Kajian tindakan edisi ketiga bahagian perancangan dan penyelidikan dasar pendidikan

8.4.3 Contoh 3
IMPROVING TEACHING AND LEARNING SKILLS THROUGH
THE INTERPLAY BETWEEN ACTION RESEARCH AND VIDEO TAPING
IN THE TEACHING AND LEARNING OF SCIENCE AND MATHEMATICS 
 IN ENGLISH: A CASE STUDY 
Oleh: 
Ng Yoon Mooi 
SMK Raja Muda Musa 
33007 Kuala Kangsar, Perak 
 
ABSTRACT 
This study describes how the use of video helped the researcher create dialogic 
intersubjective educational spaces in which transformational learning can take 
place. By using simultaneously two learning contexts: action research and 
teacher-pupil conferencing, it shows how the development of the dialogic space 
between teachers and pupils in classroom. Furthermore, the study describes 
how the participatory research relationship helped illuminate both for the 
teachers and for the pupils what they implicitly know is important to change, as 
they become aware of new possibilities for pedagogical improvement. More 
importantly is that the dialogic video viewing helped them step outside of 
themselves in order to see each other and return to look at themselves as 
others.This study is conducted with the objective to define and solve the 
problems faced by both teachers and pupils of Form 3RK in the teaching and 
learning of science and mathematics in English. A total of 17 girls and 2 boys, 
and three teachers (one teacher teaching mathematics and two teaching 
science) were involved in the study. The introduction of the program (PPSMI) in 
2003 saw the present Form 3 pupils sitting for the PMR examination this year 
and they will be the pioneers of this programme. Naturally, the teachers teaching 
science and mathematics to these students are anxious. They were assisted by 
their colleagues who were the English language teachers. Under the “buddy 
system” and the “critical friend” concepts, these English language teachers 
worked together with the subject teachers so that the language used in delivering 
the lessons did not hamper the teaching and learning process. By videotaping 
the lessons and by conferencing with pupils, teachers were able to improve on 
their teaching skills and by conferencing with their pupils, the teachers were able 
to address the needs of their pupils thus making them better and more effective 
teachers and English is not an issue. This enabled the teachers to look at their 
teaching practices critically and improve on it themselves. Although this study 
focused on teacher change, it should be emphasized that I as the researcher, 
also underwent significant change. I learnt to see constructive response as both 
a social, everyday way of dealing with pupils tactfully and a socio-cognitive 
construct for scaffolding learning within the pupils’ zone of development.