Saturday, May 30, 2009

KULIAH 6-PN SAKINAH~PENGUMPULAN DATA

PENGUMPULAN DATA

-ada pelbagai teknik pengumpulan data
-penyelidikan tindakan tidak akan menjadi kecuali ianya dilakukan dengan sempurna
-maka, usaha untuk memastikan kualiti yang tinggi dalam penyelidikan perlu dipelajari dengan gigih.

*3 sebab perlu capai kualiti yang tinggi*
  1. Tanggungjawab kepada pelajar
  2. Keperluan kepada kecekapan diri dan orang lain
  3. Keperluan untuk membuat tindakan dan berubah kepada perkara manfaat (menambah ilmu pengetahuan) denagn melakukan penyelidikan tindakan.
*Kritetria kualiti*
  • serupa dwngan kriteria penyelidikan lain
  • 2 rukun sains dalam senarai penyelidik dalam kriteria kualiti ialah kesahan dan kebolehpercayaan.
  • kedua-dua konsep ini kritikal kepada kualiti penyelidikan tindakan.
*Kesahan*
  • merujuk dengan ketepatan data
  • dengan mengetahui samada data sebenarnya mengukur atau mencerminkan fenomena khusus yang dikaji
  • dapat ukur tak data yang diperlukan
*Kebolehpercayaan*
  • berkaitan dengan ketepatan data
  • masalah kebolehpercayaan dalam penyelidikan selalu berlaku apabila data diambil dari sampel yang terlalu kecil
  • sehubungan dengan itu untuk penambahbiakan data penyelidikan tidakan, kita perlu selalu tanya:
  • adakah maklumat ini merupakan perwakilan tepat realiti?
  • kebolehan saya fikir sebarang sebab untuk syak
*5 tahap penyelidikan tidakan*
  • Tahap 1: mengenalpasti masalah
  • Tahap 2: perancangan tindakan
  • Tahap 3: mengumpul data
  • Tahap 4: analisis data
  • Tahap 5: perancangan untuk tindakan seterusnya
*Mengumpul data*
  1. Apakah jenis data kita perlu kumpul untuk menjawab persoalan tindakan
  2. Bagaimana kita hendak memastikan terdapat pelbagai perspektif.
*Alat pengumpulan data*
  • pemerhatian (video tape)
  • nota guru dan komen
  • kerja pelajar
  • refleksi pelajar dan kerja pelajar
  • jurnal pelajar
  • ujian
  • tinjauan soal selidik
  • temuduga (audio tape)
Tugasan:
kemaskini proposal tang telah dibuat sebelum ini khususnya dibahagian pengumpulan data.
pelajar akan dipanggil secara rawak.

Tuesday, May 26, 2009

KULIAH 5-Cik Halimah

Intipati pengajian kuliah ke 5:

Cik Halimah meminta semua pelajar mengeluarkan sehalai kertas A4 dan menulis:
  • Nama
  • Kursus
  • No matrik
  • Status
  • Mengapa ingin manjadi guru
  • Apa tugas guru
  • Nama guru yang disayangi dan kenapa sayang guru tersebut
  • Nama guru yang dibenci dan mengapa benci guru itu
  • Melukis pokok dan tandatangan
-Kemudian membincangkan mengapa beliau melukis pokok dan beliau memilih pelajar untuk memberi pandangan.
-Ada pelbagai saiz pokok yang dilukis dan kebanyakan jenis pokok yang dilukis oleh pelajar adalah lebih kurang sama tetapi hanya seorang pelajar melukis pokok kaktus.
-Pelajar memberi pandangan bahawa pokok adalah melambangkan pribadi dan tingkahlaku seseorang di mana setiap bahagian pokok memberi makna.

-Beliau menyuruh pelajar berpasangan dan membincangkan tentang tajuk yang berkaitan dengan kajian tidakan semasa di seminar di mana penerangan mesti merangkumi:
  • tajuk
  • prosidur yang digunakan
  • hasil kajian tidakan
-Kami membincangkan hasil perbincangan dan beliau memilih beberapa pasangan untuk membentangkan hasil kerja.

