuan dan penguasaan bahasa. Sebaliknya, debilitating anxiety meningkatkan kerisauan dan kurang keyakinan terhadap diri sendiri. Ini menyebabkan pelajar mengelak daripada menggunakan bahasa tersebut dan daripada mengambil bahagian dalam aktiviti kelas, terutamanya yang melibatkan mereka membuat persembahan di hadapan kelas. Woodrow & Chapman (2002) melaporkan bahawa punca kebimbangan yang paling tinggi dalam kalangan pelajar universiti dari luar negara yang mengikuti kelas bahasa di Australia adalah berkaitan dengan bercakap atau membuat
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persembahan di hadapan kelas. Ini termasuk aktiviti main peranan, menyumbang kepada perbincanagn kelas dan menjawab soalan pensyarah. Turula (2002) juga melaporkan kajian oleh Davies & Rinvolucri (1990) yang menunjukkan bahawa terdapat situasi dalam kelas yang pelajar merasa mereka sentiasa diadili, terpinggir dan tidak mempunyai kawalan. Kesemua ini menyebabkan pelajar merasa kurang selamat. Sebagai contoh, guru menunjukkan pengadilan mereka terhadap seseorang pelajar secara terbuka melalui kata-kata mereka atau melalui gerak badan mereka. Ada guru yang suka membetulkan kesalahan pelajar tanpa memberikan maklum balas positif atau membenarkan pelajar membaiki jawapan yang mereka berikan. Terdapat juga guru yang tidak menunggu jawapan pelajar, sebaliknya memberikan jawapan kepada soalan sendiri. Pelajar akan merasa kurang yakin dan kurang berminat untuk mencadangkan jawapan pada masa akan datang. Ini ditambah pula dengan sikap sesetengah pelajar lain yang menunjukkan mereka tidak sabar menanti jawapan rakan mereka atau mencemuh jawapan salah yang diberikan. Guru yang bersikap autokratik juga akan menyebabkan pelajar berasa mereka tidak ada kawalan terhadap pembelajaran mereka. Semuanya ditentukan oleh guru. Ini boleh menyebabkan pelajar berasa tersisih atau tidak dipedulikan, dan seterusnya meningkatkan perasaan kebimbangan mereka terhadap pembelajaran (Turula, 2002). Tahap kebimbangan dapat ditentukan melalui The Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz dan Cope, 1986). Instrumen ini dibina berdasarkan tiga faktor yang saling berkait dan mempengaruhi kebimbangan dalam kelas yang menggunakan bahasa asing, iaitu Bahasa Inggeris. Tiga faktor tersebut ialah communication apprehension, test anxiety dan fear of negative evaluation. Communication apprehension dirujuk kepada kebimbangan berkomunikasi dengan orang lain, test anxiety pula dirujuk kepada kebimbangan gagal dalam ujian manakala fear of negative evaluation dirujuk kepada bimbang tentang apa tanggapan orang lain terhadap kebolehan diri sendiri dalam penguasaan bahasa (Cebreros, 2003). METODOLOGI Kajian ini ialah suatu tinjauan pengalaman guru praperkhidmatan mengikuti pengajian dalam bahasa Inggeris. Instrumen yang digunakan ialah soal selidik 30 item dengan skala Likert 5 poin yang telah diterjemahkan dan diubah suai daripada The Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz dan
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Cope, 1986). Item dikategorikan kepada 3 skala/kategori iaitu kebimbangan berkomunikasi, takut penilaian negatif dan perasaan kebimbangan. Instrumen dirujuk kepada pakar bahasa untuk pengesahan aspek bahasa. Aspek konstruk instrumen dilakukan oleh pakar dalam konstruk tersebut. Kebolehpercayaan instrumen ditentukan melalui analisis menggunakan Model Pengukuran Rasch. Jadual 4 menunjukkan hasil analisis yang memberikan nilai kebolehpercayaan (0.92). Model Pengukuran Rasch ialah model teori tindak balas satu parameter (Bond & Fox, 2001). Melalui analisis Rasch, penentuan kesahan satu set alat ukur dibuat melalui dua cara. Pertama ialah proses menilai sama ada semua item dalam satu set alat ukur dapat bekerjasama dalam mengukur satu atribut atau satu dimensi yang sama. Isu unidimensi perlu diberi perhatian kerana hanya satu atribut boleh diukur dalam satu masa, walau bagaimana kompleks situasi pengukuran itu (Bond dan Fox, 2001). Nilai kebolehpercayaan item 0.10 dalam analisis Rasch menunjukkan item adalah unidimensi. Indeks keserasian juga boleh menunjukkan ciri unidimensi sesuatu konstruk. Statistik fit digunakan untuk menentukan prinsip-prinsip kebarangkalian gabungan pengukuran. Persoalan yang timbul dalam Model Pengukuran Rasch ialah sama ada data serasi dengan keperluan model pengukuran. Sampel terdiri daripada 110 guru praperkhidmatan KPLI daripada pengkhususan Sains, Matematik dan Bahasa Inggeris. Data deskriptif diperoleh dengan menggunakan program SPSS. Data inferens diperoleh daripada analisis berdasarkan Model Pengukuran Rasch dengan menggunakan program komputer WINSTEPS. DAPATAN KAJIAN Data Deskriptif Dapatan kajian ini menunjukkan bahawa terdapat kebimbangan bahasa Inggeris dalam kalangan guru praperkhidmatan KPLI. Namun, kebimbangan ini wujud pada tahap yang berbeza. Tahap kebimbangan dikenal pasti berdasarkan respons dalam soal selidik. Item yang negatif telah ditukar kepada positif sebelum analisis dijalankan. Data yang dilaporkan berdasarkan transformasi data tersebut. Jadual 1 adalah
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rumusan analisis yang dibuat. Tahap kebimbangan ditentukan berdasarkan jenis respons yang diberi (Jadual 1). Jadual 1 : Jenis Repons dan Tahap Kebimbangan Bahasa Inggeris Sangat Setuju Sangat Tinggi Tidak pasti Sederhana Tidak Setuju Rendah Sangat Tidak Setuju Amat Rendah
Respons Tahap Kebimbangan
Setuju Tinggi
Jadual 2 menunjukkan bahawa secara keseluruhan, peratus guru praperkhidmatan yang mempunyai kebimbangan Bahasa Inggeris yang tinggi (44.7%) hampir sama dengan mereka yang mempunyai tahap kebimbangan yang rendah (45.29%). Jadual 2 : Kebimbangan Bahasa Inggeris Dalam Kalangan Guru Praperkhidmatan (Peratus)
Komponen Kebimbangan Kebimbangan Berkomunikasi Takut Penilaian Negatif Perasaan Kebimbangan Kebimbangan Secara Keseluruhan
Tahap Kebimbangan Sangat Tinggi 2.7 4.05 2.64 3.13 Tinggi 27.05 36.32 61.2 41.52 N = 110 Sederhana 22.53 18 17.95 19.49 Rendah 38.38 35.57 39.3 37.75 Amat Rendah 7.45 5.85 9.32 7.54
Item-item soal selidik terbahagi kepada tiga komponen iaitu kebimbangan berkomunikasi, takut penilaian negatif dan perasaan kebimbangan. Jadual 2 menunjukkan bahawa terdapat perbezaan kebimbangan antara tiga komponen tersebut. Kebimbangan yang paling tinggi adalah berkaitan dengan perasaan kebimbangan. Seramai 64 % reponden melaporkan kebimbangan jenis ini. Sebaliknya, kurang daripada satu pertiga responsen (30%) melaporkan
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kebimbangan dalam berkomunikasi. Seramai 46% melaporkan kurang kebimbangan berkomunikasi. Bagi komponen takut penilaian negatif pula, peratus yang menunjukkan kebimbangan tinggi (40%) hampir sama dengan mereka yang kurang kebimbangan ini. Data Inferens Data dianalisis berdasarkan Model Pengukuran Rasch. Data yang diperoleh daripada 110 responden dianalisis dengan menggunakan program komputer WINSTEPS bagi menentukan keserasian item-item yang akan membentuk skala kajian. Kajian ini memberi fokus kepada tiga skala kajian iaitu : i Kebimbangan Berkomunikasi ii Takut Penilaian Negatif