ASSIGNMENT FILE
1
ASSIGNMENT
January 2015 SEMESTER
SUBJECT CODE
:EEA 622
SUBJECT TITLE
:EDUCATIONAL ASSESSMENT
LEVEL:MASTER OF EDUCATION
STUDENTS NAME
:VEKRAMAN A/L KRISHNAN
MATRIC NO.
:E60101150089
PROGRAMME
:E6010 MASTER OF EDUCATION
ACADEMIC FACILITATOR
:DR RAHIM
LEARNING CENTRE
:MICOST
Part A: (15%)
By Klenowskis (1995) definition of self-assessment as the
evaluation or judgment of the worth of ones performance and the
identification of ones strengths and weaknesses with a view to
improving ones learning outcomes (p. 146). The above definition
emphasizes the ameliorative potential of self-assessment and
focuses attention on its consequential validity. According to some
of the research conducted on self-assessment has consisted of
students appraising their work with little interpretative guidance,
The teacher and students negotiate self-assessment criteria,
teacher-student dialogue focuses on evidence for judgments, and
self-assessments contribute to a grade (by students alone or in
collaboration with teachers).
We can define self-assessment has long been part of the
repertoire of classroom teachers, assessment reform has increased
its use. Key proponents of assessment reform (e.g.,Wiggins, 1993)
recommend that students submit a self-assessment with every major
assignment. Self-assessment is a valid instance of assessment
reform (as defined by Aschbacher, 1991; Newman, 1997; Wiggins,
1993;1998) in that (i) students create something that requires
higher level thinking (i.e., they interpret their performance using
overt criteria); (ii) the task requires disciplined inquiry, (i.e.,
the criteria for appraisal are derived from a specific discipline);
Other important features of assessment reform, e.g., the extent to
which the task represents real world applications of school
knowledge, characterize some but not all self-assessments.
According to some teachers findings it helpful to distinguish
between self evaluation (judgments that are used for grading) and
self assessments (informal judgments about attainment) as suggested
by Gregory, Cameron, and Davies (2000).
Nobody can deny that, the term self-assessment is also used in
the metacognition literature to refer to the judgments an
individual makes on the basis of self-knowledge. (Bransford, Brown,
& Cocking, 1999). My review will focus on self-assessments
conducted in classroom settings and will touch only briefly upon
findings from lab investigations. For an extensive review of
self-assessment in the context of metacognition, see Sundstrom
(2005).
B) When asked why they include self-assessment in their student
assessment repertoires, teachers give a variety of responses. (1)
Most frequently heard is the claim that involving students in the
assessment of their work, especially giving them opportunities to
contribute to the criteria on which that work will be judged,
increases student engagement in assessment tasks. (2) Closely
related is the argument that self-assessment contributes to variety
in assessment methods, a key factor in maintaining student interest
and attention
To define the examined is consistency between one time period
and another. Blatchford (1997) found mixed evidence for long time
periods. Blatchford reported that self-assessments were stable
between ages 11 and 16 in mathematics, although not in English, a
finding Blatchford attributed to feedback being less clear in
English class than in mathematics. Sung, Chang, Chiou, and Hou
(2005) had 14-15 year olds assess the quality of their web-designs
on three occasions within a narrow time frame: after completing
their designs, after viewing the designs of others in their own
group and after viewing the best and worst designs in the class.
Sung found no significant differences across occasions.
As a conclusion, the evidence in support of the reliability of
self-assessment is positive in terms of consistency across tasks,
across items, and over short time periods. According to the studies
showing adequate consistency involved students who had been trained
in how to evaluate their work.
Does self-assessment provide valid evidence about student
performance?
Apart from that, the Validity in self-assessment typically means
agreement with teacher judgments (considered to be the gold
standard) or peer rankings (usually the mean of multiple judges
which tend to be more accurate than the results from a single
judge). Research on the self-assessments of university students
produced mixed results. Boud and Falchikov (1989) reviewed 48
studies reporting self-teacher assessment agreement.
In most, self-assessments agreed with teachers' ratings but the
reviewers expressed concern about the quality of many of the
studies. There was extensive variation about what constituted
agreement; the criteria used by teachers and students were
frequently not defined; there were few replications involving
comparable groups of students.