-Pada akhir sessi beliau meminta pelajar menubuhkan kumpulan yang terdiri daripada pelbagai jantina dan kursus. Setiap kumpulan mesti mempunyai 5 ahli kumpulan.
-Nama ahli kumpulan saya adalah:
  1. Mohd Hafiz Hassan (Ketua)
  2. Zahwati
  3. siti Halimah
  4. Noor Asmah Buang
  5. Hazwin Dalila Haris.
-Tajuk yang dipilih adalah:
Meningkatkan prestasi pelajar dalam kesusasteraan melayu melalui pertandingan pantun

-Tarikh akhir hantar adalah 28 May 2009.

Monday, May 25, 2009

Similarities and Differences between the journal

Similarities:
-All three journal use data collection method by questionnaire
-All the three journal contribute 2 phase for the research



Differences:
The Differences

Journal 3-Review

Title: Teaching teams: creating the context for faculty action research
The author: Elezabeth Bondy and Dorene Ross
Innovative Higher Education, Vol.22, No 3, Spring 1998

Abstract
Action research and classroom assessment, school-based strategies for professionalizing teaching and reforming schools, have begun to receive attention as a strategy for accomplishing similar goals in higher education. In this article, the authors describe the important role that context plays in supporting teacher's action research efforts. The description of the context that support action research in one university will be useful to higher education faculty and administrators who are working to create similar contexts to support action research or classroom assessment by faculty.

Sample:
-A group of instructors and university students
-The research take three years period

Setting:
-College of Education at the university of Florida

Method:
  • Collaboration problem solving
  • self determination
  • long term orientation
  • collegiality
  • activities
Procedures:
-by using the collaborative instructors
-assigned to sections of the same course and collaborate in the planning, implementation, and evaluations.
-team group created the context to describe the nature of teaching
-teaching team work together to plan, implement, and evaluate the course
-during planning phase:
  • critique course drowning on students feedback
  • evaluation of student's understanding and misunderstanding of concept
  • team member present idea for new reading and instructional activities
  • draw on informal and formal assessment to the student's learning
  • interpret data and making revisions
-during implement phase:
  • participate in a service learning project in which they work with children and youth
  • do the interview, video, assessment and discussion
-during evaluation phase:
  • analyzing data
  • teaching team meet regularly to discuss teaching issues and concern about student learning.

Finding:
-teaching team having to create course for a restructured teacher education program
-after teaching team established, team have become institutionalized for three course and rarely attempt for other course.
-some recommendations provided which are:
  • assemble team deliberatively
  • use team building strategies
  • value communications and conflict
  • encourages members to express uncertainly and the questions assumptions
  • make assessment and data collection a priority

Journal 2: Review

Title: An action research project on preparing teachers to meet the needs of underserved student populations.
The Author: Gayle A.Buck and Jeanene G.Cordes (University of Nebraska-Lincoln,NE,USA)
Journal of Science Teacher education (2005) vol16:43-64 Springer 2005

Abstract
The focus of this action research study was on the initial stage in reforming our teacher preparation programs. We designed, conducted, evaluated and revised the components of our teacher preparation programs that were aimed at providing preservice teachers with the confidence and knowledge needed to meet the needs of youth populations underserved in science education. The conceptual frame-work of this study predicted that providing preservice teachers with experiences in teaching science to at risk youth in a nonformal educational setting and that exploring these experiences in a seminar setting will increase the teachers; confidence and knowledge in regard to teaching science to children from underserved populations. The community-based experience allowed for an experience in which 20 preservice teachers taught in a situation in which at risk youth were the majority, thus spotlighting their need in manner traditionally not experienced by these prospective teachers. A two-phase methodological design (J.Creswell,1994) was utilized to answer the questions: (a) Did the plan lead to the desired outcomes? and (b) What strategies fostered or hindered progress toward the desired outcomes? The findings of this study were utilized to develope our next action step in preparing teachers to foster science literacy all Americans.

