JOURNALS REVIEW

JOURNALS

1. Buck G. A., & Cordes J. G. (2005). An action research project on preparing teachers to meet the needs of underserved student populations. Journal of Science Teacher Education, 16, 43-64.

2. Colvin G., Flannery K. B., Sugai G., & Monegan J. (2009). Using observational data to provide performance feedback to teachers: A high school case study. Journal of Preventing School Failure, 53, 95-104.

3. Buschman L. 2001. Using student interviews to guide classroom instruction: an action research project. Journal of Teaching Children Mathematics, 8, 222-227.

(A) COMPARISON BETWEEN THE JOURNALS

1. Samples

~ Journal #1 : Students
~ Journal #2 : Teacher (Male : 1 person)
~ Journal #3 : Students

2. Settings

~ Journal #1 : Community
~ Journal #2 : Classroom
~ Journal #3 : Classroom

3. Procedure

Journal #1 :

~~ Reconnaissance
~~ Planning
~~ First Action Step
~~ Monitoring
~~ Reflecting
~~ Rethinking
~~ Evaluation

Journal #2 :

~~First round of observation:
~~~1. identifying problem
~~~2. gathering data
~~~3. reviewing and analyzing data
~~~4. developing action strategies by modifying instructional practices

~~Second round of observation:
~~~5. implying strategies
~~~6. gathering data
~~~7. conducting feedback
~~~8. modifying instruction practices

