1. Contoh 1
PANDUAN ASAS MENYEDIAKAN LAPORAN KAJIAN TINDAKAN
(MENGIKUT FORMAT EPRD)
Bahagian Proses/Penerangan Contoh Penulisan
Halaman Kandungaan  Ditulis dalam satu muka surat Isi kandungan
Muka surat
Penghargaan
Abstrak
1.0 Refleksi P & P yang lalu
1
2.0 Isu Keperihatinan
3.0 Objektif Kajian
3.1 Objektif Am
3.2 Objektif Khusus
4.0 Kumpulan Sasaran
5.0 Pelaksanaan Kajian
5.1 Tinjauan masalah
5.2 Analisis Tinjauan Masalah
5.3 Tindakan yang dijalankan
5.4 Pelaksanaan Tindakan Dan
Pemerhatian
5.4.1 Pelaksanaan Aktiviti 1
5.4.2 Pelaksanaan Aktiviti 2
5.5 Refleksi Kajian
6.0 Cadangan Kajian Seterusnya
Bibliografi
Lampiran
Penghargaan  Pihak yang terlibat dengan
kajian tindakan terutamanya
di peringkat sekolah
Abstrak  Hendaklah mengandungi : Kajian ini dijalankan untuk menentukan dan
1. Tujuan mengatasi masalah-masalah yang dihadapi
2. Kumpulan sasaran oleh pelajar Tingkatan 4 semasa menyelesaikan
persamaan serentak dalam dua anu (satu
3. Fokus kajian tindakan
linear dan satu tak linear). Seramai 20 orang
4. Tinjauan awal pelajar tingkatan 4 dan seorang guru terlibat
5. Perlaksanaan kajian dalam kajian ini. Perancangan tindakan
6. Dapatan difokuskan kepada penguasaan kemahiran
penyusunan semula persamaan linear,
 Ditulis dalam satu perenggan permudahkan ungkapan algebra,
dan satu muka surat dan penambahan dan penolakan pecahan
single spacing. algebra, pemfaktoran ungkapan kuadratik dan
menyelesaikan persamaan kuadratik. Tinjauan
 Dicadangkan menggunakan
awal telah dilaksanakan melalui semakan kerja
Font 9/10 dan jenis tulisan rumah murid, ujian bulanan, peperiksaan
Arial/Tahoma penggal dan ujian pra. Hasil tinjauan
menunjukkan murid tidak mahir dalam
penyusunan semula persamaan linear,
permudahkan ungkapan algebra,
penambahan dan penolakan pecahan
algebra, pemfaktoran ungkapan kuadratik dan
menyelesaikan persamaan kuadratik. Lima sesi
pengajaran dan pembelajaran (40-60 minit
setiap sesi) telah dijalankan dalam tempoh 8
minggu iaitu pelajar belajar kemahiran yang
tersebut di atas melalui model konkrit dan
modul latihan berpandu secara kumpulan.
Keputusan ujian pos telah menunjukkan
peningkatan prestasi pelajar. Pelajar lebih
berminat belajar kemahiran seperti
pengembangan ungkapan algebra dan
pemfaktoran dengan menggunakan model
konkrit. Modul latihan berpandu telah

2. membantu pelajar untuk mengatasi masalah
mereka. Pengajaran dan pembelajaran
kemahiran asas untuk menyelesaikan masalah
persamaan serentak dalam dua anu (satu
linear dan satu tak linear) perlu diperkukuh
pada peringkat sekolah menengah rendah.
Penggunaan model konkrit boleh membantu
pelajar memahami konsep matematik ini.