In this case, student self-assessments are generally higher than
teacher ratings, although exceptions have been reported (e.g.,
Aitchison, 1995 for middle school music students). Over-estimates
are more likely to be found if the self-assessments contribute to
the students grade in a course (Boud & Falchikov, 1989). Young
children may over-estimate because they lack the cognitive skills
to integrate information about their abilities and are more
vulnerable to wishful thinking.
Agreement of self-assessment with peer judgments is generally
higher than self-teacher agreement (Bergee, 1997; McEnery &
Blanchard, 1999). One explanation might be that students interpret
assessment criteria differently than their teachers, for example,
focusing on superficial features of the performance.
C) In this situation teachers who are concerned about the
inaccuracy of self-assessment may be partially reassured by the
research evidence about the psychometric properties of
self-assessment. The concern is likely to remain. Improvement in
the utility of self-assessment is most likely to come from
attention to four dimensions in training students how to assess
their work.
Apart from that, the process for defining the criteria that
students use to assess their work will improve the reliability and
validity of assessment if the rubric uses language intelligible to
students, addresses competencies that are familiar to students, and
includes performance features they perceive to be important.
Rolheiser (1986) suggested several strategies for engaging students
in the construction of simple rubrics. A key message in Rolheisers
manual is that teachers should not surrender control of assessment
criteria but enact a process in which students develop a deeper
understanding of key expectations mandated by governing curriculum
guidelines.
Besides, a process of progressive revelation of the rubric may
be appropriate, if students lack sufficient experience in the
domain to be able to identify dimensions of mastery.
Next, teaching students how to apply the criteria also
contributes to the credibility of the assessment and student
understanding of the rubric. Among the more powerful strategies are
teacher explanations of each criterion, teacher modeling of
criteria application, and student practice in applying the rubric
to examples of student work (including their own). Within-lesson
comments that link instructional episodes and student tasks to
assessment criteria reinforce student understanding of the
criteria.
Hence, giving students feedback on their self-assessments is a
process of triangulating student self-assessments with teacher
appraisals and peer assessments of the same work using the same
criteria. Conferencing with individuals and groups to resolve
discrepancies can heighten attention to evidence, the antidote to
lying and self-delusion. A key issue is to help students move from
holistic to analytic scoring of their work. For example, student
self-assessments are frequently driven by their perception of the
effort expended on the assignment, an important criterion but it
should not swamp attention to other dimensions of performance.
Apart from that, students need help in using self-assessment
data to improve performance. Student sophistication in processing
data improves with age. For example, J. Ross et al. (2002-c) found
that when discussing assessments with parents and peers, grade 6
students were more likely to focus on evidence of achievement and
how to improve performance, whereas grade 2-4 students focused
exclusively on the overall grade. In addition, older students were
more likely than younger to compare current to past achievement on
similar tasks. Teachers can provide simple recording forms for
tracking performance over time to compensate for memory loss.
. In this case, Teachers can also address student beliefs that
contribute to higher goal setting, such as attributions for success
and failure and seeing ability as something that can improve rather
than as a fixed entity.
As a conclusion teachers can further support self-assessment by
creating a climate in which students can publicly self-assess.
Strategies for creating trust in the classroom are readily
available (e.g., Johnson, Johnson, & Holubec, 1990). The
usefulness of self-assessment is likely to be enhanced by
strategies that shift students toward learning goals.
Part B: (15%) 5 pages
Write a short essay on the following:
The Malaysian Education System is Too Examination Oriented:
Discuss
What is an education? According to Oxford dictionary, an
education is the process of receiving or giving systematic
instruction. Based on this statement, it sounds like the engagement
is either by learning and teaching an instruction given by
teachers. Would it be good enough for the students? How can this
approach help the students to handle difficult situation in the
future? The learning process in the classroom is never enough for
the students anymore. It takes more than academia to survive in
such a stressful working environment. In Malaysia, the education
system is indeed facing problems in producing competent graduates
to face this gruesome and depressing challenging working world.
What are the possible problems that caused such a bad system? What
can be done to create a better education system?