~~Third round of observation:
~~~9. implying improved strategies
~~~10. gathering data
~~~11. examining and discussing data

Journal #3 :

~~ Identify the problem
~~ Planning
~~ Findings and implication
~~ Conclusion
~~ Summary
~~ Reflection

4. Data Accumulation and Analyzation

Journal #1 :

~~ Questionnaires
~~ Written reflections & responses
~~ Field notes
~~ Course documents

Journal #2 :

~~ Quantitative method
~~ Check sheets

Journal #3 :

~~ Interview
~~ Observation
~~ Scoring guides
~~ Portfolio
~~ Statewide tests

(B) DATA ANALYSIS BETWEEN THE JOURNALS

Journal #1 :
~~ For reliability and validity purposes, multiple research approaches, data sources, observers, peer debriefing and an external auditor were utilized. However, certain controls for internal validity could not be address as this was a single-group quasi-experimental study (i.e., level of sensitization of preservice teachers to desired outcomes). In this study, both qualitative and quantitative data analyzation were used.

Journal #2 :
~~ The data is being analyzed using descriptive statistics, where the percentage of each tested variable is being calculated and graph is being generated.

Journal #3 :
~~ The data were collected by variances of technics and then have been summarized using qualitative statistics.

(C) EVALUATION BETWEEN THE JOURNALS

Journal #1 :
~~ Quantitative Analysis: Data collected from 20 preservice teacher questionnaires, coded and analyzed. A t-Test was performed n the close-ended items. The items were addressed to several areas related to preservice teachers self-assessment on how confident to teach diverse students and their knowledge of the strategies that foster or impede success of underrepresented population. Qualitative Analysis provides technical understanding of this project and increase the preservice teachers confidence and knowledge in regard to teaching science to diverse student populations.

Journal #2 :
~~ The journals clearly stated the participants of this action research, the classroom setting, the procedures and the outcomes of result generated through data gathered. All these are similar to the content in Participatory Action Research for Educational Leadership, where the main process of action research is all about Diagnose, Act, Measure and Reflect.

Journal #3 :
~~ Teachers benefits directly from the interview process by gaining more accurate and complete view of what children know and can do. The first approach is cognitively guided instruction where teaching is most effective when new knowledge is linked to existing knowledge and that teacher will be more aware what tasks student could perform with their knowledge. The second approach is theory of constructivism where understanding of problems are constructed personally and students will solve problems in ways that made sense to them. From here, they can catch the instruction of individual needs and the abilities of children. Children also benefit from the interview process because they can receive immediately the specific feedback on their performance from teachers, correct misunderstanding and improve skills.

(D) SUMMARY OF THE JOURNALS

Journal #1 :
~~ Preservice teachers work to develop a develop a better understanding of how to address the needs of diverse used. Teaches on the other hand were revise in order to prepare them to be confidence and knowledgeable to meet the needs of youth populations underserved in science education.

Journal #2 :
~~ This research has been carried out in order to assist educators in finding ways to help in student management improvement, by improving educators’ instructional practices. One useful strategy is to conduct classroom observations and provide performance feedback. This strategy is to focus on classroom instructional settings, instructional practice and classroom student behavior.

Journal #3 :
~~ Student interviews changed instructional practices in some classroom and influenced instruction in all classrooms. All teachers reported that after the interviews, they were

1) able to identify students who were ready for the new level of conceptual understanding
2) able to write better and suitable problems for use in classroom
3) tried to make the classroom setting more conducive to discussing children's solutions to problems
4) recognized the need for a learning environment in which they could solve problems cooperatively with others
5) gained a sense of confidence in the natural abilities of children as problem solvers

(E) SYNTHESIS BETWEEN THE JOURNALS

Journal #1 :
~~ Pre-service teachers needed to influence their confidence, skills and knowledge. Reflective practices are beneficial where in serves to help pre-service teachers to sort out thinking about problematic situations that occur and helps them to reflect about that situation.

