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91
SERIES 2 Changing Lives in Brilliant Ways MNNF Publisher. eISBN No: 978-967-18412-1-1 (Publication Date: 2 November 2020)
Chapter 15
Interactive GramMic Module: An Interactive
Comic Book for Teaching and Learning
Grammar Effectively
Ife Sam A/p Sasidaran, Shangkari A/P Jaikrishnan & Melor Md Yunus
Universiti Kebangsaan Malaysia, Bangi
ABSTRACT
Grammar is an important language skill. However, Malaysian lower primary school
pupils are unable to perform well in their language production skills due to their weak
mastery of grammar components. Besides, grammar is taught implicitly rather than
explicitly in schools. A quasi-experimental research was conducted to find out pupils’
mastery of grammar components which are taught explicitly via an interactive grammar
module, known as Interactive GramMic Module (IGM), created by the researchers.
Each chapter in the module consists of comics and interactive exercises which are
aligned with the grammar components existing in the currently used Year 2 English
textbook. The participants in this research were 36 Year 2 pupils, 15 from a suburban
school and 21 from an urban school in Melaka. The data for this study were gathered
via pre and post-tests, and semi-structured interview. Findings reveal that the IGM is
an effective tool that helps Year 2 pupils in mastering grammar as well as motivating
them to learn grammar enjoyably. Therefore, it is hoped that this study could give
insights to the educators, policy makers and book writers in developing and using
various English grammar modules in enhancing pupils’ English language proficiency.
Key Words: Explicit, Comics, Interactive Activities, Grammar
1. INTRODUCTION
The study of grammar is regarded as an important element when teaching and
learning English as a Second Language (ESL). Grammar plays a crucial role as
grammar rules can be used by learners to build sentences to accurately express
themselves (Mart, 2013). When it comes to lesson preparation, a question arises as
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SERIES 2 Changing Lives in Brilliant Ways MNNF Publisher. eISBN No: 978-967-18412-1-1 (Publication Date: 2 November 2020)
to how grammar should be taught (Scott, 1990). In Malaysian context, learners’
mastery of grammar rules is prominent because their language proficiency is
assessed through written and spoken assessments. However, the Standard-Based
English Language Curriculum and Assessment Document for Year 2 pupils put much
emphasis on five language skills, namely listening, speaking, reading, writing and
language art. Grammar, which is said to be a crucial component in language
learning, is often neglected and taught implicitly rather explicitly among Year 2 pupils
in Malaysian primary schools. Thus, pupils are unable to perform well in their writing
and speaking activities due to their weak mastery of grammar components.
Besides that, with the newly implemented Common European Framework of
References (CEFR) for languages, there appears to be a lack of CEFR-aligned
grammar workbooks in the market for pupils and teachers. Therefore, an interactive
grammar module is designed by the researchers to fulfil the needs of ESL teachers
and pupils, especially primary Year 2.
2. LITERATURE REVIEW
2.1 Explicit Teaching of Grammar
An explicit approach to teaching of grammar focuses on the deliberate study of
grammar rules, either deductively or inductively, so as to organize linguistics
elements efficiently and accurately (Bialystok, 1978). In an article written by Scott
(1990), explicit and implicit teaching strategies were compared. It was found that the
students under explicit teaching condition performed better than those who received
implicit teaching. In addition, students who receive explicit grammar instruction are
found to achieve a higher level of grammatical accuracy (Ellis, 2002).
2.2 The Use of Comics in Teaching Grammar
The use of comics or comic strips is found to be an effective way of teaching
grammar as they are visually attractive, motivating, and more interesting for pupils
to learn a language (Derrick, 2008). The use of comics in language learning has
been connected with grammar activities (Kılıçkaya & Krajka, 2012). Comics can
present an opportunity for the use of visual techniques to encourage effective
learning (Azman, Zaibon & Shiratuddin, 2015). Furthermore, learners can retrieve
words for speaking and writing (Megawati & Anugerahwati, 2012).
2.3 The Use of Interactive Activities in Teaching and Learning
Interactive activities are activities that promote pupils getting involved and engaged
with the lessons or materials (Liubych, n.d.). Such activities create an active, pupil-
centred learning environment where pupils are motivated to learn and feel their
success. Learning a second language can be difficult for young learners, especially
those who are not from an English-speaking environment. Thus, interactive activities
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SERIES 2 Changing Lives in Brilliant Ways MNNF Publisher. eISBN No: 978-967-18412-1-1 (Publication Date: 2 November 2020)
such as games and pair work maintain pupils’ interest and encourage effective
language production.