The problem of education system in Malaysia is that the students
are too exam-oriented. Due to societal pressure, the result is the
sole indicator of determining your performance in the school. For
many innocent students in Malaysia, education means scoring the
test papers, acquiring more knowledge for the exam, and of course,
aiming for higher number of As! There is a misconception that
higher number of As indicates the person is smarter. For example,
parents and relatives like to compare their own children with the
number of As in result slip or how much salary they can make per
month. Why are they making us so stressful? I had heard numerous
comparisons throughout my schooling year (even now). My aunt did
that by comparing my cousin and me in SPM. With an extra A in my
cousins result slip, she is assumed to be better. It is not because
I am jealous or what (maybe I am?), this should not be the way to
gauge the students ability. This is because the quality of As would
be affected. I still remembered that she is still struggling with
Chemistry questions during her foundation year. So, is this the
right way to compare? Would you compare a student with a very
strong foundation in Physics gets mediocre result in other
subjects, while another student who is just barely good at every
subject gets straight As? Would you expect Albert Einstein to be
good in every subject while his expertise is Physics? I believe his
research ability would have suffered if he did that. This is the
problem with the parents. They do not utilize the talents of the
children. The children might be good in drawing, handcrafting, or
sports. Instead, they put too much emphasis to create
Jack-of-all-trades students in term of academic examination. When
students are too exam-oriented, they are unable to utilize their
talents by being productive in their fields. Because after all,
they just want more As in exam slips.
Another problem I see within most students in Malaysia is they
lack of leadership element. It may sound clich, but it is crucial
to possess this a must element in every student. This element
cannot be acquired through class unless the leadership role is
taken by the student. This is why the roles of class monitor,
secretary and treasurer exist even in primary school. However, how
many students are able to take these roles? Not so many. Based on
my experience, most of the student leaders you see in your school
or networking events are comprised a very small number. Perhaps,
they may be 1 out of 100 students? What I find it funny is that the
student leaders in the various events are actually the same group
of people! These high motivated enthusiastic groups go for every
kind of event to get exposure. This is why the representatives from
Ministry of Education always think that most students are like the
leaders, engaging most of the time. In fact, they are engaging the
same students most of the time. Take for another example, today you
might see a student ambassador from AIESEC in a GRADUAN career
fair. After that, I can bet my 1 cent that you would most probably
see him in other career fair/networking event/startup event/random
event etc. This is a good sign, but what about the rest? We are now
talking out of the average students, not the top 5 %. Most of them
would shun away from this kind of event, stay at home/hostel most
of the time. The lazy type (eg. my friends) would most probably
demotivate you by giving excuses like Why do you go for so many
kind of events?, Stay at home chillax first! Not easy to get
holiday on weekends-leh!, I didnt meet my family for nearly whole
semester. I miss them so I have to go back!, After graduated you
still can go-mah! and the list goes on. What happened after that?
They feel scared when lecturers point them to answer question.
Especially those forum and networking events where there will be a
Q & A at the end of the session, not only the students, even
the working adults would tilt their heads down. This shows they are
shy and not taking initiative to take up a leadership role in
asking questions. Who knows the answers from the questions would be
an inspiring quote in the future? That is how the legacy was born
by the leaders.
Anyway, I have found a random quote from the internet.The
mediocre teacher tells. The good teacher explains. The superior
teacher demonstrates. The great teacher inspires. William Arthur
WardSpeaking about teachers, teachers are noble and respectable.
However, back to the quote, did teachers ever inspire most of the
students nowadays? Yeah, maybe a handful. Most of them, are like
the result of education system in Malaysia, teach according to the
syllabus. They lack of empathy to care more about the students. The
good ones would be focused, while the bad ones would be sidelined.
Some would say Why getting yourself into troubles when your pay is
the same before and after? After all, teachers are now only known
for rushing the exam syllabus. Where is the personal connection
between the students and the teachers? Why can it never be like the
relationship between the mentors and disciples? Let me ask you some
questions:1. When was the last time you had given a wishing card to
them on Teachers Day?2. Or for worse case, when was the last time
you had visited your teachers after your graduation?Those days
where teachers inspire were gone. Students are never appreciative
with what the inspiring teachers have done for them. They take
everything for granted. Most would complain about the teachers on
they did not come to the class and finish the syllabus. Again,
syllabus!? I believe that every student should have an equal
opportunity. It is the dedication of the teachers who can make a
difference. Frankly speaking, I had a hard time tutoring a student
with bad results. It really tested my patience to really get him
understood. He did well after that (Thank God!) Besides, teachers
are also responsible for some kind of programs in school, for
example development programs (such as extra-curricular activities).