Journal #2 :
~~ The review of the observational data and feedback focused on the instructional context and concomitant class behavior. The specific changes in teacher behavior were based on standard effective instructional practices such as improvement of transitions, whole-class question-asking strategies, checks for understanding, and movement around the classroom to check for student engagement in class activities.

Journal #3 :
~~ Traditional forms of evaluation can measure improvement of children's acquisition of specific skills and their performance levels. According to the results, interviews are a more appropriate assessment tools than traditional form of evaluation in examining the performance of children engaged in mathematical problem solving.

EPISODE 2 : AN ACTION RESEARCH BOOK REVIEW

REFERENCE:

Norton L. S. 2009. Action Research in teaching and learning : a practical guide to conducting pedagogical research in universities. New York : Taylor and Francis Groups.


WHAT IS THE CONCEPT USED BY THE AUTHOR..?

.:: Many definitions of action research in the literature usually involve reference to the twin purpose of action with research and to it being carried out by practitioners rather than by outside researchers. Some of the definitions include references to action research being cyclical, collaborative and constructivist, depending of which particular school of action research the author owes allegiance.

.:: None of this, in author views, has to be overly complicated. In this book, the author were using pedagogical action research concept. The principle of pedagogical action research is very clear that is to improve some aspect of the student learning experience. Put more formally, the fundamental purpose of pedagogical action is to systematically investigate one's own teaching / learning facilitation practice with the dual aim of modifying practice and contributing to theoretical knowledge.

WHY TEACHERS NEED TO IMPLEMENT IT..?

.:: The book is practical as guidance for teachers, who need to carry out action research by their own practice. The accessible text illustrates what might be done to improve teaching or supporting learning by carrying out action research to address questions such as:

~~ What the teachers can do to help their own students..?
~~ What they can do to help their students become more analytical..?
~~ How can they help their students to link theory with the practice..?
~~ What can they do to make their lecturing style more flexible..?
~~ What is going wrong in their seminars when the students fall asleep..?

WHAT DESIGN HAS BEEN USED BY THE AUTHOR..?

Model

.:: The author has used a framework basis model proposed by Fanghanel (2007), which she based on an interview study with 18 lecturers from 15 different institutions. The framework is an useful shorthand device for thinking about the difficulties that colleagues sometimes face when doing a pedagogical action research study.

Sample / Participant

.:: In the book, there were five cases that have been considered and identified as pedagogical issues. All participants are university lecturers with different background.

1) Angela : Inspired to improve feedback
2) Berit : Concerned by innumeracy
3) Charles : Confronted with an under performing module
4) Delyth : Adapting to needs of dyslexic students
5) Eric : Bridging the gap between theory and practice

Research Settings

.:: The author has drawn on the literature and also on five hypothetical vignettes showing how individual academics keen to take some action to address a pedagogical issue. Dilemma or challenge are also faced with pressures specific to the higher education context.

WHAT ARE THE PROCEDURES..?

.:: In the book, the author's view of the action research cycle is

1 - Observed or notice that something is not as it should be and / or could be improved
~~ OBSERVED
2 - Plan a course of action which involves changing something in your practice
~~ PLAN
3 - Carry out the change
~~ ACT
4 - See what effect your change has made
~~ REFLECT

.:: There are also FIVE simple process steps remembered by the acronym ITDEM that will help the readers to get started.

Step 1 : Identifying a problem / paradox / issue / difficulty
Step 2 : Thinking of ways to tackle the problem
Step 3 : Doing it
Step 4 : Evaluating it (actual action research)
Step 5 : Modifying future practice

DATA PROCESSING IN THE BOOK..?

Research Instruments

.:: There are several instruments highlighted by the author in the book that I found, which are

1 - Questionaire-based research tools
2 - The Essay Feedback Checklist (EFC)
3 - Approaches Studying Inventory (ASI)
4 - The Reflections on Learning Inventory (RoLI)
5 - Adapting interview methodology