iii Perasaan Kebimbangan Konsep Pembentukan Skala Pemboleh Ubah Proses menganalisis data dengan menggunakan WINSTEPS dapat menentukan ukuran responden dan item yang dibina beserta ralat pengukuran. Proses ini juga dapat menyemak kesahan dan kebolehpercayaan sesuatu alat ukur. Sebelum sesuatu pemboleh ubah dapat digunakan untuk memerihalkan respon pelatih terhadap atribut yang dikaji, perlu dipastikan (1) item tersusun mengikut aras kesukaran daripada segi makna bagi menakrif sesuatu attribut dan (2) responden tersusun mengikut ukuran kebolehannya di sepanjang skala pemboleh ubah. Susun atur item dan responden yang terletak pada garis lurus pada skala yang sama dapat menjelaskan respon pelatih terhadap item kebimbangan yang dibina malah dapat mentakrif pemboleh ubah dengan lebih bermakna. Analisis Keserasian Analisis keserasian bertujuan untuk menentukan bahawa item-item ujian mempunyai makna yang sama berdasarkan atribut yang hendak diukur. Infit dan outfit ialah dua daripada statistik yang digunakan dalam analisis keserasian. Nilai infit menunjukkan ciri respons yang diberikan. Nilai infit yang berpositif besar, melebihi + 3.0, menunjukkan bahawa respon terhadap item adalah terlalu rawak. Sekiranya nilai infit itu negatif besar, ini bermakna respon terhadap item terlalu konsisten. Nilai outfit yang tinggi, melebihi + 3.0 menunjukkan item atau responden bertindak balas secara luar biasa daripada norma ujian. Analisis Item Kebimbangan Bahasa Inggeris
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Ringkasan daripada analisis untuk 30 item menunjukkan nilai susunan pengukuran berada pada julat -1.46 kepada 0.96 logits. Skor min ialah 0.00 dan sisihan piawai 0.53. Indeks kebolehpercayaan orang (person reliability) ialah 0.92 manakala indeks kebolehpercayaan item ialah 0.95. Ini menunjukkan bahawa taburan 30 item tersebut serasi dengan Model Pengukuran Rasch. Taburan ini juga menunjukkan susunan mengikut aras kesukaran yang boleh mentakrifkan pemboleh ubah kebimbangan bahasa Inggeris. Jadual 3 : Ringkasan Pengukuran Item INFIT 1.00 0.32 2.24 0.56 OUTFIT 1.05 0.41 2.69 0.53 4.45 0.95
Min Sisihan Piawai Maksimum Minimum MODEL RMSE
Pengukuran 0.00 0.53 0.96 -1.46
Pemisahan Kebolehpercayaan Item
Jadual 4 : Ringkasan Pengukuran Orang Pengukuran 0.32 0.79 3.09 -1.30 INFIT 1.06 0.64 4.23 0.31 OUTFIT 1.05 0.62 3.95 0.24
Min Sisihan Piawai Maksimum Minimum
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MODEL RMSE Kebimbangan Berkomunikasi
Pemisahan Kebolehpercayaan Orang
3.38 0.92
Item-item dalam Jadual 5 digunakan untuk mengukur skala kebimbangan komunikasi. Hasil analisis semua 12 item dalam skala ini menunjukkan itemitem tersusun mengikut aras kebimbangan. Julat pengukuran item berada di antara - 0.72 dan 0.62 logits. Nilai ukuran infit dan outfit MNSQ item di antara 1.22 hingga 0.59 menunjukkan keserasian dengan Model Pengukuran Rasch. Jadual No Item 26 12 7 18 4 1 16 24 30 21 3 11 5 : Statistik Analisis Item Kebimbangan Berkomunikasi Ukuran logits 0.62 0.40 0.30 0.07 0.05 0.02 0.03 0.23 0.27 0.28 0.29 0.72 Nilai Infit MNSQ 1.12 2.24 0.83 0.85 1.14 0.95 0.62 0.56 0.94 0.69 0.85 0.65 Nilai Outfit MNSQ 1.22 2.69 0.83 0.84 1.20 1.09 0.66 0.53 1.10 0.62 0.84 0.59 Frekuensi Bil (%) 77 (70.00) 61 (55.45) 52 (47.27) 45 (40.91) 43 (39.09) 43 (39.09)