These programs are usually deemed as wasting time by the students.
Same goes to my second point, unless they are forced, only the 1 %
highly motivated student leaders would volunteer to join these
programs. Because students are only taught that results are
everything. The result slip is the only pathway to go through your
next level of education. Truth to be told, they would only realize
the result slip is just an entrance to any level of education, in
secondary and tertiary education. After that, everything would
start from 0. Why dont I tell you everything would start from 0
after you land your first employment? Imagine your 15 16 years of
education becomes negligible after your first job. Reality is
hitting us hard, isnt it? Therefore, inspiring teachers can really
mold the leaders that we can see at the top of corporate
leaders.
Have you ever heard of teacher-centered learning? It is where
the teachers would talk and the students would listen. This kind of
approach has made students who can read and write well, but could
not communicate with people around them. This problem usually
happens to the people learning second language (eg. English). The
education system usually taught students to read and write first
before they start to talk. This approach is actually very bad. Have
you ever wondered why you can speak your native language (Malay,
Tamil, or Mandarin) so well? This is because you use the language
in most conversation. In my experience, I could not read or write
most Chinese words, but I could converse well with my Chinese
friends. Many people find it weird because I can listen/speak but I
couldnt read/write. Yes, these components are actually different
from each other. It must be improved part by part in order to
improve your overall proficiency. However, the approach of teaching
students to read and write English before they get to speak is way
wrong. Before you get to speak, you must listen to how others
speak. Before you write a passage, you must read how others write.
Perhaps, I would suggest the government to start listening and oral
tests in primary school as part of the curriculum. Anyway, English
is a lingua franca, but many students are still reluctant to learn
it. I am not good in English is a merely excuse. I find it funny
because it has become an opening for many conversations. For me,
there is no good English, there is only understandable English.
Even if you throw bombastic words to me in a conversation, while I
dont understand it, I would not think your English is good. So this
is how KISS rule applies (Google it!). Take your time by using
common phrases in English. Master them and I am sure you would be
talking like a native speaker in the future. For your information,
I am taking German now. If I were to compare English and German, I
would say that German is much harder than English. Their verbs are
weird (the word haben have in German is different conjugation for
every pronoun such as habe, hast, hat, haben) The articles of the
have different forms (das, die, der) Even plurals are not as
straightforward (can you imagine the plural of Buch book is Bcher
books).
Although it seems hard for me, Germans are so used these. It is
the same as our native languages. We are so used to it, yet the
foreigners are having tough time learning it. Do not wait for
education system to teach you how to speak English. It would never
work! Take the initiative and learn English on your own! Do not
forget that where theresa will, theres WILL ALWAYS BE a way.
In a nutshell, education system in Malaysia certainly doesnt
prepare the students to face the corporate life. The budget
allocated for education sector is increasing annually, with the
highest last year at RM 54.6 billion (Woah, how many Ferraris can I
buy?). Somehow, was it utilized effectively? It is not a matter of
allocation anymore, the biggest role here is the execution.
Teachers must be able to inspire the students to think out of the
box. The students must not be left out for leadership role. They
must be given the freedom to utilize their real talents to
contribute to the society. Number of As shall not be the sole
comparison to the quality of the students. By changing the mindset
of the young in the early stage, they would know their purpose to
work on what they want to contribute in the future. If the country
is to take about education excellence, it has to start with
reformation in education first.
Part C: (30%)
The purpose of Part C of the Assignment is assess your ability
to build a test and conduct item analysis on the items to determine
its appropriateness.
Construct 10 multiple-choice questions (MCQ) in any subject area
of your choice The test could be for learners in a primary or
secondary school, learners in a college or university or
participants in a training programme.
The test should be an Achievement Test for a particular subject
such as Science, Mathematics, Statistics, History, Management,
Language and so forth.
The questions should be constructed by you (i.e. original) and
not taken from available sources.