6 - Further reading and resources

Data Collection Technics

1 - Questionaire research
2 - Interviews
3 - Observational research
4 - Correlational studies
5 - Further reading and resources

Data Analysis Technics

1 - Descriptive statistics
2 - Inferential statistics
3 - Test of difference for repeated measures (paired variables)
4 - Test of difference for independent groups
5 - Test of goodness of fit

WHAT ARE THE RESEARCH ETHICS THAT HAS BEEN DISCUSSED IN THE BOOK..?

Fundamental Principles of Ethical Research

.:: The author has discussed ethical issues in carrying out educational research from the perspective of the pedagogical action researcher. In the section on fundamental principles, the author has described on

1 - Informed consent
2 - Privacy and confidentiality
3 - Protection from harm

Pedagogical Action Research

.:: In the section on the pedagogical action research context, the author has briefly discussed its political aspect and ethical implications.

EPISODE 1 : AN ACTION RESEARCH BOOK REVIEW

BASIC INFORMATION ABOUT THE BOOK

Norton L. S. 2009. Action Research in teaching and learning : a practical guide to conducting pedagogical research in universities. New York : Taylor and Francis Groups.

WHAT ACTUALLY THE AUTHOR THINKS WHEN HE WROTE THE BOOK..?

.:: From what I understand, the author's intention in writing the book has been to offer a practical down-to-earth guide for anyone who has a teaching or learning support role in universities and who would like to carry out action research on their own practice. In the book the author have made some assumptions about the readers. He has assumed that the readers are interested in the concept of researching their own teaching but that they are also concerned about fitting it in with all the other demands of their academic role. He used the term of 'academic' to include anyone in higher education who has a role in facilitating student's learning rather then to refer solely to those who are described as lecturers, tutors or university teachers, since so many personnel can influence and research the quality of student's learning.

WHAT HAVE BEEN DISCUSSED IN THE BOOK..?

.:: The book is organized into two sections: the theoretical and the practical, either of which can be read independently, so for the readers who are keen to get on with the practical aspects of doing an action research study, a good starting point is at Chapter 5. For those who has fair amount of experiences with action research but would like some theoretical underpinnings, they may prefer to start with Chapter 1.

.:: In this first section, which includes Chapter 1 to 4, the author has made a case for pedagogical action research in higher education where there is still an uncomfortable divide between research and teaching, and where the former is more highly rewarded. The author has incorporated some reflective questions in each of these chapters.

.:: In Chapter 1, the author begin with considering some of the pressures that face those of readers who teach or support student learning in universities. This is important because we cannot carry out pedagogical action research in isolation since the very context of that research is inextricably interwoven with the work we do and the institution in which we do it. In Chapter 2, the author move on to considering the relevance of being a reflective practitioner and in Chapter 3, he described the scholarship of the teaching and learning movement , which I think it is important. Chapter 4 is where the author made the case for pedagogical action research. This chapter acts as a transition from the theoretical emphasis in the second section.

.:: In this second section, the author has written essentially a 'hands on' practical guide to enable the readers to carry out their own pedagogical action research study, with further resources suggested at the end of each chapter. He begun in Chapter 5 by describing how to get an action research study started, followed in Chapter 6 by a consideration of some of the more commonly used research methods. In Chapter 7 and 8, he described some basic qualitative and quantitative analysis and then move on to Chapter 9 where he demonstrate some of the ways in which we can use or adapt existing research tools. In Chapter 10, he discussed ethical issues of carrying out pedagogical research and end in Chapter 11 b y suggesting how we can publish our findings and apply for research funding.

.:: Throughout the book the author has used the device of hypothetical case studies or vignettes to bring to life some of the dilemmas and decisions we have to make in carrying out our action research projects. This has also been an useful device to include illustrations other than those from the author's own experiences as an academic psychologist.