1. Refleksi Pengajaran dan
Pembelajaran Lalu Seperti di dalam kertas cadangan Seperti di dalam kertas cadangan
Spt. dalam m.s 51 & 52
2. Isu /Keperihatinan
/Masalah Kajian Seperti di dalam kertas cadangan Seperti di dalam kertas cadangan
3. Objektif Kajian
Seperti di dalam kertas cadangan Seperti di dalam kertas cadangan
a. Objektif Am
b Objektif Khusus
4. Kumpulan Sasaran
Seperti di dalam kertas cadangan Seperti di dalam kertas cadangan
5. Pelaksanaan Kajian 5.3.1 Aktiviti-aktiviti yang dijalankan
Sebanyak empat aktiviti telah
5.1 Tinjauan Masalah dirancang untuk membantu
 Huraikan secara terperinci meningkatkan kemahiran
cara-cara anda mengumpul mencongak fakta asas darab
maklumat. Maklumat dalam kalangan murid-murid
mungkin telah diperoleh kumpulan sasaran saya. Aktiviti-
melalui pemerhatian dalam aktiviti tersebut ialah:
bilik darjah semasa AKTIVITI 1 ( Permainan Domino Fakta Asas
murid/pelajar memberi Darab )
5.2 Analisis Tinjauan Masalah respons kepada soalan- 1) Aktiviti ini merupakan aktiviti
soalan anda, pemeriksaan berkumpulan yang
buku latihan, sesi temu bual, melibatkan pendekatan dua
melalui soal selidik atau ujian dalam satu iaitu belajar dan
pra dan lain-lain bermain dalam satu masa.
2) Permainan ini dilaksanakan
5.3 Tindakan Yang  Semua data yang terkumpul mengikut konsep permainan
Dijalankan dimasukkan dalam jadual domino tetapi dalam
mengikut tajuk-tajuk yang permainan ini padanan
ditetapkan tetapi bukan adalah kepada soalan fakta
semua maklumat dapat asas darab dengan hasil
diguna pakai dalam kajian. darabnya atau sebaliknya.
3) Selepas menjalankan aktiviti
 Tuliskan semua aktiviti, bahan- ini, murid-murid diberi aktiviti
bahan dan cara anda berbentuk individu.
membuat pemerhatian untuk
menguji keberkesanan AKTIVITI 2 ( Ujian Cepat Kira Fakta Asas
tindakan/aktiviti yang anda Darab - 5 minit )
telah jalankan ke arah 1) Aktiviti ini merupakan aktiviti
meningkatkan kemahiran bertulis. Murid-murid diberi
pelajar bagi menangani satu set soalan yang
masalah yang anda sedang mengandungi 60 soalan.
kaji. 2) Soalan Cepat Kira Fakta Asas
Darab ini diuji sehingga 9 x 9.
3) Murid-murid dikehendaki
menjawab soalan tersebut
dalam masa 5 minit.
4) Tempoh masa mereka habis
menjawab direkodkan.
AKTIVITI 3 ( Ujian Cepat Kira Fakta Asas
Darab - 4 minit )
1) Aktiviti ini sama seperti aktiviti
2. Set soalan yang diberi
kepada murid-murid
2) Murid-murid dikehendaki

3. menjawab semua soalan
dalam masa 4 minit.
3) Tempoh masa mereka habis
menjawab direkodkan.
AKTIVITI 4 ( Ujian Cepat Kira Fakta Asas
Darab - 3 minit )
1) Aktiviti ini sama seperti aktiviti
2 dan 3.
2) Soalan-soalan yang sama
diberikan kepada murid-
murid.
3) Murid-murid dikehendaki
menjawab semua soalan
tersebut dalam masa 3 minit.
4) Tempoh masa mereka habis
menjawab direkodkan.
o Pelaksanaan  Huraikan cara 3.0 Seperti yang terdapat di dalam
Tindakan pelaksanaannya kertas cadangan tetapi cara
dan penulisan diubah dengan
Pemerhatian menggunakan ayat pelaporan.