3. METHODOLOGY
In this study, a quasi-experimental research was conducted in an urban and a
suburban Chinese national-type school, SJKC Khiak Yew and SJKC Masjid Tanah
in Melaka, Malaysia. 36 Year 2 pupils, 15 from SJKC Khiak Yew and 21 from SJKC
Masjid Tanah were selected randomly as the research participants. This study
utilised a pre-test and post-test as an instrument to investigate the effectiveness of
the Interactive GramMic Module to enhance the learning of grammar among Year 2
pupils in Malaysia. Both tests were designed to measure pupils’ performance and
progress in the mastery of grammar skill. A semi-structured interview was also
conducted with six participants to explore pupils’ perception towards the use of the
Interactive GramMic Module.
4. RESULTS AND FINDINGS
A comparison of pre-test and post-test was carried out to determine the effectiveness
of using the Interactive GramMic Module in enhancing pupils’ learning and mastery
of grammar skill. Table 1 shows the results of pre-test and post-test from all
participants.
From the bellow table, it can be seen that all 36 participants scored better in their
post-test as compared to their pre-test. The results were encouraging as all of them
showed increment in score before and after the intervention. 72.2% of the
participants had an increment in score, ranging between 12-38 scores. This
indicated that more than half of the participants exhibited a great improvement in
their performances, although it was not drastic. It was believed that pupils were able
to score better if they were given a longer period of time to use the Interactive
GramMic Module. To analyse whether there is a significant improvement in pupils’
score after following the Interactive GramMic Module intervention, the mean and
standard deviation score were calculated as in Table 1.
As shown in Table 2, SJKC Khiak Yew obtained a mean score of 59.73 in pre-test
and 78.00 in post-test, an increment of 18.27. Meanwhile, SJKC Maran obtained a
mean score of 48.29 in pre-test and 60.57 in post-test, an increment of 12.28. The
increment of mean score in both schools evidently indicated that the use of
Interactive GramMic Module had caused the progression of pupils’ scores and was
proven to be an effective tool to enhance pupils’ mastery of grammar from both sub-
urban and urban schools.
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SERIES 2 Changing Lives in Brilliant Ways MNNF Publisher. eISBN No: 978-967-18412-1-1 (Publication Date: 2 November 2020)
Table 1 Result of Pre-test and Post-test in SJKC Khiak Yew and SJKC Masjid Tanah
School Participant Pre-
test
Post-
test
Difference
in scores
School Participant Pre-
test
Post-
test
Difference
in scores
SJKC
Khiak
Yew
1 80 92 +12
SJKC
Masjid
Tanah
16 90 96 +6
2 48 74 +26 17 85 90 +5
3 68 94 +26 18 84 94 +12
4 54 66 +12 19 94 96 +2
5 75 90 +15 20 70 82 +12
6 42 60 +18 21 56 86 +30
7 62 88 +26 22 68 70 +2
8 82 94 +12 23 40 76 +36
9 80 94 +14 24 32 58 +26
10 54 92 +38 25 38 54 +26
11 44 66 +22 26 39 52 +13
12 65 78 +13 27 39 50 +13
13 54 72 +18 28 42 50 +8
14 38 56 +18 29 35 48 +13
15 50 54 +4 30 34 42 +8
31 30 48 +18
32 32 48 +16
33 22 36 +14
34 26 34 +8
35 30 32 +2
36 28 30 +2
Table 2: Mean and Standard Deviation for Pre-test and Post-test
Schools
Pre-test Post-test
Mean S.d. N Mean S.d. N
SJKC Khiak Yew 59.73 14.68 15 78.00 14.95 21
SJKC Masjid Tanah 48.29 23.39 15 60.57 22.53 21
To further corroborate the effectiveness of the intervention, a semi-structured
interview was conducted to explore pupils’ perception towards the use of the
Interactive GramMic Module. Through the positive feedbacks given by the pupils in
the interview, it was found that learning grammar made easier and more effective
with the use of the Interactive GramMic Module. Below is the evidence of responses
from the participants during the interview:
“The exercises are easy. It helps me learn English easier.” (Participant 1, SJKC KY)
“I learn a lot of stuff, the comics are fun and easy to understand” (Participant 4, SJKC MT)
“I learn grammar better because the exercises are easy to understand and do.” (Participant
5, SJKC MT)
“This book no need to write a lot, very easy.” (Participant 6, SJKC MT)
One of the reasons learning grammar was made easier with this intervention was
the activities in it were designed to suit their level and needs. The module comprised
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SERIES 2 Changing Lives in Brilliant Ways MNNF Publisher. eISBN No: 978-967-18412-1-1 (Publication Date: 2 November 2020)
of short and interesting comics as well as exercises that were authentic,
contextualised and aligned to the pupils’ proficiently level. Hence, they were able to
comprehend and learn grammar easier and better. As Tomlinson (2009) stated,
pupils need to experience particular language items in meaningful and
comprehensible input in order to eventually acquire them. Therefore, the language
used in the material are authentic and contextualised to provide learners with the
information they need to develop awareness on how the target language is actually
used.
