Kajian tindakan edisi ketiga bahagian perancangan dan penyelidikan dasar pendidikan

4.0 
SETTING 
 
4.1 
The Research Site 
The study, undertaken in their natural setting, was designed to support a change project carried out by 
the researcher, the English teacher who was appointed to help a science and a mathematics teacher 
who had to teach their respective subjects in English. The site of this project was a classroom of 19 
students, comprising 17 girls and 2 boys. This class was the best class for the present Form 3 and was 
called the Rancangan Khas or RK class which was made up of selected students based on their UPSR 
results. The teachers involved were both ladies and had been teaching the subjects for more than 15 
years. The mathematics teacher was a master teacher.
The project focused on the two teachers and the students of the Form 3RK students. This project 
enabled the teachers to assess for themselves and subsequently improved on their teaching skills; the 
researcher, as the English teacher to find out their weaknesses and find out ways to help them and for 
the pupils, to learn and ask questions in English. At the beginning of the project, it seemed like a 
difficult task for the teachers were uncomfortable to be observed and videotaped as they were not 
proficient in delivering their lessons in English. Besides they had no prior experience in conferencing or 
in peer collaboration. However, they discovered that they did not have to be apprehensive and that 
peer collaboration could happen naturally and be taken in good faith. They also realized that teacher-
pupil conferencing encompassed a more complex learning relationship than they had envisioned.
4.2 
The Role of the Researcher 
I was invited to work with them. We focused on creating a coherent research setting, in which it was 
appropriate for me and for the participants (teachers and pupils) to engage in collaborative action 
research. I got the help of another teacher, Tn. Hj. AHZ to videotape the teachers and the pupils in 
class. My primary role was to provide opportunities for and support teacher reflection, to write the 
research log and frame the project within a theoretical context. On top of all these, I have to be the 
participant observer in the teachers’ classroom and in the meetings of the project, documenting these 
activities by collecting field notes and conducting informal interviews with teachers and pupils and 
structuring the situational context in which the teachers and the pupils were defining their change.
Through the whole project, I held numerous conversations with the teachers as a group and 
individually. 

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