/ Penilaian Langkah-langkah hendaklah diterangkan
secara terperinci
i. Pemerhatian
Pelaksanaan  Sediakan jadual pemerhatian
Aktiviti 1 dan/atau huraikan apa-apa
yang dapat dilihat dari segi
perubahan sikap dan repons
pelajar terhadap aktiviti 1,
dan perkara-perkara lain
yang mungkin anda
jangkakan.
ii. Refleksi
 Huraikan apa-apa yang
difikirkan guru dari segi
Pelaksanaan keberkesanan aktiviti 1 atau
Aktiviti 2 kegagalan aktiviti dan sebab-
sebab keadaan ini terjadi
i. Pemerhatian
a) Anda boleh membuat jadual
pemerhatian dan/atau huraikan apa-
apa yang dapat dilihat dari segi
perubahan sikap (respons) pelajar
terhadap aktiviti 2, respons guru dan
perkara-perkara lain yang mungkin
anda jangkakan.
ii. Refleksi
5.5 Refleksi Kajian b) Huraikan apa-apa yang difikirkan
guru dari segi keberkesanan aktiviti
atau kegagalan aktiviti 2 dan sebab-
sebab ini terjadi
c) Huraian dalam bahagian ini
bergantung kepada jumlah aktiviti
yang telah dijalankan
i. Refleksi Kajian Terhadap Pelajar
a ) Huraikan keberkesanan tindakan
anda dengan menggunakan
data/maklumat yang telah anda

4. kumpulkan (seperti ujian pasca atau
ujian-ujian lain)
b) Terangkan perubahan tingkah laku
pelajar melalui pemerhatian.
c) Terangkan perubahan emosi
pelajar yang telah dikumpul melalui
temu bual & soal selidik (sekiranya
ada)
ii. Refleksi Kajian Terhadap Guru
1.0 Huraikan perasaan guru
terhadap keberkesanan
kajian yang telah dijalankan.
iii. Refleksi Tentang Proses P & P Yang
Telah
Dijalankan Secara Keseluruhan
2.0 Tuliskan rumusan anda.
6. Cadangan Kajian Ditulis dalam bentuk perenggan Kajian tindakan seterusnya yang akan
Seterusnya i. Cadangkan isu seterusnya yang saya jalankan ialah berkaitan dengan isu
anda akan kaji. ………
Atau :
Oleh sebab kajian yang telah saya
jalankan tidak berjaya, maka saya akan
menggunakan tindakan / aktiviti-aktiviti
lain untuk menangani isu ini.
Bibliografi  Bahan rujukan yang anda Brown, T. (1987) Language Interaction
gunakan hendaklah Patterns in Lessons Featuring
dicatatkan pada ruangan ini. Mathematical Investigations. PhD thesis,
 Menyusun senarai bahan University of Southampton
rujukan mengikut abjad.
Dunn, T. (1997) Michel Foucault and the
Politics of Freedom. Thousand Oaks, CA:
Sage
Lampiran i. Soal selidik atau bahan-bahan
sokongan yang digunakan
dimasukkan di dalam ruangan ini.
Rogayah Abdullah
SMK Kempas, JB

5. CONTOH LAPORAN KAJIAN TINDAKAN
(DI HANTAR KE PPD – MENGIKUT FORMAT EPRD)
ENHANCING STUDENTS’ SPEAKING SKILLS
IN STATING AND JUSTIFYING POINTS OF VIEW
BY GENRE ANALYSIS APPROACH.
By
Hjh Hafiza Aini Bte Hj Hassan
Maktab Sultan Abu Bakar
Johor Bahru
Abstract
This research was carried out to assist the students in enhancing their speaking skills in responding to
Task A in their MUET Speaking Test by using the Genre Analysis approach. There were 8 students
who were involved. Early observations had been carried out through speaking exercises in
classrooms. Through the observations, it was seen that the students were having difficulty in fulfilling
the two tasks- Task A (Individual Presentation) and Task B (Group Discussion). Thus, this research
focuses on enhancing the students’ speaking skills in Task A, that is the Individual Presentation. In this
task, the students need to be able to have the skills of stating and justifying their points of view. 5
lessons were carried out by using the Genre Analysis approach. Students show their understanding
and positive attitude towards participating in all the activities carried out in the lessons. Lessons via
Genre Analysis approach should be carried out more often as it gives a clearer guideline to the
students in mastering English Language as their second language in speaking and writing.