In addition, it was noted that the Interactive GramMic Module enabled the pupils to
learn the grammar items in a more interesting and enjoyable manner. Feedbacks
from the pupils revealed that they preferred using this module to learn grammar
instead of using the common and conventional grammar workbooks. When pupils
were asked to pick between this module and other common grammar workbooks in
the markets, all of them had chosen the Interactive GramMic Module. This is evident
in their interview responses as follow:
“I like this book because I can play games with my friends.” (Participant 2, SJKC KY)
“I like this book because the comics are fun, they make me laugh.” (Participant 3, SJKC KY)
“I like this module because very nice to play the games in it and exercises are easy to do.”
(Participant 5, SJKC MT)
Based on their responses, it can be deduced that the comics and interactive
exercises in the module such as games and communicative activities are the key
features that attract pupils’ interest to learn grammar. According to Neo and Kian
(2003), students are responsible for their learning and when they can interact with
the content the way they like best, learning will be made more individualistic and
effective based on their ability (as cited in Rahmadani et al., 2009). Therefore,
participants in this study had been benefited by the intervention as most of them love
games and comics which subsequently motivate them to learn. This is also in parallel
with the finding from a study that stated the use of comic strips had motivated and
engaged students in the learning of grammar and vocabulary (Cabrera et al., 2018)
as well as a study that supported the idea of using games in making grammar
learning more enjoyable and permanent (Yolageldili & Arikan, 2011).
5. CONCLUSION
In conclusion, the findings clearly indicate that the Interactive GramMic Module is an
effective tool to enhance Malaysian Year 2 pupils’ learning and mastery of grammar
skill. The improvement in scores after the intervention has proven that pupils are
able to master the grammar skill better when it is taught explicitly as a sole language
skill in the classroom. Moreover, the positive feedbacks and reviews from the
participants show that this module can attract pupils’ interests and encourage an
effective learning of grammar. The use of fun comics and interactive activities in this
module are a fresh air in the teaching and learning of grammar, unlike other common
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grammar workbooks in the markets that only focus on extensive writing exercises.
Therefore, it is recommended that future innovators could focus more on creating
modules that pupils can work on independently. Moreover, further researches could
focus more on the benefits and challenges of integrating comics and interactive
exercises to teach other language skills. Hence, it is hoped that this innovation will
be an aspiration for the stakeholders to consider a change in the designation of
workbooks, from the conventional style to a more 21st century style.
REFERENCES
Azman, F. N., Zaibon, S. B., & Shiratuddin, N. (2015). Digital storytelling tool for education:
An analysis of comic authoring environments. International Visual Informatics Conference,
347–355.
Bialystok, E. (1978). A theoretical model of second language learning 1. Language Learning,
28(1), 69–83.
Cabrera, P., Castillo, L., González, P., Quiñónez, A., & Ochoa, C. (2018). The Impact of Using"
Pixton" for Teaching Grammar and Vocabulary in the EFL Ecuadorian Context. Teaching
English with Technology, 18(1), 53-76.
Derrick, J. (2008). Using comics with ESL/EFL students. The Internet TESL Journal, 14(7).
Ellis, R. (2002). The place of grammar instruction in the second/foreign language curriculum.