.:: In overall, the book is practical as guidance for those who would like to carry out action research by your own practice. The accessible text illustrates what might be done to improve teaching or supporting learning by carrying out action research to address such questions such as:

~~ What can I do to help my own students..?
~~ What can I do to help them become more analytical..?
~~ How can I help my students to link theory with their practice..?
~~ What can I do to make my lecturing style more flexible..?
~~ What is going wrong in my seminars when my students sleep..?

and until then.. Good Luck..!!

REFLEKSI DIRI BAGI AKTIVITI-AKTIVITI SEMESTER LEPAS

AKTIVITI SUKAN DAN REKREASI

Dalam aktiviti ini, setiap ahli DPLI UKM 2009 diwajibkan melibatkan diri secara aktif bagi setiap sukan yang dianjurkan, dan ini termasuklah diri saya. Secara amnya, setiap petang kami dikehendaki 'turun padang' dan bersukan. Antara sukan dan permainan yang aktif ialah

~~ futsal,
~~ bola tampar,
~~ sepak takraw, dan
~~ badminton.

Di pertengahan semester pula telah diadakan pertandingan sukan yang melibatkan setiap pelajar DPLI UKM 2009. Sukan yang telah dipertandingkan ialah

~~ futsal, dan
~~ bola tampar.

Refleksi diri saya terhadap aktiviti-aktiviti sukan dan permainan yang disertai..?

Penambahbaikan yang perlu saya fokus ialah

~~ untuk meningkatkan stamina

Matlamat saya adalah untuk

~~ memastikan fizikal mampu menahan aktiviti bersukan dengan lebih lama

Untuk itu, saya akan

~~ kerap bersukan terutama berlari

Bagi memastikan rancangan saya terlaksana, saya akan

~~ menyediakan jadual bersukan yang efektif

Bagi menilai sama ada sasaran stamina saya tercapai atau tidak, saya akan

~~ sediakan senarai semak yang merangkumi faktor masa melawan jarak larian


AKTIVITI KHIDMAT SOSIAL

Dalam aktiviti ini, unit khidmat dan sosial telah menganjurkan lawatan ke Taman Sinar Harapan yang terletak di Kubu Baru, Rawang. Para pelajar DPLI UKM 2009 telah dibahagikan kepada tiga kumpulan yang mana telah melawat ke sana dalam mengikut kumpulan berdasarkan tarikh yang dijadualkan. Saya adalah ahli dalam kumpulan A, yang mana telah melawat Taman Sinar Harapan pada minggu petama.

Refleksi diri saya sepanjang menyertai lawatan ke Taman Sinar Harapan..?

Penambahbaikan yang perlu saya fokus ialah

~~ menyedari nikmat Allah ke atas diri dengan lebih mendekatkan diri kepada-Nya dan dengan lebih mendalami ilmu keagamaan

Matlamat saya adalah untuk

~~ menjadi seorang insan yang sederhana dalam kehidupan harian tanpa melupakan insan lain yang kurang bernasib baik berbanding saya

Untuk itu, saya akan

~~ menggunakan segala peluang yang ada dalam mendalami ilmu dunia dan akhirat
~~ menggunakan nikmat kurniaan Allah dengan baik dan saksama

Bagi memastikan niat ini tidak saya lupakan, saya akan

~~ meminta bantuan rakan-rakan seperjuangan supaya sentiasa menasihati ke arah menjadi insan berguna

Bagi menilai sama ada saya mampu istiqamah atau tidak dalam usaha ini,

~~ saya bergantung ke atas penilaian rakan-rakan yang lain.


AKTIVITI BERSAMA JABATAN PERTAHANAN AWAM MALAYSIA

Dalam aktiviti ini, dua sesi pertemuan dengan pegawai-pegawai JPAM telah dirancang. Modul yang dirancang ialah berkenaan 'Rawatan Kecederaan Awal' dan telah dilaksanakan dengan jayanya di dalam dua sesi berkenaan. Saya merupakan jawatankuasa makanan dan minuman di dalam aktviti ini.

Refleksi diri saya sepanjang menyertai aktiviti ini...?

Penambahbaikan yang perlu saya fokus ialah

~~ mendalami ilmu perubatan kecemasan yang asas

Matlamat saya adalah untuk

~~ melengkapkan diri dengan ilmu asas dalam memberi rawatan kecemasan awal sebelum paramedik profesional tiba ke tempat kejadian

Untuk itu, saya perlu

~~ membuat kajian pembacaan yang lebih dengan fokus kepada rawatan asas yang mampu dilaksanakan sekiranya keadaan memerlukan

Bagi memastikan matlamat saya tercapai, saya akan

~~ mengingatkan diri dengan menampal kata-kata motivasi agar sentiasa bersedia bagi menghadapi kebarangkalian keadaan kecemasan yang memerlukan

Bagi menilai sejauh mana kemampuan saya dalam memberikan rawatan kecemasan sekiranya diperlukan, saya akan

~~ menawarkan diri sekiranya bantuan rawatan awal diperlukan walaupun kecederaan yang dihadapi tidak serius

KULIAH 4 - 11 MEI 2009

Di dalam kuliah ini, saya telah didedahkan dengan PERBANDINGAN DAN PERBEZAAN DALAM KAJIAN TINDAKAN DARI PERSPEKTIF PENDIDIKAN.

Apa itu tinjauan literatur (literature review)..?

~~ Tinjauan ke atas bahan-bahan literatur seperti buku, jurnal, artikel dll.
~~ Ia dilakukan secara kritikal ke atas poin-poin yang dikemukan dalam literatur tersebut.
~~ Memerlukan kemahiran berfikir aras tinggi seperti membuat banding-beza, menganalisis, menilai dan membuat keputusan.