Sample:
-20 preservice teacher
-children from underserved populations

Setting:
-College of education and Human Science in USA

Method:
  • Kemmis model
  • cooperative learning activity:jigsaw
  • on line discussion
  • data collection by questionnare, written reflection and responses, field notes, course documents


Procedures:
  • Contribute 2 phase consist of:
  • i) did the plan of action lead to the desired outcomes?
  • ii) what strategies fostered progress toward the desired outcomes?
  • using inquiry that consist of oriented practice, an inquiry approach and a practicum situation
  • Model of inquiry :
  • 1)Research orientation by using Kemmis's model that included reconnaissance, planning, first action step, monitoring, reflecting, and evaluation
  • 2)Participant of 20 included teachers and students
  • 3)Seminar meeting where by five seminar meeting be held by structured a jigsaw cooperative learning
  • 4)field experiences according to the student's ability
  • 5)On-line discussions
  • 6)Data collections by using instrument such as questionnaire, written reflection and responses, field notes, course document, quantitative and qualitative analysis and open-ended questionnaire.
Findings:
-The inquiry provide better results to the teacher in term of gain knowledge and confidence to meets the needs of youth populations of undeserved students in science education.
-The research lead the development of an informal, diverse field experience in local organizations to work with the populations.
-Action research is cyclical process and will take action the second plan where by stress on monitoring further about the effort of preparing to foster scientific to all students.
-Focus must expand beyond the experiences of the preserve teachers to provide better outcomes of teaching method to meet the need of undeserved populations in science education.
-The teacher will take longitudinal approach and future inquiries must continues to inform the practice.

Journal 1-Review

Title: Action research in language teacher education
Author: Christine Thorne and Wang Qiang
ELT journal Volume 50/3 July 1996 Oxford university Press 1996

Abstact
In recent years the notion of reflective teaching in teacher education has come to prominence. It is believed that trainee teachers should be encouraged to examine the aims and value of various traditions and methods and reflect on their own teaching in the light of experience and theoretical knowledge they have accumulated through professional reading and the teacher education programme. This article focuses on the implementation and development of a pioneering action research project in the Sino-British MA in English programme at Beijing Normal University. The aim of the project is to introduce the nation of action research into China to encourage reflective teaching and classroom research among trainee teachers and to act as a bridge between the theories studied during the two year programme and the practical realities of the classroom.

Sample:
-English language teacher
-the project is spread over two semester

Setting:
-Sino-British MA in English programme at Beijing Normal Universities

Methods:
  • Teaching practice
  • ELT methodology such as video and audio
  • Workshop, seminar and discussion
  • Data collections

Procedures:
-using teaching practice (TP) and ELT methodology component
-the project divided into 2 stage which are:
  • during the first semester to familiarize the participants both theoretically and practically
  • during the second semester where by students teaching pairs undertake their own cycle of research with their teaching practice (TP)
-collection of data by using the technique of case studies, audio and video technique, teacher and
learners diaries, questionnaires, interviewing, and classroom observations technique.
-each semester will concludes with planning stage that consist of:
  • problem identification session
  • preliminary investigation
  • formulation of possible solutions
  • data collection and evaluation
-for second semester, the focus was stress on the full-scale implementation of the research plan.
-trainee teachers do the weekly tutorial meeting to discuss specific problems and
solutions, stages of implementation, data collecting instruments, and data analysis.

Findings:
- the changes occured where:
  • the increased the awareness of the teaching and learning process
  • improvement in classroom research skill
  • more varieties of classroom activities
  • improving students ability to use the language

Saturday, May 23, 2009

Tugasan 1-Ulasan Buku

Book title: Action research Principles and Practice
Author : Jean Mcniff
Year of published:1988
Publisher: Macmillan Education Ltd

This book is consist of three parts. Parts i gives the background and explanations for action research meanwhile part ii shows the practicalities by giving the detail of actual action research projects. Part iii outlines some of the implications for teachers who embark on an action research project

The concept of action research.
According to this book action research is the name given to an increasingly popular movement in educational research. It can encourages a teacher to be reflective of their own practice in order to enhance the quality of education that give the benefit to both teachers and pupils. Action research is an educational research where by the teacher can create the shape of educationist thinking and determines the policy as well. This book suggested that the action research can encouragse teachers to investigate their own practice and put some evidence to show their improvement about present practice and be able to describe their action to this situation.