New Perspectives on Grammar Teaching in Second Language Classrooms, 17–34.
Kilickaya, F., & Krajka, J. (2012). Can the Use of Web-Based Comic Strip Creation Tool
Facilitate EFL Learners’ Grammar and Sentence Writing? British Journal of Educational
Technology, 43(6).
Liubych, V. (n.d.). Using Interactive Teaching Techniques for Teaching English in Primary
School. ББК 81.2 Т65, 77.
Mart, C. T. (2013). Teaching grammar in context: Why and how? Theory and Practice in
Language Studies, 3(1), 124.
Megawati, F., & Anugerahwati, M. (2012). Comic Strips: A study on the teaching of writing
narrative texts to Indonesian EFL students. Teflin Journal, 23(2), 183–205.
Rahmadani, C. L., Fitrawati, F., & Syarif, H. (2019). EFL learners’ perception toward the use
of interactive e-book in grammar class. AJELP: Asian Journal of English Language and
Pedagogy, 7(2), 18-30.
Scott, V. M. (1990). Explicit and implicit grammar teaching strategies: New empirical data. The
French Review, 63(5), 779–789.
Tomlinson, B. (2009). Principles and procedures of materials development for language
learning. Metodologias e Materiais para o ensino do Português como Língua Não
Materna, 45-54.
Yolageldili, G., & Arikan, A. (2011). Effectiveness of using games in teaching grammar to young
learners. Online Submission, 10(1), 219-229.
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SERIES 2 Changing Lives in Brilliant Ways MNNF Publisher. eISBN No: 978-967-18412-1-1 (Publication Date: 2 November 2020)
Chapter 16
TO-LAWAN 2.0
Wong Mee Leng, Ling Pik Kuong, Roziah Mohamad Ali, Salahuddin
Mohamed Nor@Nor & Yong Zhen Qi
Institut Pendidikan Guru Kampus Rajang, Bintangor Sarawak
ABSTRACT
TOkoh-PahLAWAN (TO-LAWAN) 2.0 version is the upgraded hardware and software
tools for teaching and learning history facts in meaningful and fun way. It provides
active and creative student-centered activities in line with the needed 21st century
learning skills which inclusively help developed the 6C domain of the students using
3E framework (Explore, Explain, Experience) and 5W1H Techniques. To identify the
usability of TO-LAWAN 2.0 in the teaching and learning of history subject, Year 5
classroom with the topic “Struggle of Local Figures Against the British” is chosen for
the implementation in the research that are carried out collaboratively in several
primary schools in the central zone of Sarawak. Findings showed an increase in mean
score of + 56.1% over a two-week period. Apart from that, data collected from the
interview with the head of the History Teacher Committee also confirmed the usability
of the TO-LAWAN 2.0 as tool which has a positive effect with its attractiveness and
value of socialization and creativity development of students. TO-LAWAN 2.0 believed
not only can be used in the subjects of history but in other subjects too. The application
of TO-LAWAN 2.0 as classroom assessment projects is an innovative effort matches
the (Pentaksiran Bilik Darjah) PBD Education Practices 2019 along with New Narrative
of Malaysia Education Ministry which focuses on learning based on student
development to meet the current and future needs of the country. TO-LAWAN 2.0 not
only increases understanding History facts, but also develops educated decisions
making among students.
Key Words: Year 5 History, 21st-century learning, 6C, 3E
1. INTRODUCTION
An innovation product called TO-LAWAN 2.0 which is a joint innovation project of
TO-LAWAN site, TO-LAWAN ICT Games and also its Cubes. The TO-LAWAN site
consists of a spinning octagon platform where TO-LAWAN figures can be put on
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standing post to facilitate students in learning activities of local struggle figures. It
was built with solid polystyrene, pattern cards with space for students to write down
keynotes based on 5W1H. TO-LAWAN ICT games were developed using several
types of digital applications in line with the requirements of 21st century learning to
attract students' attention and interest in ICT. QR codes are provided for self-review
/ assessment. TO-LAWAN cubes is a cuboid that can be reshaped to form a Diorama
stage based on historical events. From the earlier collected data and reflections
from History teachers, lots of students are facing difficulty in mastering historical facts
if they only rely on textbooks and teaching and learning slides provided by teachers.
