Minggu, 17 Maret 2019

Methodology of journal

Assalamu'alaikum ^_^

Hello everyone! Welcome back on my blog. Today I will share the methodology of the previous journal that I have shared. Let's begin!

1. Research design
This research applied Classroom Action Research. Through self-inquiry and reflection about writers own teaching practice and experience, they will be able to find shortcomings in their teaching and formulate a plan to address it. Action research is an approach which encourages practitioners to be in control of their own lives and contexts (Hine, 2013). They believe that teachers can help to improve the standard of English in our country through the improvement of their own practice. The writers conducted this action research in order to improve their own self practice, and at the same time, contribute to the improvement of the English language among their pupils.

2. Participants
As a researcher, the writers carried out this action research to all pupils in 4J class. There were altogether 31 pupils in the class with 14 females and 17 males. Among them, there were two Malays and 29 Chinese pupils. They varied in English proficiency level from intermediate to
very low level.
They also looked at pupils’ performance on Section C of their English test which focused on sentence writing. I then categorized the results into groups of different grades. Referring to the pupils’ test results, 14 pupils scored lower than 50 marks and this proved the existence of the identified problem among the pupils.

3.  Data Collection Methods and Instruments
According to Whitehead (2008), the data collected must be able to help the researcher to judge the workability of the action. The writers utilized three methods to collect data which are pre and post-writing tests, pupils’ work, and teacher’s reflective journal with different rationales being justified:

(a) Pre-Writing Test and Post-Writing Test
This method utilized test as one of my data collection methods to quantify the knowledge learnt by pupils after the implementation of action. Pre-writing test was administered to pupils before action implementation in order to check their baseline knowledge and preparedness for sentence writing. After four weeks of action implementation, a post-writing test was carried out to look at pupils’ improvement on the subject matter. Bearing in mind the aim to examine the impact of colorful semantics on pupils’ sentence construction, the questions of pre-writing test and post-writing test were constructed with only a minimal difference. Pupils’ scores on both tests were further recorded as a quantitative data source.

(b) Pupils’ work
In this research, pupils were given a task sheet to be completed at the end of each lesson. Then the writers collected and
marked their task sheets for evaluation purpose. In fact, the task sheets served both learning and assessment purposes as they consolidated knowledge learnt in pupils as well as enabled me to check on their performance.

(c) Teacher’s reflective journals
This method reflected on the strengths and weaknesses of each lesson and jotted them down in a reflective journal. Besides, they also marked down what transpired throughout this action research along with my own personal feelings and emotion regarding the implemented action in the reflective journals. The collection of reflection notes was made continuously as a backup source of qualitative data.

4. Technique of Data Analysis
There were two ways of analyzing the collected data namely qualitative and quantitative analysis. The researcher marked the research participants’ pre-writing test and post-writing test and tabulated the scores into percentages and tables. On the other hand, teacher’s reflective journal entries and pupils’ work were analyzed and interpreted as qualitative data.

Thank you for your time to read my blog 😊
See you on my next blog 🤗

Wassalamu'alaikum ^_^

Minggu, 10 Maret 2019

Literature review of journal

Assalamu'alaikum ^-^

Hello everyone! Welcome back on my blog 🤗

In this opportunity I will share literature review on journal.

1. Scaffolding and Cognitive Learning Theory
The underpinning theories for this research are scaffolding and Cognitive Learning Theory.
Firstly, utilization of colorful semantics was in accordance to scaffolding technique because the color code cards acted as a guide in exposing proper sentence structure to pupils. Hence, pupils knew what was expected of them in writing sentences. They could also refer to the chart if they were unsure of the structure of a sentence. Next, underpinning the familiarization of pupils with different parts of sentences was cognitive learning theory proposed by Robert Gagne (1985). The core of this theory is Cognitive Information Processing (CIP) model which conceives learner to be a processor of information, in much the same way a computer is. In order to store information in pupils’ short term memory, repetition plays a crucial role as information tends to decay without being frequently attended to. Therefore, this method drilled pupils on words and sentence pattern frequently during the action implementation.

2. Colorful Semantics
This research utilized colorful semantics by Bryan (1997) to provide with a framework to construct sentence. Nouns, verbs, and other part of speech were written on cards of different colors and pupils would learn the way to join the cards to form a correct sentence.
In fact the action was chosen mainly because of this significant, workability, and practicality. First, the significance of this method can be seen through the positive result shown by 5 and 6 years old learning predicate argument structure of sentence in a study as cited by Bolderson at al. (2011). The colorful semantic also conveyed high workability. The color code cards helped to reinforce the knowledge on how and where words can be used in a sentence in pupils' mind. Then high practicality, it is can be seen through the low cost in printing the word cards, available sources such as workbook and pictures from internet, easy to mark questions and also relatively long time the color code cards were durable in information board.