Each stem for an item or question should have 4 alternatives (A,
B, C & D) with three distracters and one answer.
Administer the test to a group of at 15 students or more.Conduct
an item analysis of the items.(refer to Chapter 8: Item Analysis):
Compute the Difficulty index for each item Compute the
Discrimination index for each item Evaluate the Effectiveness of
each option or alternative
Write a report on your findings.
Attach a copy of the test.
Your report will evaluated on the following:
The Multiple-Choice Test 10 Item analysis for each of the items
10 Discussion of findings and conclusion 10
TOTAL 30 marks
Appendix 1
Questionnaire 1This set if questionnaire is distributed in order
to obtain information regarding students' background. Please write
all the information required in the blank spaces and circle your
choices in the options provided.Subject's
ProfileName:Form:Gender:Race:Age:Semester One English
Result:English Examination Result:Father's occupation:Mother's
occupation:
1.Do you like to read English comprehension?A.YesB.No
2.Do you like to read English comprehension at
home?A.YesB.No
3.Where do you read English comprehension the most?A.At homeB.At
schoolC.In your English class
THANK YOU
Appendix 2
Questionnaire 2This set of questionnaire is distributed in order
to obtain information regarding your responses toward the using
picture in reading comprehension. Your full cooperation is needed
in answering all the questions designed. Please circle your choices
in the options provided.
1.Have you been introduced to using picture in reading
comprehension before?YesNo
2.What do you think of using reading picture in
comprehension?InterestingUsefulFunBoring
3.Do pictures helpful for you to understand the reading
comprehension better?YesNoNot sure
Appendix 3
Answer the questions below according to the picture given.Pre
Test Pre-reading questions
1.What can you see in the first picture? 2.Can you describe a
bus? 3.Look closely at the bus. How many passengers can fit into a
bus? 4.Where can you catch a bus? 5.How do you board a bus or get
down? 6.How many doors do you usually find in a bus? What is the
function of the door at 7.the back of the bus? 8.How do you stop a
bus when you are traveling in a bus? 9.Look at the second picture.
Can you describe a train?10.Is it the same size as a bus?11.In what
way does a train differ from a bus?12.If you choose to travel at
night on train. Where do you sleep?13.Where can you take a
train?14.What do trains carry?15.Why do you think trains have extra
large lamps in front|?
Appendix 4
A class project: The students of Form 1Arif had to get
information about trains and buses for their English homework. Team
A described a bus. Team B found out about trains. Here are their
reports. Read them.
Team As report: The Bus
The bus is a common and cheap means of transportation. Some
buses carry about twenty-four passengers. Bigger ones can carry up
to forty-four passengers.To catch a bus you can wait at the
bus-stop or go to a bus-station. Look at the number in front of the
bus .It will show you where the bus is going. Get your ticket from
the fare machine beside the drivers.There are many rows of seats on
a bus and there is a passageway in the center. On both sides there
are windows.At the back of the bus, there is a door which is
usually closed. It is the emergency exit.To stop the bus, you press
a bell. You can see it just above your seat.
Team Bs report: The Train
The train is like a bus in many ways, but very much longer. It
carries passengers too. It has rows of seats on both sides and a
passageway down the middle. The train has many coaches. Some
coaches have compartments which are like small rooms separated by a
corridor.You must go to railway-station to board train. This is
because trains run on rails. At the railway-station, you buy
tickets according to executive or economy class.Trains not only
carry passengers but goods as well, such as palm oil, containers
and mail. Many trains travel throughout the night. That is why
trains have extra large lamps in front.
Appendix 5
Answer the questions below according to the picture given.Pre
Test
Pre-reading questions.
1.What can you see in the first picture?
2.Where are the people?
3.What is happening to them?
4.What do the people bring with them?
5.Are the people helping each other? How do you know?
6.Where are the people going? What can you see on top of the
hill?
7.Look at the second picture... Where do you think the event
took place?
8.What do you think has happened to the old woman?
9.What are the people doing to the old woman?
APPENDIX 5 (i)
The Lonely Old Lady
Kampung Korok is a small village. The villagers are happy and
friendly. They always work together and help one another.
Old Mak Lila lives near river the river that runs through the
village. She is not a friendly person and does not talk to anybody.