Item yang terletak paling atas dalam skala ialah item 26 "Saya menjadi bimbang dan keliru apabila saya tidak faham satu pun yang pensyarah saya katakan". Ini diikuti item 12 "Saya berasa bimbang bercakap dalam bahasa Inggeris dengan mereka yang fasih bertutur dalam bahasa itu" dan seterusnya item 7 "Saya berasa panik sekiranya saya terpaksa bercakap dalam bahasa Inggeris dalam kelas, tanpa membuat persediaan terlebih dahulu". Item yang terletak paling bawah dalam skala ini ialah item 11 "Saya berasa malu untuk memberi jawapan dalam Bahasa Inggeris di kelas". Daripada analisis ini, perkara yang menyebabkan kebimbangan berkomunikasi yang tinggi adalah yang berkaitan dengan tidak memahami apa yang diperkatakan oleh pensyarah dan juga bercakap dalam bahasa Inggeris di hadapan orang lain. Analisis juga
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menunjukkan bahawa antara 39 hingga 70 peratus guru melaporkan kebimbangan komunikasi bagi item berlainan. Takut Penilaian Negatif
praperkhidmatan
Skala ini terdiri daripada enam item pengukur (Jadual 6). Hasil analisis menunjukkan item-item tersusun mengikut aras kebimbangan. Julat pengukuran item berada di antara - 0.75 dan 0.96 logits. Nilai ukuran infit dan outfit MNSQ item di antara 1.30 hingga 0.87 menunjukkan keserasian dengan Model Pengukuran Rasch. Jadual No Item 6 20 13 2 28 17 6 : Analisis Item Takut Penilaian Negatif Nilai Infit MNSQ 1.26 1.23 1.18 1.13 0.93 0.90 Nilai Outfit MNSQ 1.3 1.27 1.25 1.2 0.93 0.87 Frekuensi Bil (%) 95 (86.36) 89 (80.91) 69 (62.73) 43 (39.09)
Ukuran logits 0.96 0.86 0.52 0.03 - 0.33 - 0.75
Item 6 "Saya selalu memikirkan bahawa pelajar-pelajar lain lebih baik daripada saya dalam bahasa Inggeris" terletak paling atas dalam skala. Tempat kedua teratas ialah item 20 "Saya selalu merasakan bahawa pelajar-pelajar lain lebih baik daripada saya dalam bertutur dalam bahasa Inggeris" diikuti item 13 "Saya berasa susah hati apabila saya tidak faham apa yang pensyarah sedang betulkan". Item yang terletak paling bawah dalam skala ini ialah item 17 "Saya bimbang pensyarah saya sentiasa bersedia untuk memperbetulkan semua kesilapan bahasa Inggeris saya". Analisis ini mencadangkan bahawa perkara yang menyebabkan takut penilaian negatif yang tinggi ialah anggapan bahawa pelajar lain lebih baik dalam bahasa Inggeris, dan tidak memahami pembetulan yang dibuat oleh pensyarah terhadap kesalahan berbahasa yang dilakukan. Analisis juga menunjukkan bahawa guru praperkhidmatan yang melaporkan mereka takut penilaian negatif yang tinggi ialah di antara 39 dan 86 peratus. Perasaan Kebimbangan
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Item-item dalam Jadual 7 digunakan untuk mengukur skala perasaan kebimbangan. Hasil analisis menunjukkan item-item tersusun mengikut aras kebimbangan dengan julat pengukuran item di antara - 1.46 dan 0.91 logits. Nilai ukuran infit dan outfit MNSQ item ialah di antara 1.80 hingga 0.54 menunjukkan keserasian dengan Model Pengukuran Rasch.
Jadual No Items 29 14 22 8 5 19 10 9 23 27 25 15
7 : Ukuran logits 0.91 0.63 0.41 0.22 0.04 0.07 0.10 0.17 0.29 0.36 0.60 1.46
Analisis Item Perasaan Kebimbangan Nilai Infit MNSQ 0.93 0.96 1.15 0.84 1.58 0.99 0.98 1.15 0.56 0.82 0.97 1.05 Nilai Outfit MNSQ 0.92 0.91 1.25 0.86 1.80 1.02 0.95 1.20 0.54 0.78 1.22 0.97 Frekuensi Bil (%) 91 (82.73) 77 (70.00) 61 (55.45) 47 (42.73)
Item yang terletak paling atas dalam skala ialah item 29 "Saya berasa bimbang apabila pensyarah bertanyakan soalan yang saya tidak bersedia lebih awal". Seterusnya, item pada kedudukan kedua tertinggi ialah item 14 "Walaupun saya telah membuat persediaan yang baik untuk kelas, saya masih berasa bimbang", diikuti item 22 "Kelas berlalu sangat cepat hinggakan saya bimbang akan ketinggalan" dan item 8 "Saya risau tentang akibat gagal dalam kelas kerana bahasa Inggeris". Item yang terletak paling bawah dalam skala ini ialah item 15 "Saya selalu berasa tidak mahu pergi ke kelas di mana Bahasa Inggeris digunakan". Analisis ini mencadangkan bahawa perkara yang menyebabkan perasaan bimbang yang tinggi ialah menghadiri kelas tanpa membuat persediaan