Apa itu membandingkan dan membezakan dalam konteks ini..?

~~ mencari persamaan dan perbezaan berdasarkan kepada kriteria seperti ciri-ciri, sifat-sifat, kualiti dan unsur sesuatu objek dan peristiwa
~~ kemahiran ini digunakan apabila:
~~~1. terdapat 2 atau lebih ciri atau kemungkinan
~~~2. membuat pilihan atau keputusan. Langkah penggunaan:
~~~~~a) Perhatikan dan berikan tumpuan kepada 1 atau beberapa ciri kajian tindakan (sampel, setting, prosedur, pengumpulan dan penganalisaan data)
~~~~~b) Kenalpasti ciri kajian tindakan
~~~~~c) Tentukan sama ada kajian tindakan yang lain mempunyai ciri-ciri yang sama
~~~~~d) Nyatakan ciri itu sama/berbeza

Secara amnya, isi kuliah ini dibahagikan kepada beberapa bahagian iaitu:

1. Menganalisis
2. Menilai
3. Membuat kesimpulan
4. Mensintesis

Apa itu menganalisis..?

~~ mengolah maklumat dengan menghuraikannya kepada bahagian yang lebih kecil bagi memahami sesuatu konsep atau peristiwa serta mencari makna yang tersirat
~~ kemahiran ini digunakan untuk mengenali bahagian-bahagian, memahami hubungkait antara bahagian dan mengenali prinsip yang terlibat
~~ merupakan satu konsep yang kompleks menggunakan beberapa ciri kemahiran berfikir

Apa itu menilai..?

~~ membuat pertimbangan tentang sesuatu perkara daripada segi kebaikan dan kelemahan berdasarkan bukti atau dalil yang sah
~~ kemahiran ini digunakan untuk membuat keputusan bagi:
~~~a) memilih sesuatu
~~~b) menerima atau menolak sesuatu idea

Apa itu membuat kesimpulan..?

~~ membuat pernyataan tentang hasil sesuatu kajian yang berdasarkan kepada sesuatu hipotesis atau mengukuhkan sesuatu perkara berdasarkan penyiasatan
~~ kemahiran ini digunakan untuk membuat keputusan, menerangkan sesuatu, meramal atau menyokong penyataan

Apa itu mensintesis..?

~~ menggabungkan idea, unsur dan perkara yang berasingan untuk menghasilkan gambaran yang menyeluruh dalam bilik pernyataan, esei, lukisan dan artifak
~~ boleh menghasilkan resolusi baru

KULIAH 3 - 4 MAY 2009

PENGURUSAN PERUBAHAN DALAM PENDIDIKAN

Terdapat empat jenis perubahan iaitu

1. Perubahan ke arah peningkatan
- perubahan jenis ini menuju ke arah kebaikan
2. Perubahan strategik organisasi
- melibatkan keseluruhan organisasi seperti sekolah
3. Perubahan reaktif
- perubahan akibat desakan atau tindak balas langsung daripada pelanggan dan pihak berkepentingan
4. Perubahan akibat daripada jangkaan
- perubahan ini tidak disebabkan oleh desakan pelanggan tetapi kerana terdapat kesedaran dalam kalangan pengurusan yang perlu diadakan perubahan bagi memastikan organisasi memperolehi kebaikan kompetitif

Perubahan yang dibncangkan adalah berkaitan dengan proses evolusi dan juga proses revolusi..

1. Proses evolusi
- dikatakan sebagai perubahan yang menghasilkan kesan yang sedikit dalam tempoh yang
panjang
- menyebabkan perubahan yang ketara dalam status quo
2. Proses revolusi
- perubahan yang pantas
- perubahan yang akan meninggalkan kesan yang membinasakan

__________________________________________________________

Perubahan adalah multidimensi dan sebarang perubahan yang diambil adalah melibatkan pelbagai pertimbangan demi mengenalpasti semua dimensi yang berkaitan.
__________________________________________________________

Terdapat 6 dimensi yang perlu difahami:

1. Tujuan perubahan
2. Unit perubahan
3. Sifat perubahan
4. Magnitud perubahan
5. Skop perubahan
6. Jangka masa perubahan

Model-model perubahan yang dibincangkan ialah..

1. Model Penggabunggan Roger
2. Model Kanter
3. Model Rand
4. Model ACOT

AKTIVITI 1

Pada kuliah ini juga, kami dikehendaki membentuk kumpulan untuk berbincang dan menjawab 2 soalan berkaitan dengan perubahan:

Ahli Kumpulan:

1. Mohammad Fairus Khazali bin Ismail
2. Elenser Anak Uning

Apakah lapan sebab kenapa orang takut untuk berubah..?

1. Takut gagal
2. Selesa dengan keadaan semasa
3. Tidak peka dengan perubahan global
4. Perubahan tersebut tidak adil kerana ia hanya memberi kebaikan kepada pihak-pihak tertentu sahaja
5. Sikap malas untuk berubah
6. Tidak faham tentang perubahan yang ingin dilakukan walaupun sebenarnya dia ingin berubah
7. Mempunyai kekangan yang membolehkan perubahan sukar dilakukan seperti kewangan, agama dan budaya
8. Berfikiran sempit

Apakah langkah-langkah yang boleh dilaksanakan bagi mengatasi masalah tersebut..?

1. Pihak yang memperkenalkan perubahan hendaklah menjelaskan perubahan yang ingin dilakukan secara terperinci
2. Menyediakan salur bantuan seperti dari segi kewangan untuk mempromosi perubahan
3. Memberi insentif kepada pihak yang awal berubah
4. Memastikan perubahan yang ingin dilakukan mengambil kira semua pelbagai pihak

KULIAH 2 - 27 APRIL 2009

Di dalam kuliah ini, saya telah didedahkan mengenai KAJIAN TINDAKAN KOLABORATIF.

Apa yang saya tahu mengenai Kajian Tindakan Kolaboratif..?