1. Reflection on Previous Teaching and Learning
I observed that the students were having difficulties in giving their opinions and giving reasons to
support their opinions. As part of MUET examination, the students are required to be able to present and
justify their points of view formally. However, my students demonstrated their inability to perform the tasks
well. They showed lack of confidence during speaking lessons. They showed difficulty even to come up with
one justification to the topics given and could not reason out their answers. Basically, less than 5% of the
students would go beyond stating the first justification to the tasks given despite frequent reminders and
prompts during the activities. Their passive responses were also lack of explanations to the justification that
they produced.
Due to the predicament of giving even just one justification with no explanation, the students were
unable to go beyond the first minute in presenting their responses. 62% of them responded below 40
seconds. Not only that, they paused a lot during their responses. Half of the class even paused too frequently
when they responded. Although it is a natural phenomenon to pause while verbally responding due to the
thinking process indulged by the brain, the students paused too long. Some of them even paused as long as
30 seconds during their responses. This is a clear indication that the students were facing a serious problem
in giving, what more justifying their points of view. The time factor is crucial as in the actual MUET Speaking
Test, students are only given 2 minutes to perform Task A and the students need to be able to state and
justify sufficient points of view within the time limit.
The students’ limited experience to the patterns of similar responses in the target language worsen
the scenario. This caused them not to know the best way to present their responses to the tasks given. That
was why they resorted to just state one justification.
2.Research Focus
The research focused on the speaking skills which are crucial for the students to perform Task A in
MUET Speaking Test. This research was essential as it would assist the students to be more confident in
performing the task given. Their responses would be clearer and thus help the students to be more focused
in delivering their points of view.
With the anxiety that accompanies them throughout the MUET Speaking Test session, the students
would experience intimidation in preparing and responding to the task. This situation did not help the
students in their performance at all. So, equipping the students with speaking skills via Genre Analysis
approach would help to minimize their nervousness as it prepares the students with the common structures
used in their response.

6. 3. Research Objectives
a. General Objective
To tailor a more effective lesson for oral communication by applying the Genre Analysis
approach in instilling the oral skills of the genre of stating and justifying points of view in the learners’
response to the tasks similar to Task A in MUET Speaking Test.
b. Specific Objectives
This study was carried out to meet the following specific objectives:
ii. To guide the students on exploring and identifying the structure of the genre of
stating and justifying points of view with the guidance of the teacher,
iii. To assist the students in producing three justifications for the opinion given,
iv. To make the students aware of the time limit of their responses – 2 minutes only,
v. To highlight and assist the learners in acquiring the salient linguistic features
involved in presenting their responses to the tasks similar to Task A in MUET
Speaking Test.
4. Target Group
For this action research, the subjects were purposive, personally hand-picked, abiding the criteria
set. They were currently the students of Upper Six Form (2005) who would be sitting for MUET examination
in July 2005. Since the students in the class were mostly of those who had achieved 7D – 9G, and only a
small number with 3B – 6C in their 1119 English Paper in SPM 2003, I carried out the observation and
treatment on the students who were of the two criteria. 8 students were chosen and grouped into two
different groups. The first group, the mediocre, consisted of those who achieved 3B – 6C in their 1119
English Paper in SPM 2003. The second group involved those with Low English Proficiency (LEP) who only
managed to achieve 7D – 9G in their 1119 English Paper in SPM 2003.
5. Action Implementation
In order to overcome the problems faced by the students in responding to Task A, certain actions
were taken. The actions were as below:
c. Problem Identification
In collecting the data, I used 2 approaches:
ii. Observation
The students seemed to shrink in anxiety when they heard from me that they would
have to perform speaking presentations. It would be impossible to see any one of them to
volunteer to be their group’s spokesman, what more to go first during presentations.
During the presentations, it was not their concern whether the listeners could either
hear or understand them. They would just state what they had to quickly and be satisfied
with that.
iii. Tests
As it is only through tests that we are possible to see students’ real ability, two tests
were carried out. The first one was a speech presentation where the students were given
two weeks to prepare a speech on a title of their own choice and present their piece within
two minutes.