She does not like children and the children are afraid of her.
There was one exception. Esah tried to be friends with old Mak
Lila. Esah remembered what her teacher had said, Always be kind and
friendly to others. Kindness and friendly are gifts from God.
One day it rain heavily for hours. The water level in Sungai
Korok rose higher and higher. The villagers quickly got ready to
move to the school at the top of the hill.
Esah, hurry up! We must go before the water level rises further,
said Esahs mother. The villagers were all rushing to the school.
Esah and her mother packed a few belongings and rushed out as
well.
Suddenly, Esah stopped. Mother, what about Mak Lila? We must get
her out as well.
Mak Lila can take care of herself. Just leave her alone.
Esah, weve no time. The water is already up to our knees.
Please, mother, pleasesaid Esah.
Alright, but, we must be quick, replied Esahs mother.
Esah and her mother rushed to Mak Lilas house. Esah knocked on
the door and called out loudly. Mak Lila! Mak Lila! Come out! The
place is flooding.
There was no answer. Esahs mother sighed. Its no use. She is
proud old lady and wont accept help from us.
As they were walking away, they heard the sound of a loud crash
coming from the house. Esah and her mother forced the door open.
There, on the floor, was old Mak Lila! She had slipped while
walking to the door! Together, Esah and her mother helped Mak Lila
to the school.
All the other villagers were surprised to see Mak Lila with Esah
and her mother. However, they were happy that she had agreed to
come to the school.
Welcome, Mak Lila , called out one of the villagers.
Quick! Give her a hot drink and a blanket, said Esahs mother.
All the villagers fussed over old Mak Lila. Mak Lila was touched by
the warm welcome and attention of the villagers.
With tears flowing down her cheeks, she said, Thank you for your
kindness. I did not think I would receive so much care and help.
Mak Lilas heart was filled with gratitude.
All the villagers were happy to see the chance in Mak Lila.
Esahs simple act had taught Mak Lila the value of friendship and
kindness.
(Taken from Sally Quah and Julie Mak.1989.English Form I
KBSM.Kuala Lumpur. Penerbitan Tunas Ilmu. 118-119)
Appendix 6
Questionnaire for teachers
Kindly tick (/) in the appropriate box.
1.Age:25 years and below()26 30 years()31 35 years()36 40
years()41 years and above()
2.Teaching experienceLess than 5 years()5 10 years()11 15
years()16 tears and above()
3.Do you practice pictures for reading comprehension in your
class?
Yes()No()Sometimes()
Section BPlease circle your choiceSAStrongly
agreeAAgreeUUndecidedDDisagreeSDStrongly disagree
1. Using pictures in reading comprehensions are helpful for
students to comprehend reading materials.SAAUDSD
2.Pictures help to motivate students in learning reading
comprehension.SAAUDSD
3.Pictures inculcate students interest and build students
confidence in learning the language.SAAUDSD
4.Using pictures in reading comprehensions allow students to use
language freely without feeling inhibited and
threatened.SAAUDSD
Appendix 7
Questions for the students interview session.Please circle your
answer.
1.Can you understand the story without the picture?AYesBNo
2.It is much easier to understand the story with the help of
pictures.AYesBNo
3.A question and answer session (based on the picture). Can tell
what is in the passage?AYesBNo
4.You can associate / match the pictures with certain
wordsAYesBNo
5.Pictures can help to recall relevant things in relation to the
text. (For example, birthday cake, game and party are always
associated with birthday party).AYesBNo
6.Passage(s) is / are easiest to comprehend by using the
suitable pictures.AYesBNo
Appendix 8
Answer the questions below according to the picture given.Post
Test Post-reading questions.
1.What can you tell from the picture?
2.What do you think has caused the fire?
3.What are the people doing? How are they passing the water?
4.How do the villagers put out the fire?
5.Do the people work together to pass pails of water to their
friends or neighbours?
6.Can you see the man on the bridge?
7.What is he doing? Who do you think he is?
8.What about the man on the left? What is he trying to do? Who
do you think he is?
Appendix 8 (i)Post-Test QuestionsRead the passage and answer the
comprehension question.