This problem was evident when the research team taught topic 7 in three of the
History classrooms in the central Sarawak Primary Schools. Thus, the development
of TO-LAWAN 2.0 version is self-initiated project with many explorations to help
students’ learning and developing. One Year 5 History topic, namely the Struggle of
Local Figures Against the British was chosen where students had found difficulty in
remembering the names of figures and explaining historical events that had
happened. Thus, the 5W1H technique through "TO-LAWAN 2.0" is used with the aim
to help students to increase understanding and mastering the historical events. This
5W1H technique is a questioning technique to inspire students to remember the
keynotes of the history events. The correct answer can be self-check by using QR
codes found on TO-LAWAN site. Through "TO-LAWAN 2.0", History subjects are
taught using “the active learning and learning is fun” approach with the 3E (Explore,
Explain, Experience) and 6C- 21st century learning frameworks.
2. LITERATURE REVIEW
Xiao Su (2014) using the application of “5W1H” in industrial design because different
people have different opinions toward industrial design based on different
perspectives due to lack of some integral methods to guide in project development.
It proposed the method of “5W1H” to be applied in order to understand the design
and structured the model of “5W1H” in industrial design. Then the contents and
requirements of “5W1H” in the product design are more systematic. The research
results showed that the way of applying the method of “5W1H” to understand design
really offers an integral perspective and which is feasible. In the end, it pointed out
that “5W1H” in industrial design can be regarded as a behavior to understand the
design works as well as a strategy to guide the specific design practice. This study
as one of the important references on how to apply “5W1H” in TO-LAWAN figures.
Chang Jiang Jia and Yuen Tak Yu (2013) used the 5W+1H model for reporting
systematic literature review on software testing for cloud computing was proven to
be successful in helping students. This is the first systematic literature review that
applies the 5W+1H model, which is widely used in the journalism domain, to report
the full picture of the research area in both software engineering and services
computing. Existing guidelines on systematic literature review helped researchers to
recognize the implemented approaches that are to be used in the development of
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TO-LAWAN 2.0. Chan & Yuen study demonstrates that the 5W+1H model provides
an easy aid for the researcher to get over such initial challenges. As the researcher
becomes more familiar with the field, he/she may then refine the innovative projects
by adding more topic-specific contexts. In this way, the 5W+1H model serves to
provide an exploratory framework to shape a systematic TO-LAWAN 2.0 project.
Based on the case study, we summarize the development of TO-LAWAN 2.0 using
the 5W+1H model in mastering history facts of the events.
3.0 FOCUS OF INNOVATIVE PROJECT: TO-LAWAN 2.0
Implementation of TO-LAWAN 2.0 is based on 3E framework as described below:
Table 1: TO-LAWAN 2.0 based on 3E Framework
3E Description
Explore Pupils explore ICT-based games and historical facts
Explain Pupils explain the keywords through the 5W1H questioning technique
Experience Pupils experience these historical events through puppet show (character
play) using TO-LAWAN cubes as diorama setting.
TO-LAWAN 2.0 is also implemented through 6C development of the 21st century
learning skills as below:
Table 2: TO-LAWAN 2.0 Through 6C development of the 21st century learning skills
6C of PAK21 Implementation in TO-LAWAN 2.0
Character ● Pupils develop positive characters such as historical figures through puppets. ● Pupils search skills and design learning opportunities to generate knowledge about the facts of the
warriors in History.
Critical Thinking ● Find and explore historical facts through the use of resources
● 3R (Rethink, Reflect, Revise): provides space and opportunity to scan QR codes via the teacher's smartphone to check answers and present group results. https://padlet.com/swhh1997/TOLAWAN
● Uses creativity and critical thinking to determine the background and explain the chosen struggle figure.
● Reinforcement activities through interactive training.
Citizenship ● Appreciation of struggle figures and historical events form character and identity as well as cultivate the spirit of patriotism
● History's interest in learning increased through TO-LAWAN innovation
Creativity ● Teachers take into account and implement new ideas and solutions to help students remember the historical facts of struggle figures.
● Pupils find ideas, viable and think outside the box to get the facts of the struggle figure through TO-LAWAN.
● Pupils think outside the box, creative, innovative, realistic, improve their own quality of life through teaching from struggle figures.