The second test was a mock of MUET Speaking Test which was carried out exactly
as how it would be carried out during the real test. The students came into the room and
were seated in fours. Each group was called into the room at different time and they were
not able to hear other groups’ performance.
d. Analysis of the Problem
i. Observation
The reason for the observation was to see how keen the students were with
speaking presentations. Speaking presentations were done twice a month and the students’
response were not encouraging. They always answered the announcements of speaking
assignments with groans.
For group presentations, although they knew that they should not have the same
speaker as their spokesmen, they did try to trick me in asking the same persons to represent
their groups. Usually they were the ones identified as having the best speaking skills
compared to the others in the group.

7. In individual presentations, they were very reluctant to volunteer to perform first.
Even with two weeks preparation time given, some even said that they were not ready to
perform their speech with the title of their own choice.
ii. Tests
In the individual speech, the students did not present clearly. They mumbled their
words and were not interested to ensure that their listeners could understand them.
They also did not use up the whole two minutes provided and this shows that they
had bad time management. This could also be seen in their mock MUET Speaking Test. A
few exceeded the two minutes while the rest did not even touch the first minute.
In their mock test, the students just tend to go straight to the main issue being stated
without dealing with the introduction and topic introduction. Instead of giving three reasons to
justify their views or opinions, they just gave one and were satisfied with it. Their responses
were also lack of the use of salient linguistic features thus decreased the impact of formality.
e. Research Methodology
Based on the observations and tests done, it was clear to me that the students were
oblivious of the structure that they need to follow in order to present their responses. They were also
unable to use the transitional signals correctly and with variety in their responses. Thus, I used the
Genre Analysis approach in order assist the students to respond to the task given better. Genre
Analysis approach was used in assisting the students:
a. to be aware of the required structure,
b. to understand the variety and correct usage of the transitional verbs.
The stages of the action research taken are as below:
i. A pre-test was carried out in order to identify students’ initial level of competency and
ability in responding to Task A.
ii. Five lessons were carried out and they were
a. Activity 1 – Investigating and identifying the structures of responding to Task A.
b. Activity 2 – Practicing brainstorming for 3 justifications on various topics within 2
minutes for each.
c. Activity 3 – Going through various transitional signals and the correct usage.
d. Activity 4 – Practicing on using correct transitional signals for the justifications on
various topics.
e. Activity 5 – Practicing responding to Task A in groups of fours within the time limit of
2 minutes for the preparation, and two minutes of individual
presentation.
iii. A post test was carried out to identify the effectiveness of the activities carried out in
helping to enhance the students’ speaking skills in responding to Task A.
iv. Instruments used:
a. Pre and post tests - A digital audio recorder.
A mock MUET Speaking Test.
Real Audio Player
A computer
b. Activity 1 – An audio CD of a recorded sample answer for Task A.
A sample answer.
Frequency Checklist
c. Activity 2 – An Audio CD of 3 recorded sample answers for Task A.
The transcriptions for the sample answers.
An exercise for brainstorming of the justifications on various
topics.
d. Activity 3 – Power Point presentation of a sample dialogue.
A list of transitional signals and a task sheet for categorising the
signals based on their proper usage.
e. Activity 4 - An exercise for practising the use of transitional signals.
f. Activity 5 – A copy of a mock MUET Speaking Test.
All instruments used were prepared by me and I personally graded the students myself.
f. Implementation of Action and Observation
i. Implementation of Pre Test
1. The students were put into 2 groups of fours. They were categorised into three
different categories (the mediocre and the ones with low English proficiency).

8. Each group was asked to enter the room in their respective groups without the
presence of the other group. This was to prevent the other group from preparing
their responses beforehand.
2. The students were seated with pairs facing each other. They were given a set of
test which allowed me to have a sampling of their spoken discourse.
3. Once the students were seated, I distributed the task. The students were given 2
minutes to prepare their responses.
4. Each student was given two minutes to present their responses. I took the place
as one of the assessors. I recorded their responses and evaluated them by
using the six-band assessment criteria set by the Malaysian Examinations
Council.