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lebih awal dan bimbang gagal kerana tidak dapat mengikuti pelajaran dalam bahasa Inggeris dengan baik. Jadual 7 juga menunjukkan bahawa antara 43 dan 83 peratus guru praperkhidmatan melaporkan perasaan bimbang yang tinggi. PERBINCANGAN DAN KESIMPULAN Dalam kajian ini, kebimbangan guru praperkhidmatan terhadap pengajaran dan pembelajaran dalam bahasa Inggeris diukur dengan merujuk kepada respons mereka terhadap perkara-perkara yang berkaitan dengan kebimbangan berkomunikasi, takut akan penilaian negatif dan perasaan kebimbangan. Secara keseluruhan, didapati ada sebahagian guru praperkhidmatan mempunyai kebimbangan terhadap penggunaan bahasa Inggeris. Ini berpunca daripada perasaan kebimbangan yang tinggi yang wujud dalam kalangan sebahagian besar guru praperkhidmatan. Kebimbangan juga wujud disebabkan mereka takut dinilai secara negatif oleh orang lain. Selain itu, kebimbangan juga disebabkan oleh kebimbangan berkomunikasi dalam Bahasa Inggeris, terutamanya di hadapan orang lain. Skala kebimbangan berkomunikasi menunjukkan bahawa guru praperkhidmatan bimbang pelbagai aspek dalam komunikasi. Mereka amat bimbang apabila mereka tidak memahami setiap apa yang dikatakan oleh pensyarah mereka. Mereka bimbang dengan keadaan ini yang boleh menyebabkan mereka ketinggalan dalam pelajaran dan akhirnya gagal dalam peperiksaan. Item-item berkaitan dua perkara ini berada di kedudukan ketiga dan keempat teratas dalam skala perasaan kebimbangan. Mereka juga bimbang untuk bertutur dalam bahasa Inggeris, terutamanya dengan orang yang fasih berbahasa Inggeris atau apabila mereka kurang persediaan. Dapatan ini menyokong dapatan kajian Laborda (2002) dengan pelajar universiti yang menunjukkan mereka berasa amat bimbang apabila perlu menggunakan bahasa Inggeris dalam interaksi spontan, malah lebih gemar aktiviti berasaskan buku teks sahaja. Mereka mula berasa panik dan jantung berdebar-debar untuk menghadapi situasi berkomunikasi dengan orang lain. Ini juga berkait dengan skala takut penilaian negatif. Mereka bimbang apabila bertutur dalam bahasa Inggeris, mereka akan dinilai sebagai seorang yang tidak pandai atau tidak fasih. Mereka mungkin berasa rendah diri dan tidak mahu dipandang rendah oleh orang lain. Tanggapan bahawa orang lain lebih baik daripada diri mereka sendiri merupakan item pada kedudukan tertinggi (item 6) dan ketiga tertinggi (item 20) berbanding semua item lain. Dengan lebih 80% yang melaporkan perkara ini
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mencadangkan ramai guru praperkhidmatan tidak yakin akan kebolehan berbahasa Inggeris mereka. Oleh itu mereka takut dinilai secara negatif oleh orang lain. Mereka takut membuat kesilapan apabila bertutur dalam bahasa Inggeris. Apabila ini berlaku, mereka menjadi susah hati apabila pembetulan yang dibuat oleh pensyarah tidak mereka fahami. Bagi skala perasaan kebimbangan, respons mengukuhkan respons mereka bagi dua skala yang lain. Mereka merasakan persediaan yang dibuat untuk kelas tidak mencukupi disebabkan tanggapan kelemahan mereka berbahasa Inggeris. Oleh itu mereka masih berasa bimbang untuk menjawab sebarang soalan pensyarah, walaupun telah membuat persediaan. Selain itu, mereka takut