Communication ● Discuss facts effectively using group self-learning approaches. ● Use a combination of tools and methods in explaining the facts of the warriors through puppets
and TO-LAWAN Cubes.
Collaboration ● Group members join effort to finish the task in TO-LAWAN figures & role-play diorama setting in TO-LAWAN cubes.
● Active and cooperate to the maximum in reasoning historical facts among the groups
● Responsible leaders to ensure effective collaboration among the groups
● More focused, active, fun and motivated during the group discussion process with friends in understanding the facts of the TO-LAWAN figures.
● The product of the discussion is very valuable in applying knowledge in daily life itself.
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Table 3: Example of TO-LAWAN 2.0 in Primary School History Education
through 5W1H Technique:
The implementation of TO-LAWAN 2.0 with 5W1H in the three schools during
research is as follows:
Who (Siapa) Name of the warriors –e.g. Rentap
Where(Di mana) Place of the event – e.g. Sarawak
When (Bila) Date or year of the event – e.g. 1853
What (Apa) The important incident of the event – e.g. James Brooke landed in Sarawak.
Why (Mengapa) Reasons of the happenings – e.g. The king had killed the local people.
How (Bagaimana) The descriptive happenings of the event – e.g. Use the fort to defend
Pictures Usage Explanation Of TO-LAWAN 2.0
Pictures Usage Explanation Of TO-LAWAN 2.0
Explain how to use innovation ‘TO-lawan 2.0’
Pupils roll the dice to determine the number of figures and choose a figure based on the numbers found
TO-LAWAN 2.0’ is turned
Turn ‘TO-LAWAN 2.0 ’ to find your number. Then paste a picture in the octagon-shaped column.
Pupils do group work through 5W1H
Pupils write the facts on the image of the figure which is 5W1H
Scan the QR code via the teacher's mobile phone
Pupils check the answer through a QR code scan
3E-Explain - Present the results of the discussion according to number figures
3E- Explore - Pupils explore ICT-based games and historical facts
Pupils decorate the background of the figure with their own creativity
3E-Experience -Pupils experience these historical events through puppet show (character play) using PentasDio
Reinforcement activities- Interactive exercises about the hero figures learned
Students write TO-LAWAN 2.0 feedback
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4.0 METHODOLOGY
Project development TO-LAWAN 2.0 is self-initiated and exploratory by team
members over 3 years in schools working collaboratively with History teachers of the
primary schools. After the tools TO-LAWAN 2.0 were developed, pilot studies and
action research were carried out in three primary schools in the central zone of
Sarawak. Data was collected through observation and interview. At the same time,
pre and post quiz tests are carried out in History classrooms.
4.1 Observation
Researchers have made observations in terms of students' attitudes and
personalities during the teaching and learning process. Researchers observe
student behavior during the teaching and learning process conducted in the
classroom.
4.2 Quiz Test 1 and 2
Quiz Test 1 was conducted by the researcher on the study participants is to identify
the level of ability of students as well as identify study participants who will be
involved in this study. Researchers have conducted interventions on selected study
participants before undergoing Quiz Test 2 evaluation. Quiz Test 2 evaluation was
conducted to evaluate the effectiveness of the implementation of TO-LAWAN 2.0
History games on study participants. Finally, a comparison of marks for Quiz Test 1
and Quiz Test 2 was made to see the level of students' mastery of history and
indirectly show interest in the subject of History.
4.3 Unstructured interview
Unstructured interviews were conducted indirectly to 10 history teachers for all three
schools of our study team. Data of the interviews are analyzed using manual
thematic approach.
5.0 FINDINGS AND DISCUSSION
5W1H technique through TO-LAWAN 2.0 for implementation of learning activities
that is meaningful and fun. Quiz tests for the topic were analyzed. The following is a
summary of the quantitative data for the three schools:
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TO-LAWAN 2.0 learning tools have had an effective impact on the teaching and
learning History in primary schools. It is well accepted by teachers with students.
The findings of unstructured observations and interviews are as follows:
6.0 CONCLUSION & RECOMMENDATION.
Activities in TO-LAWAN 2.O enables active learning among year 5 students with fun
and meaning. The increase of +56.1% in quiz test within two weeks has inspired
students to study hard in other topics and subjects too. The benefits of TO-LAWAN
2.0 in the teaching of History subjects are as bellow:
Names of schools Min Score Progress
Record I (a)
Min Score Progress
Record II (b)
Score increase min (b) – (a) Notes
SK. St. Anne, Sarikei.