5. Once the first group had finished with the task, another group was called in.
They were given the same task and followed the same procedure. They were
also recorded and evaluated.
i. Observation
The students’ evaluation can be seen in the table below:
Table 1: The bands achieved by the students.
Student A B C D E F G H
PT 1 2 1 1 1 1 1 1
With reference to the Six-Band Assessment Criteria set by the Malaysian
Examinations Council, all except one of them were in Band 1, that is the lowest.
Only one managed to be in the 2nd band. Looking at the moves carried out, the
record of their responses can be seen below:
Table 2: The Moves covered by each student. Graph 1: The Moves covered by each student
.
Students
A B C D E F G H %
Moves
1 greeting     50
8
2 state situation    37.5
3 state role   25 7
Number of Students
4 state opinion         100 6
4.1 justification 1       75
5
explanation of
4.1a  12.5
justification 1 4
4.2 justification 2      62.5
3
3
explanation of
4.2a  12.5
justification 2 2
4.3 justification 3   25
1
explanation of
4.3a 0
justification 3
1 2 3 4 4.1 4.1a 4.2 4.2a4.3 4.3a 5 6
5 summarise   25
6 end     50 Moves
ii. Reflection
From the assessment made, it was clear that all of the students were with low
competency. Looking at the moves made, about 59% had been neglected. So, this
highlights that the students did not have the skills to present their responses for the
task well. They did not justify their reasons and those skills need to be highlighted to
them. The matter became worse as they were also showing problems in
constructing sentences and some were groping for words.
ii. Implementation of Activity 1
This was the first stage of the lessons which was carried out with the subjects. This
was a crucial part as the subjects’ understanding of the structure of the target genre. This
was the stage where Riggenbach’s (1999) six steps were integrated and adapted,
1. I asked the students to brainstorm the structure of the response suitable for Task A
in a MUET Speaking Test and listed the structure on the board.
2. I distributed a copy of the task which response they were going to listen to.
3. I played the recording of a sample answer for the task and asked the students to just
listen.
4. I played it again and asked them to compare their structure to the one on the CD.

9. 5. I asked the students to signal me to stop for every move the speaker made, name
the moves and compare the moves to the structure that they had brainstormed
earlier.
6. Every time a student gave his or her response, I marked the checklist in order to see
the frequency.
7. The students were encouraged to discuss the difference and determine the changes
needed to be made to their former structure.
8. After the students had agreed to the new structure, the recording was played again.
The students were again asked to signal me to pause the playback and name the
moves made.
i. Observation
Graph 2: The number of responses made by Graph 3: The number of responses each
student in Playback 1 made by each student in Playback 2
Number of response given by the individual Number of response given by the individual
students: students:
Playback 1 Playback 2
8 8
7 7
6 6
5 5
4 4
3 3
Number of response
Graph 4: The number of responses made by
Number of response
2
2
each student in Playback 3
1 1
A B C D E F G H A B C D E F G H
Student Number of response given by the individual Student
students:
Playback 3
8
7
6
5
4
Number of response
3
2
1
A B C D E F G H
Student
During the brainstorming session, the weaker students were at first more to the
quiet side and allowing the better ones to take charge (refer to Graph 2). However,
after the recording was played for a few times and they had familiarised themselves
with the response, a few started to take part in signalling and naming the moves
(refer to Graph 3 & 4). They would refer to their friends who were more competent
before they give their answers.
ii. Reflection
It was good for the students of mixed abilities to go through the sessions
together. The better one got the discussion started and the weaker ones soon joined
in. The weaker ones also had the better one to refer to and that also helped in giving
them more confidence to participate in the discussions.
It was also interesting to see how the better one did not try to dominate
the discussions. When the weaker ones gained more confidence in participating, the
better one had actually gave them the chance to respond.
iii. Implementation of Activity 2
The second stage of the approach required me to expose more samples of the
same genre to the students. That was the phase when the students were able to enrich
their knowledge on the genre being analysed. At this point, the students used the
knowledge gathered in the first stage and labelled the text types accordingly to the
samples provided. Then, they were given stimuli to practice the language features that
they had identified
1. I asked the students to recall and list the text types for the genre of stating
and justifying points of view. I listed their answers on the board.