The Fire in Kampung Bidu
The people of Kampung Tiram were very sad. Their padi was not
growing well because there was very little rain. The only river
running through their village had been blocked off by the people of
neighbouring Kampung Bidu. All they had left was a well in the
middle of the kampong. Everyone shared the water in the well.Pak
Kassim, the headman of Kampung Tiram, was a very kind man. He
wanted to be friendly with his neighbours, but Pak Yusof, the
headman of Kampung Bidu, was unfriendly.This time, the dry season
lasted longer than usual. The river was drying up. The water in the
wells in both the villages was getting less and less.One evening,
as the people of Kampung Tiram were resting after a tiring day,
they heard loud shouts coming from Kampung Bidu.Help! Help!
Fire!Kampung Bidu was on fire. Everyone in Kampung Tiram stopped to
watch the fire. People of Kampung Tiram, Im ashamed of you. Our
neighbours are in danger and all you do is stand and watch! Come
on, lets us use the water in our well to put out the fire.
No! No! the villagers shouted. They didnt care that we had no
water. Why should we care about them now?Pak Kassim was silent. A
few minutes passed. Then, the villagers said, You are right, Pak
Kassim. We must help. Lets form a human chain and help to put out
the fire.So, they did. They worked together. They were all tired
and hungary but they were not even thinking of themselves. Finally,
with the co-operation of all the villagers, they to put out the
fire.So, they did. Thy worked together. They were all tired and
hungry but they were not even thinking of themselves. Finally, with
the co-operation of all the villagers, they managed to put out the
fire.Pak Yusof said. Thank you for your kindness. Weve been
selfish. We forgot the importance of friendship and selflessness.
You had so little water left and yet you were willing to use it to
save us.Pak Kassim was proud of his people. Thank my people, not
me. If they did not co-operate with one another, we wouldnt have
been able to do much.The people of the two villages became good
friends, giving and receiving help the way friends do. Everyone was
happy again.What do you think happened two days later?
(Taken from Sally Qua and Julie Mak. 1989. English Form I KBSM.
Kuala Lumpr. Penerbitan Tunas Ilmu. 230)
5.0 Introduction
The result obtained in Chapter 4 point out those pictures or any
visual aids have a very important role in education. Pictures have
educational value in the sense that they can be exploited to
facilitate the process of learning. Thus, this particular research
is mainly concerned with the effectiveness of using pictures in
language classroom. In this case, the researcher tries to
investigate whether pictures can be an effective aid in enhancing
the students reading comprehension. The findings for this study
might provide valuable insight for further research as well as for
classroom implication.
5.1 Summaries of the findings
From the research, it is discovered that pictures can to some
extent facilitate the reading process; thus, contribute to the
success of reading comprehension. It is clearly indicated during
the classroom observation sessions that pictures can help the
students to get a general idea of the reading passages as well as
help them to generate ideas, words, phrases and expressions which
are important to prepare them for successful reading comprehension.
However, pictures can be an effective aid under certain
circumstances only. It requires a lot of effort from the teacher in
providing maximum benefit of using pictures. According to Wright
(1999), pictures can to some extent provide non-verbal information
and help students to predict the content of a text and to respond
to the language clearly. When the students are able to predict what
the text might be about, they can recognize meaning more quickly.
The students need a lot of guidance from the teacher to anticipate
the reading passages. It is discovered that; pictures can benefit
the students in terms of recognition and association. Pictures, in
this case, often suggest certain ideas and concepts which are vital
in anticipating the reading passages. Difficult words are easily
identified through picture clues and students recognition of
certain concepts is increased through the presence of visual
representation.
2.Teachers have a very important role in determining the success
of using pictures in the reading classroom. The teacher has to
ensure that the students interpret the pictures correctly to allow
them to anticipate the reading passages. It is very important to
direct the students focus to the content and which are in the
reading passages.
3.It is more effective to use pictures with descriptive passages
since they provide more explicit clues which can direct the
students attention to important ideas and language items.
The interview session revealed that students found pictures
helpful and they can benefit a lot from the pictures. According to
the students, they can rely on pictures to get the gist of the text
as well as familiarize themselves with the lexical items. Language
structures and the organizational pattern of the text. However,
pictures are found to be more on pictorial clues to recognize and
associate difficult words and concepts with their existing
vocabularies. These students found that pictures are very important
in helping them to anticipate what they were about to read. Thomas
in (Cooper,1990:99), Samuels (1995) and Schallert (1999) verify the
fact that pictures help the students to improve their reading
comprehension.