(n = 20 )
30.0% 90 .0% + 60.0%
+ 56.1% SK. SEDC, Sibu.
(n = 18)
27.7% 77.7% + 50.0 %
SK Sg Kawi, Meradong
(n=12)
25.0% 83.5% +58.3%
OBSERVATION INTERVIEW DATA FROM HISTORY TEACHERS
Pupils are interested in the ‘TO-LAWAN 2.0’ games from the use
of old methods.
A simple and inexpensive learning and teaching tools are
alternative in History classroom of the 21st century.
Opportunity to create your own and stimulate students' thinking -
evoke creativity in producing their own ‘TO-LAWAN 2.0’ through
6C (Character, Critical Thinking, Citizenship, Collaboration,
Communication, Creativity)
Pupils interact with BBB applied through 6C and 3E.
Looks like an initiative to continue learning the facts with the
“TO-LAWAN 2.0" game tool with minimal teacher guidance.
Active learning with a pleasant atmosphere is detected
during the implementation of Teaching and learning with
‘TO-LAWAN 2.0'.
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TO-LAWAN 2.0 enables students to think creatively and critically as well as able to
improve their existing abilities. In addition, students are given exposures in ICT
through TO-LAWAN ICT Games and also the QR codes that help students to check
the correct answers themselves. Mastery of High Level Thinking Skills among
students is very important, especially for the purpose of Classroom Assessment, that
is, PBD Education Practices 2019 is in line with New Narrative of Malaysia
Education Ministry which focuses on learning based on student development to meet
the current and future needs of the country. The demand for education in this era of
globalization is to require high level thinking students as a backbone of national
leadership. Students are also equipped with other important skills such as
communication, critical thinking and leadership so that they have career prospects.
For example, students identify the corresponding background to explain the
historical facts of the struggle figure to their friends based on their creativity. Pupils
are further strengthened with ICT TO-LAWAN 2.0 games such as the 21st century
learning framework 3E and 6C required in the second wave of Malaysian Education
Quality Standards as well as the Malaysian Education Development Plan 2013-
2025.
STRENGTH DESCRIPTION
Novelty • New inspirational learning methods to aid students' active learning in Year 5 History
• Own invention and not yet sold in the market
• Focus on innovation objectives
Benefit to the user • User friendly
• easy to carry all the way out of the classroom
• Can be rebuilt with other materials.
• can be modified according to the suitability of other topics / subjects.
• creating meaningful & fun learning.
• evokes student-centered PAK21 learning opportunities and guided QR Code apps with
smartphones.
Benefit to the
society
• evoke the value of healthy student socialization during TO-LAWAN 2.0 activities
• Soft Skills (Leadership) of students are emphasized during the activities of the TO-
LAWAN 2.0 group which is 6C (Character, Critical Thinking, Citizenship, Collaboration,
Communication, Creativity)
• To produce imaginative, critical and creative thinking for the current and future needs of
the country which is 3E (explore, explain and experience)
Commercialization
potential Well received by History teachers in the studies
Extended to all internship schools in the central zone of Sarawak since 2018
The development TO-LAWAN 2.0 which is supported by sponsors by Sarawak
government especially the local community of Meradong & Sarikei. Sarawak.
• The TO-LAWAN project was presented during the National level e-SPeDIP (eISBN 978-
967-0162-70-6) Copyright © 2020.
Awards/
recognition
received
• Won the Champion and was awarded the Gold Award in the Lecturer category at the e-
Competition Creativity and Innovation at the IPGK Rajang 2020 .
• The idea of the TO-LAWAN project is combined with the PentasDio Project which has
achieved the national Gold Award in the Best Classroom Intervention Practice competition
2019.
• The PentasDio project was presented and an e-proceeding article was published in the
2019 National Education Research Seminar at IPGK Penang on 27 - 29 Sept 2019
(eISBN 978-967-17336-1-5).
104
SERIES 2 Changing Lives in Brilliant Ways MNNF Publisher. eISBN No: 978-967-18412-1-1 (Publication Date: 2 November 2020)
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For more information, please visit https://doi.org/10.1109/QSIC.2013.13
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