Why teacher need to do the action research.
According to the author, teachers may benefit considerably by taking a close, critical look at their own practice by do the action research. Its the way forward for teachers to gain personally and professionally. Teacher can improved the teaching method by created the new concept and explanations so that the student have more active and like to learn what we teach. Action research actually encourage teachers to investigate their own practice and put some evidence to show their improvement about the present practice and be able to gain the teaching skill and use new technique in classroom. Besides that, by doing the action research teachers can improve the classroom management and built up the close contact with the students so that we will know the students closely.

The design of Action Research
The author of this book use the exploring and solving as the design of action research. The element included in this design consist of clarify the issues, designation of formula to be use, interpretation and analyzation of data collected, contribution of the use of statistic-based and theory, testing the practice, discuss the result, published the results and presented to public. The theory that being use consist of Kurt Lewin, Lawrence Stenhouse and stephen Kemmis theory which included observe,reflect, plan,act and recycle until the improvement are achieved.

Data collection and analysis
The author use the term of 'making sense of the data'. There are consist of planning, practicalities and implication.

Planning
Begins with a sense of dissatisfaction with present practice by address 6 critical question:
  1. What is your concern?
  2. Why is your concerned?
  3. What do you think you could do about it?
  4. What kind of evidence could you collect to help you make some jugement about what is happening?
  5. how would you collect such evidence?
  6. How would you check that your judgment about what has happened is reasonably fair and accurate?
The answer will produce a practical assessment of the situation and possible plan of attack.
  • Statement of problems
  • Imaginations a solutions
  • Implementing the solution
  • Evaluating the solution
  • Modification of practice
  • Report on the validation group meeting
Practicalities
This section aims to point out a common-sense procedure for starting action research study.The flow of practicalities consist of:
  • Start small
  • Plan carefully by find the objective and specific problems.
  • Set a realistic time scale
  • Involved others means that involvement of people that will operate the problems and as a experimental and control method.
  • Keep others informed
  • Arranged for feedback
  • Organize the writing schedule where is writing is a tool of thought.
Implications
For this part, the author stated that more prepared for:
  • Thinking will change
  • Mistake will happened
  • Politics will intrude
Data collection
For data collections, the author use:
  • Paper and pen method by using personal field notes, pupils diaries, questionnaires.
  • Live methods by using sociometric methods, interview and discussions
  • Ostensive method by using slide/tape presentations, audiotaped interview and videotaping the action
Analyzing the data
Analyzing data is to do with making sense of what is going on in real life through discussion of criteria and area of concern.

Syntesising the data
Synthesizing the data means putting it all together and stress the need for careful validation. Data being collected and

The author state here the action research step consist of identify a problem when some of educational values are denied in practice, then imagine a solution to the problem, implement the solution, evaluate the outcome and lastly modify the solution in the light of the evaluation until the improvement achieved.

Action Research ethique
In this book, the ethical of action research can be show during the designing the action research project, observation and clarify the issues, finding of social issue by communicated each other, tolerant each other during the discussion , accept the others point of view and the variety of ideas that put together in the process. Other than that, ethical behavior of researcher also being show in this book where by respect for person raise a difficulties in order to complete the plan and action for research.

Validity of Action Research

For this book, the author state the validity of research when the people involved agree together that these theories are justified. This book claimed the validity of research because all the problems associated with all kind of research and established the knowledge. So this book showed the validity of action research and useful to the findings and practice.

The reason why this book can be use as a reference book.
After read and analyze this book, i realized that this book is rich of information that the researcher need in order to make an action research for improving the teaching and learning process in classroom. The author also explains all the best theory that can be use in teaching and learning process where by the teacher can improved their skill. Besides that, the author also show the study case that can be use as the references and i more understand about the action research and the process involved in the action research. This book also stated the important and why the teachers need to do the action research. All the theory and model that can be use in undergo the action research also being showed in this book and he explains each detail of model.

Overall view of the book
After read this book, i become more understand what is action research and why,where,how to do the action research. I also know the cycle of action research and this book me a lot of information about the action research in education by provided the case study, models and theories that can be use to gain the knowledge of action research and the way to undergo the action research.