10. 2. I asked them to check if all the moves they had mentioned were correct and
in order.
3. I played a sample answer of the similar genre once.
4. I asked the students to listen to the recording once again, and signal the
moves.
5. I did the same way for two more recordings.
6. I distributed the transcription of the recordings played.
7. I asked the students to identify and label the text types for the four
transcripts given.
8. I discussed the labelling with the students.
9. I asked them to refer to the transcript again and looked at how the opinions
were expressed.
10. I asked the students to give other ways to state opinions and I wrote them
on the board.
11. I distributed a handout on stating opinions. I went through the list of samples
on expressions used to state opinions with the students.
12. I asked the students to practice giving opinions by using the phrases which
they had learnt earlier. They were asked to attempt the topics one by one. I
kept the time, just giving them 2 minutes to prepare their answers before
they were asked to give their responses. I listed their responses on the
board. After each topic was discussed, I went through the responses and
asked the students to correct the responses if there were any grammatical
errors. This allowed them to be aware of the errors that they had done in
their responses and at the same time, the students were able to share their
responses.
i. Observation
Graph 5: The number of responses made by each student in Activity 2
9
8
7
6
5
4
3
2
1
1 2 3 4 5 6 7 8
In the second activity, the students were exposed to more listening activities of
the recorded responses. Graph 5 above shows that even Group 2 could manage to
identify most of the text types in the genre. Exposing them to the recorded responses
also made them realised that they needed to work on their speed and pronunciation
too.
When they were given the transcript of the recorded responses, they managed
to label the text types. Seeing the responses in written form helped them to see the
distinction of the text types better. The labelling of the text type also helped them to
see the sequence of the responses that they needed to follow when they had to
produce their responses later.
ii. Reflection
Since the spoken discourse is dynamic and is more difficult for them to follow
the flow of ideas, they needed more time to listen to the recording and identify the text
types. Although the process of identification took up a long time, with my careful
guidance, the students felt it was worth doing it as it made them understood the layout
of the responses better.
Exposing the students to a native-like recording is essential as they did
not have enough contacts with good samples of authentic answers by the native
speakers. As the result, the students also benefited as they learnt the right
pronunciations, intonations and thus had a good source for practice. Having the
printed transcript also helped the students to be aware of the salient linguistic
features for the production of the genre.

11. iv. Implementation of Activity 3
After practicing the expressions for stating opinions, the third stage moved to the
lesson on the use of transitional signals in stating reasons for opinions and justifications.
1. I asked the students to look at the transcriptions again and look for the
transitional signals that the speaker used in giving her reasons.
2. I listed down the signals mentioned by the students.
3. I distributed a handout on various transitional signals.
4. I asked the students to classify the listed signals into 5 categories.
5. After that, I discussed the 5 categories with the students.
6. Then, I asked the students to refer to the following exercise on the use of
transitional signals in supporting opinions. I asked the students to use the
transitional signals that they had discussed earlier to present their reasons
which they had done in the previous activity.
7. I called out the students to express their responses verbally one by one and
allowed the peers to help.
i. Observation
At this stage the students were exposed to various ways of using transitional
signals in expressing opinions and reasons to justify the points of view. The students
were more aware of the choices that they had. They said that they always had the
tendency to keep using the same expressions to state their opinions and reasons,
and the exercise on the expressions and the application that they made in the
exercises helped them to be more confident in using other expressions too.
ii. Reflection
As the saying goes, practice makes perfect, the students being average and
weak ones really gained more confidence after umpteen practice of using
transitional signal for various situations. This also helped them to be aware of the
different usage of transitional signals and the right way of using them.
v. Implementation of Activity 4
At this stage the students were already exposed to various ways in expressing
opinions and reasons to justify the points of view. The students were more aware of the
choices that they had. Now the students need to put their knowledge into practice within the
time limit of 2 minutes for each statement given.