3. Kurt Lewin's Action Research Model
This research used the spiral model founded by Kurt Lewin's as a basic feaframew of this action research. Lewin mde action research a method of acceptable inquiry which proceeds in a spiral of steps, each of which is composed of planning, action, and fact-finding about the results of the action (Burnes, 2014).

Thank you.. see you on my next blog that will share the next component of journal.

Wassalamu'alaikum ^-^

Minggu, 24 Februari 2019

Journal Review!

The Use of Colorful Semantics to Improve Sentence Construction in Writing Sentences among Year Four Pupils

Assalamu'alaikum ^_^
Hello my online friends! Welcome to my blog 🤗

In speaking especially informal speaking grammar is not necessary. But in writing grammar is important especially for writers. They have to write with correct order. Because the result of their work will be read by public. For example book, minithesis, thesis, article, journal, and so on. Hence, as a prospective teacher, we have to learn grammar.

Writing skill can be trained from childhood. It is not easy to teach writing to children or primary school level, because they are bored easily. We have to teach them with special method. We can use the colorful semantic to improve their writing skill. We can help them to develop their grammar, by linking the structure of a sentence with colorful semantics. This approach is created by Alison Bryan. Writing is the most preferred outcome expected of pupils as it test many aspects of a language such as vocabulary, grammar, and punctuation (Kaufman and Gentile, 2002). As a teacher we will know the English skill of our pupils with their outcome in writing test. We will know their vocabulary, grammar, and punctuation's skill. Therefore, the teacher should give formal instructions and guide pupils step by step to lay the foundation for writing skill. This journal aims to improve pupils sentence construction and consequently constitute to their better writing skill.

This is the components of the journal that will be shared:

Title: The Use of Colorful Semantics to Improve Sentence Construction in Writing Sentences among Year Four Pupils

Author: Kee Li Li and Tay Jie Lee

Taken from:
Journal of English Education
JEE: 2502-6909
Vol. 2, No. 1, June 2017
URL: http://usnsj.com/index.php/JEE/article/view/2.1.43-50

A. Introduction
B. Literature Review
C. Methodology
D. Findings and Discussion
E. Reflection
F. Conclusion
G. References

I will discuss each part of this article on my blog every week. So, see you on my next post. Thank you 😊
Wassalamu'alaikum ^_^

Jumat, 07 Desember 2018

Blog walking! — My nice experience

Assalamu'alaikum ^_^

Hello my dearest friends! How are you? I hope you all have a great weekend 😊.

Last week I read some blog from my friends' blog. Today I will share my experience after I read their blog. What did I get there?

Certainly I got many informations from my friends' blog. I learn many something new from their blog. Then I got some book recommendations that I think maybe good to read because their review is interested me to read that book too. 
I will share the book recommendations with you that I have read from my friends' blog. I hope it is useful to you all that is searching book to read.

The first is "The Power of Habit" by Charles Duhigg. It it is an inspiring book. We can learn that our habit can shaped if we do something continuously and regularly. I see that the success persons are someone who have good habit in their activities. If we want to be a success person too, let's change our bad habits into good habits! You all should read this book!

The second is "The Secret" by Rhona Byrne. This book is about philosophy of law, how live work, and motivational issue. Maybe you have to read that book if you all want to know about law.

The third is "How to Win Friends and Influence People" by Dale Charneige. I think if you want to learn about how we socialize and influence someone, you have to read this book!

The fourth is "The 7 Habits of Highly Effective People" by Stephen R. Covey. It is a self-improvement book. We can learn that the way we see the world is entirely based on our own perceptions. In order to change a given situation, we must change ourselves by change our perceptions. I can learn that I should have awareness to be proactive and responsible with all of my choices.

The last is "Totto-Chan: The Little Girl at the Window (1981) by Tetsuko Kuroyanagi. This book is about Totto-Chan that is hyperactive. Than she was labeled as a troublemaker by her teacher and was forced to leave school. I am very sad because Totto-Chan was dropped out from her school on the first day school.

That's all about my experience after I read my friends' blog. I hope you like it 😉.

