Kajian tindakan edisi ketiga bahagian perancangan dan penyelidikan dasar pendidikan

5.3 Data Collection and Analysis 
During this stage, the mathematics teacher was taped teaching her pupils for at least 80 minutes (two 
class periods). From the tape, I could see that Puan N was teaching and there was no interaction with 
the pupils. It was a one-way communication which was overwhelmingly teacher-centered. Pupils were 
not encouraged to ask questions and they were not given the opportunity to ask any questions. Puan N 
was more concerned with delivering her prepared lesson which she did with ease because she had a 
script for her to read from. As a result there was no space for her to ask for feedback from her pupils.

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Her verbal interaction with her pupils amounted in most situations to the regular cue-answer structure in 
which she often told her pupils to provide the single word answer to the phrase she mentioned, which 
incidentally, was a repeated version of her earlier teaching. At this point I did not start any systematic 
data analysis because it would risk casting the teacher and the pupils as the objects of the analysis. I 
wanted to establish with the teacher a relationship where collaborative self-reflexive research could 
take place. 
5.4 Reflection 
By the end of May, Puan N was told that her lessons were taped and she could view the tape any time 
she liked. Yet, she did not express any interest in watching them, citing her very tight schedules 
because she was needed elsewhere outside the school as she was the master teacher in the district.
From the tape, I could see that she spent very little time and effort in finding out how her pupils had 
benefited from her lessons. When finally she viewed the tape, she was very emotional. She felt that 
her English was not good enough and it had caused her to become a less effective teacher than if the 
lesson had been taught in Bahasa Malaysia which she had been doing for years. She compared her 
teaching in English with the time when she had taught the subject in Bahasa Malaysia and stated that it 
was the reason why she still could not finish her syllabus. She was worried that the score for the 
subject in the PMR would decline and she did not want that as she had a reputation to keep. However, 
she cited the reason for the slow progress of the lessons and the inability to finish the syllabus on time 
to the poor command of the English language of the pupils. While viewing the tape together, I told her 
to concentrate on looking at herself teaching and how she conference with her pupils. I showed her 
how, her interaction with her pupils were limited to no more than mechanical exchange of information.
We finally agreed that she was more focused on presenting her lessons in English as well as she could 
rather than presenting the concepts effectively. In other words, she was more concerned with her 
English than the main concepts of the lessons. Due to the fear of being unable to answer questions in 
English, she had not encouraged pupils to ask questions. At the end of the meeting, the teacher was 
told to reflect on one aspect of her teaching that she wanted to improve in order to be able to integrate 
conferencing into her regular classroom activities.