ketinggalan dan akhirnya gagal. Sebagai kesimpulan, guru praperkhidmatan menunjukkan kebimbangan dalam menggunakan bahasa Inggeris dalam pengajaran dan pembelajaran. Kebimbangan mereka meliputi kebimbangan dalam berkomunikasi, takut dinilai secara negatif oleh orang lain dan perasaan kebimbangan. Antara perkara-perkara yang menjadikan mereka amat bimbang termasuk tanggapan diri mereka kurang mahir dalam Bahasa Inggeris, kebimbangan mengikuti pelajaran walaupun telah bersedia, dan kurang memahami pengajaran pensyarah. RUJUKAN Bahiyah Abdul Hamid (1992). "Malu" - Shyness and Shyness Behaviour in the English Language Classroom: Who, What, Where, When, How and Why. The English Teacher Vol XXI October 1992 Cebreros, A. (2003). Measuring Language Anxiety Perceived By Spanish University Students Of English. Monographic Issue: The Teaching of Foreign languages in Higher and Adult Education. http://www.publicacions.ub.es/revistes/bells12/PDF/art11.pdf diakses pada 08/05/2005 Horwitz, M. B., Horwitz, E. K., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125 132. Laborda, J. (2002). Incidental aspects in teaching ESP for Turismo in Spain: The Turismo learner: analysis and research (1) 3. http://www.esp-world.info/Articles_3/ESP%20for%20Turismo%20in%20Spain.htm
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MySchoolNet ().EteMS tingkat kemahiran berbahasa Inggeris. http://myschoolnet.ppk.kpm.my/arkib/a_berita/10_29_03.htm Tiangco, J ().Using Contemporary Psychological Perspectives in ReUnderstanding Taiwanese EFL Development: Observations and Implications for Tertiary Education Asian EFL Journal. 7 (1), Article 8. http://www.asian-efljournal.com/march_05_jt.html diakses pada 08/05/2005 Turula, A. (2002). Language Anxiety and Classroom Dynamics: A Study of Adult Learners. English Teaching Forum, 40 (2) http://exchanges.state.gov/forum/vols/vol40/no2/p28.htm#top accessed on 01/06/2005 Woodrow, L. & Chapman, E. (2002). Second language speaking anxiety of learners of English for academic purposes in Australia. AARE Abstracts 2002. http://www.aare.edu.au/02pap/woo02227.htm diakses pada 01/06/05 ___ () The 12 Cs For School Success: Lowering Anxiety Through Congenial Learning Tasks. Language And Culture Bulletin, 3 (11). http://www.alliance.brown.edu/programs/eac/
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Journal 2005

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Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

3-phase structured approach

Mentor-supported reflective practice

Professiona l Knowledge Framework

Learn from Experience

Research Data 1. Interviews 2. Observations 3. Reflective writings

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Table 1 : Post lesson conference

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

The Improving Supervisory Practice

Jurnal Penyelidikan MPSAH 2005

Composing Process & Strategies Less Proficient B.Ed Students

Jurnal Penyelidikan MPSAH 2005

Composing Process & Strategies Less Proficient B.Ed Students

Jurnal Penyelidikan MPSAH 2005

Composing Process & Strategies Less Proficient B.Ed Students

Jurnal Penyelidikan MPSAH 2005

Composing Process & Strategies Less Proficient B.Ed Students

What are the strategies employed at each stage of the composing

Jurnal Penyelidikan MPSAH 2005

Composing Process & Strategies Less Proficient B.Ed Students

Jurnal Penyelidikan MPSAH 2005

Composing Process & Strategies Less Proficient B.Ed Students

Jurnal Penyelidikan MPSAH 2005

Composing Process & Strategies Less Proficient B.Ed Students