Thank you for reading my blog and see you later on my next post! 🤗

Wassalamu'alaikum ^_^

Sabtu, 01 Desember 2018

Continue review I am Malala chapter 16-the last

Hello guys! I hope you are happy in this weekend 😊
Today I will continue my review I am Malala Chapter 16 until the last chapter. Let's start!

Part 3: Three Girls, Three Bullets

Chapter 16: The Valley of Sorrows
Malala and her family come back to Mingora after three months. It is obvious that they were homesick and are happy to finally be back home. Malala start going to school although many schools and other buildings were destroyed with the evidence of the battles that were fought there. The prime of minister of Pakistan has promised that the Taliban have been cleared out of Swat. They are seemingly commited to helping the Americans fight the Taliban but actually it is effectively no different from Taliban— it's forces its citizents to live in a state of fear. Malala's father has no income to pay the teachers of Khusal School. Malala suggest that he talk to Abbas and he give donation for his school. Moreover, Taliban secretly living in the valley blow up more schools and kidnap people they judge to be dangerous to Islam. Several of Ziauddin's friends are mordered for protesting the Taliban in print. This chapter in the first make me happy because Malala came back home and Taliban has going out but actually they secretly still in the valley.

Chapter 17: Praying to Be Tall
Malala is one of the shortest girls in her class. She become more conscious of her shortness, she begins to lose some of the confidence that's made her a good public speaker and interviewee. In this chapter, Malala write that so many conspirations from government of Pakistan, America, and Taliban. Malala receives some exciting news; she got some award from some competition. She has won a great deal of money on only few months: more than a million rupees. Malala uses that money to rebuild school in Swat and to start and educational foundation whose goal is to provide free education for homeless children. I am very amazed to Malala because she can make the shortcomings become their strengths and still care for others.

Chapter 18: The Women and the Sea
Malala and her family have come to the sea side town of Karachi to visit aunty Najma. Malala traveled by plane to Karachi — this is the first time in her life. She also visits the tomb of Muhammed Ali Jinnah her idol, the founder of Pakistan. During her visit to Karachi she meets a reporter named Shehla Anjum who tearfully warns Malala that the Taliban have threadened to kill her. She and her family return to Swat, still shaken by the news that the Taliban want Malala dead.

Chapter 19: A Private Talibanisation
In this chapter, Ziauddin has found an anonymous note, addressed to "Muslim Brother" . The note— one of many that have been circulated recently—criticizes Ziauddin's schools for being "vulgar" and "obscene". The note arguing people to "ask the manager of the White Palace Hotel" for more information about "what these girls said." Ziauddin realozes that the manager has no information about the girls— the note is a bluff, design to make its readers assume the worst of Malala and her classmates. The Taliban are forced to make up lies about the girls of Malala's school and rely on the power of suggestion.

Chapter 20: Who is Malala
In this chapter, a math teacher at Malala's school, Miss Shazia tells that she's had a nightmare. In the nightmare, she saw Malala walking around with one of her leg bdly burned. Malala convinced that danger is coming her way, she begins praying more often. Malala comes to school as usual by bus. While she is riding the bus, two men stop the bus and one of them climb aboard. He ask, "Who is Malala?", But then he easily identifies her since she is not wearing a burqa. Then he shot Malala in the head.

Part 4: Between Life and Death

Chapter 21: 'God, I entrust her to you'
In this chapter Malala write about the condition after the Taliban shot her. Her parents are very sad. Someone called Ziauddin with the news that his daughter's school bus has just been attacked. Ziauddin rushes to the nearby hospital where he is crushed to find that his own daughter was one of the Taliban soldier's victim. Miraculously, the soldier's bullet didn't damage Malala's brain at all. Two other Malala's friends were also injured by the soldier's attacked, although their wounds are very slight.

Chapter 22: Journey into the Unknown 
This part tell about Malala's condition deteriorates. Her blood not circulating properly and her kidneys are beginning to fail. Dr. Fiona Reynolds urges that Malala be moved to a superior army hospital in Rawalpindi and her father agrees. Her condition is still weak, she will need intensive physical therapy. Reynolds suggests that Malala be sent to Birmingham, England, the home of one of the world’s foremost hospitals for gunshot victims. Meanwhile, only Ziauddin is allowed to accompany Malala to England. He refuses to abandon his wife and sons, particularly at a time when they’re in danger of Taliban attacks. While dr. Kayani urges Ziauddin to travel to England with Malala, he staunchly refuses. As a result, dr. Reynolds is appointed Malala’s temporary guardian in England.

Thank you for reading all of my review 😊 and see you on my next post. 🤗
Wassalamu'alaikum ^_^