The teachers evaluation of the effectiveness of pictures is
similar with the researchers findings. It is discovered that
pictures provide the students with necessary information to
comprehend the reading passages. With the presence of pictures,
students are able to generate ideas and necessary language features
to anticipate what they are about to encounter in the text. Grellet
(1990) asserts that pictures can help the students to draw out only
what is essential and to see the development of the text more
clearly. She also mentions that pictures can be specific help in
learning to read effectively.
However, teachers have significant role in determining the
effectiveness of using pictures are subjected to various
interpretations. Therefore, the teachers have to ensure that the
questions for probing sessions are explicit enough to direct the
students attention to certain language items and content which are
in the reading passages. If not, the students might interpret the
picture according to their personal experiences which are
irrelevant to the content of the reading passages. In ensuring the
success or failure of using pictures to aid the students reading
comprehension, teachers have to take into consideration the
importance of manipulating the pictures in such a way to meet their
teaching objectives.
5.2 Limitation of the study
One of the limitations in this research is time constraint. The
researcher had only managed to observe three reading lessons per
teacher. The result would be more reliable if the researcher can
spend more time to observe more reading lessons. This will also
enable the researcher to examine the effectiveness of pictures on
various reading passages (narrative, situational, descriptive,
est.).
Not only that, the number of participants for this particular
research is quite small. It only involved three English teachers.
The researcher might have a better understanding of the problem
under investigation if more teachers are involved for they are able
to share and exchange opinions of whether pictures can be an
effective aid in enhancing the students reading comprehension.
As for the interview session, only 45 students out of 138
students were interviewed. Thus, the researcher does not have an
overall evaluation of the effectiveness of using pictures.
In addition, there is no control group for this particular
research because not many teachers volunteered to take part in this
study. Those teachers cannot afford to conduct other reading
lessons without pictures due to administration and personal
problems.
This situation does not permit the researcher to make a clear
comparison of reading lessons with and without pictures.
Finally, the pictures which accompany the reading passages are
in the textbook itself. Even though the teachers had warned the
students not to refer to the passage during the question probing
sessions, some students simply disobeyed their teachers
instruction. They referred to the text to find answers to the
questions posed by the teacher. This will surely affect the
accuracy of the result interpreted by the researcher.
5.3Implications of the Study
Results of this study might have implications for the design and
classroom use of pictures in the teaching of reading. The research
finding can show the importance of pictures in improving reading
comprehension. For example, the teacher can manipulate pictures
during the pre-reading stage to help the students predict the
content of the passage. There should not be any doubt of pictures
being the tool for improving the students reading comprehension
because it has been proven that pictures can be adapted to meet
certain teaching objectivities.
As far as reading comprehension is concerned, pictures should be
seen as a useful aid to focus the students attention to the text
and ensure that they read passages or texts with certain
expectations. Thus, resulting in a better comprehension of the
text.
5.4Recommendations For Further Research
It is recommended for future researcher to carry out the
research for a longer period. This will allow them to observe how
reading lessons were conducted throughout the semester (with and
without pictures) and their impact on the students reading
comprehension.
It is also advisable to have more participants for this kind of
research to get more feedback regarding the problem being
investigated. The researcher can use questionnaire as an
alternative to involve more participants in their research.
It is highly recommended for further research to have a control
group so that clear comparison can be made between the groups with
pictures and without pictures. The results would be more valid and
reliable if there is a control group.
Not only that, future researcher should ensure that the pictures
for the reading passages are given on a separate piece of paper.
This is to avoid the students from referring to the reading
passages to find the answers during the question probing
session.
5.5Conclusion
Result of this study suggests that pictures can to some extent
students in comprehending texts by increasing their ability to
recognize and associate certain concepts and vocabularies to these
pictures. In this case, pictures may be helpful in enhancing
comprehension among poor to average students.
In addition, teachers have a significant role in determining
whether pictures can be an affective aid in enhancing the students
reading comprehension.
However, further research is needed to determine whether it will
produce the same results as found in this study.
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