Kajian tindakan edisi ketiga bahagian perancangan dan penyelidikan dasar pendidikan


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BUKU MANUAL KAJIAN TINDAKAN

5.5 Assessment 
Puan N focused on her orchestration of the classroom environment as a whole, overlooking her 
interaction with individual pupils. That is, she wanted to make sure that she had the attention of the 
whole class because she insisted that the pupils’ command of the English language was poor. I 
wondered whether she was at all aware of the ways she interacted with her students. As a result, it 


145 
was not enough to reflect in conversation with her about her role in relation to her students. There is a 
need to create a confrontational situation that would make her role in conferences vividly visible to her.
She needed to discover for herself what that role should be. The plan was to create a situation in which 
the teacher could see herself not only through her own responses to her interaction with her pupils, but 
through her students’ responses as well. 
6.0 
CYCLE TWO: CREATING A DIALECTICAL RELATIONSHIP 
For the next two weeks, Puan N’s personal coaching with Aminah (a pupil) was taped for three 
sessions. This was not difficult as the teacher had to carry out extra classes in the afternoon as 
directed by the school’s principal. 
6.1 
Data Collection and Analysis 
Data sources for this part of the study included transcriptions of audio tapes of Puan N and Puan A’s 
conferences, field notes describing informal conversations with the teacher and with her pupil. In the 
analysis of the data, I sought evidence that Puan Noraini was beginning to look at herself, reflecting 
inwardly as she critiqued her interaction with her pupil, and that Puan A was playing a role in her 
transformation process. 
6.2 
Reflection 
Puan N and Puan A viewed the tapes separately but each of them viewed the tapes together with me.
The First Session: Puan N and Puan A looked at each other. As the teacher watched her first 
conference, she was not ready to look at herself critically. For example, she was unaware of how she 
tried to control Puan A’s attention so much so that she did not give her any opportunity to ask questions 
but to keep drumming in the facts of the lesson. Puan A hardly had any time to digest one fact before 
another was drummed into her. Puan A was playing a very passive role and kept quiet all the time. The 
tuition class in the afternoon became another class lesson instead of reinforcing concepts and helping 
the pupil in areas where she was not able to understand when in class. 
The second Session: Puan N and Puan A begin to look at themselves. The session began with Puan N 
watching the second videotape of herself and Puan A conferencing. In her first reaction to this 
segment, she was still focused on her own agenda, blaming Puan A’s lack of understanding and her 
inability to answer what she wanted. 


146 
“She thinks she understood my lessons but when she was given the exercise, she was unable 
to give the correct answers. She thinks that she was hampered by her lack of command of the 
English language.” 
As we continued watching and discussing the videotape, Puan N’s reflection was illuminated by a 
segment in which she heard herself teaching Puan A by using Bahasa Malaysia. Suddenly she 
realized that she had caused confusion to Puan A by teaching in English and then in Bahasa Malaysia 
and reverting into English when she remembered. As Puan N thought about her inadequacies, she 
was able to understand the pressure she was putting on Puan A and not attending to her needs. Puan 
A watched the videotape and she commented that she had not understood Puan N because of her 
constant changing of one language to another in the course of her teaching. She had been more 
confused than enlightened. 
The Third Session: Puan Noraini and Aminah looked at themselves and each other. As Puan N 
watched the videotape of the third conference, she was excited about Puan A’s improvement in both 
understanding of the subject. Another positive outcome that Puan N noticed was that Puan A had 
become more interested in the subject. It seemed that Puan A too was pleased with her improvement 
and she had taken a more liking for the subject. 
“I like mathematics now more than last time because I can understand the topic better. Puan N 
is able to see where our problems are. She is able to address our problems”. 
In the first and second conferences, Puan N and Puan A were not able to assess each others’ 
problems and did not know how to handle the difficulties they each faced. By the third conference 
Puan A had shown that her interest in the subject had increased and so was her understanding of the 
concepts. This was because Puan N had made it a point to teach by using only in English and not 
alternate between English and Bahasa Malaysia. She had taken the effort to consult me more on how 
to deliver the lesson more effectively in English by improving her command of the language. She had 
felt less insecure and more confident as she got used to the language.
Thus, through the medium of the video and with my mediation, Puan N and Puan A learned how to 
acknowledge their weaknesses. As the meeting came to an end, Puan N, aware of her own 
transformation, asked if I could continue videotaping and discussing her conferences with other 
students. Puan N felt that she wanted to share her learning experience with her colleagues, who were 
very curious about my work with her. 


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