~~~ Ialah kajian yang dijalankan secara bersama oleh dua orang atau lebih.
~~~ Kerjasama dijalankan di antara guru-guru dalam bidang yang sama.
~~~ Kerjasama juga boleh dijalankan di antara guru-guru dalam bidang yang pelbagai.

AKTIVITI 1

Di dalam aktiviti ini, saya dikehendaki melakukan refleksi ke atas diri setelah selesai mengikuti PROGRAM BINA INSAN GURU II.....

Apa yang perlu saya tambah baik ke atas diri saya..?

1. Pengurusan masa yang lebih efisien
2. Perlu lebih mendalami ilmu keagamaan

Matlamat penambahbaikan saya secara umum ialah..?

~~ Untuk menjadi seorang insan yang seimbang dari segi intelek, rohani, emosi dan jasmani.

Apa sebenarnya objektif penambahbaikan saya..?

1. Supaya dapat menjadi seorang guru yang versatil dan holistik dalam mengharungi cabaran pendidikan era kini.
2. Supaya dapat menjadi seorang yang lebih berdisiplin dengan mematuhi peraturan masa yang ditetapkan oleh diri dan organisasi.

Apakah langkah-langkah yang wajar diambil bagi menambahbaik diri saya..?

1. Merancang aktiviti-aktiviti secara berjadual dan mematuhi perancangan tesebut dengan sebaik mungkin.
2. Membaca lebih banyak buku-buku ilmiah berbentuk keagamaan dan bertanya kepada mereka yang lebih berpengetahuan bagi meningkatkan kefahaman keagamaan dalam diri.

Bagaimana saya ingin memantau perlaksanaan perancangan saya..?

~~ Dengan bantuan rakan-rakan, mereka boleh memberi komen yang membina serta motivasi ekstrinsik dalam memastikan apa yang saya rancang mampu dilaksanakan dengan istiqamah.

AKTIVITI 2

Di dalam aktiviti ini, kumpulan kecil dibentuk yang terdiri daripada pelajar dari kursus yang sama. Kami dikehendaki membincangkan refleksi setelah mengikuti kursus KAEDAH MENGAJAR pada semester lepas.

Masalah:

Komunikasi dua hala antara pelajar dengan guru kurang berkesan. Antara sebab yang dikenalpasti ialah masalah penyebutan perkataan (pronounciation) guru lemah menyebabkan pelajar tidak faham isi pembelajaran yang ingin disampaikan oleh guru.

Matlamat:

Memastikan interaksi antara guru dan pelajar lebih berkesan

Objektif:

Meningkatkan kemahiran sebutan perkataan Bahasa Inggeris guru

Pelan Tindakan:

1. Membeli kamus elektronik atau kamus yang mempunyai simbol bagaimana untuk menyebut
2. Menonton dan mendengar rancangan televisyen atau radio yang menggunakan bahasa Inggeris
3. Berlatih lebih kerap berbahasa Inggeris dengan kawan
4. Tidak malu bertanya kepada orang lain sekiranya tidak tahu menyebut sesuatu perkataan

Pemantauan:

1. Memantau sesi P&P dalam kelas
2. Membuat kaji selidik daripada pelajar
3. Meminta rakan-rakan sekerja menegur/memberi komen tentang penggunaan bahasa Inggeris

Penilaian:

Berdasarkan kepada kefahaman pelajar tentang isi pengajaran

KULIAH 1 - 20 APRIL 2009

Pada awal kuliah ini, saya telah difahamkan bahawa terdapat empat tahap pemerolehan dalam menjalankan Kajian Tindakan iaitu


Apa yang saya faham dengan Kajian / Penyelidikan..?
~~~ Penyelidikan merupakan satu proses atau langkah-langkah yang digunakan untuk mengumpul data bagi mendapat dan menngkatkan pemahaman.

~~~ Secara umumnya, proses kajian adalah seperti berikut
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KENALPASTI MASALAH --> KAJIAN PERPUSTAKAAN --> MENENTUKAN PENDEKATAN KAJIAN --> MENGUMPUL DAN MENGANALISIS DATA --> MEMBINCANGKAN DAPATAN DAN HASIL KAJIAN --> MELAPORKAN KAJIAN
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Apa pula kepentingan Kajian Tindakan bagi saya sebagai guru..??
1. Menambah pengetahuan
2. Menambahbaik amalan / praktis
3. Mendebatkan sesuatu polisi
4. Membina kemahiran melakukan kebaikan