1. I distributed a handout on statements.
2. I asked the students to attempt one statement at a time. I timed them and
instructed them to stop at the end of the second minute.
3. I called the students one by one to give their responses. I listed their answers
on the board.
4. I encouraged the peers to correct responses with errors with my guidance.
i. Observation
Graph 6: The number of responses made by
each student in Activity 4
9
8
Number of response
7
6
5
4
3
2
1
1 2 3 4 5 6 7 8
Student

12. At this stage, the students were able to use their knowledge on the expressions
and transitional signals in producing their responses. They said that they were able
to vary their expressions in stating their opinions and reasons, and the exercise on
the expressions helped them to be more aware of the 2 minutes and had to force
themselves in presenting their answers within the time limit.
ii. Reflection
More practices would be a great help to the students. Though they were uneasy
and felt disturbed for having to produce their responses within 2 minutes, it would be
a blessing in disguise as they would be accustomed to it. Thus, during the real test,
they would be more aware of the 2 minutes provided.
vi. Implementation of Activity 5
This was the last stage, stage 5 where the students had to put into practice of
what they had learnt in the exercise focusing on situations similar to Task A in MUET
Speaking Test.
1. I asked the students to sit in their respective groups. I distributed SET 1 to
group 1 and asked them to read the task.
2. Then, I timed them 2 minutes for them to prepare their responses. The
students worked on producing a complete response, based on the text types
to which they were exposed to and the language features which they had
observed and practised in the previous activities.
3. Then, members of the group took turn to present their responses. I recorded
and timed each member’s response.
4. After the group presented their responses, the other group were asked to
give their comments and I guided the discussion session.
5. After the discussion, it was the second group’s turn. I gave them their task
and repeated the same procedure which I carried out with the first group.
6. Each group were given the chance to practice 2 sets each.
i. Observation
Table 2: The Moves covered by the students Graph 7: The Moves covered by the students
Students
A B C D E F G H %
Moves
1 greeting         100 8
Number of Students
2 state situation         100
7
3 state role         100
6
4 state opinion         100
4.1 justification 1         100 5
explanation of 4
4.1a    37.5
justification 1
4.2 justification 2        87.5
3
explanation of 2
4.2a  12.5
justification 2
1
4.3 justification 3     50
explanation of 1 2 3 4 4.1 4.1a 4.2 4.2a4.3 4.3a 5 6
4.3a 0
justification 3
5 summarise    37.5 Moves
6 end         100
I could see that at first the students were quite uncomfortable to give their
responses with the other group watching and listening. However, after the feedback
and discussion session, Table 2 and Graph 7 show that they managed to take the
exercise positively. In the second round responding to their second set, the students
were more confident and could give better responses.
ii. Reflection
Naturally, the students were shy to be heard by their friends. However, with
persuasions and encouragements, many were able to present their responses
better.

13. g. Reflection on the Research
At first, the students found it difficult to come up with enough opinions and reasons within the
two minutes given. However, with a lot of discussions and oral practices, the students found that they
were more confident in giving their answers. Even Group 2 would volunteered to give their answers
first and this showed that they had gained their confidence not just in preparing the responses, but
also in presenting them aloud in class.
I managed to highlight and facilitate the students to produce their responses in the correct
text types and use the appropriate linguistic features. With the ample oral practices carried out by the
students, they had gained more confidence and thus, helped them to produce their responses in
better sentences.
The Genre Analysis Approach has allowed the students to be aware of the text types and the
salient linguistic features which becomes the crutch to these weak students to produce their
responses to the task given.
6. Suggestion for Future Research
This research only focused on the individual response to the speaking task. It is crucial especially for
the weaker students in gaining the salient linguistic features. With that, I personally suggest that there should
be another research in helping these weak students in the second task in the MUET Speaking Test, that is
Task B. In this task, the students are required to be able to manage discussions. The research should focus
on ways to highlight the essential features of managing discussions and the proper ways to carry them out,
and help the weak students to understand and be able to carry out discussions properly.
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