1.

EDU 702RESEARCH METHODS IN EDUCATIONRESEARCH

PROPOSAL:TEACHERS PERCEPTION ON ASSESING PUPILSORAL SKILL
(READING ALOUD) IN RURALPRIMARY SCHOOL.NOORHANANI BT MAMAT
@ MUHAMMAD(2012599003)

2. CHAPTER 1:INTRODUCTION

3. BACKGROUND OF THE STUDY Reading aloud A planned oral reading of a book

or printed literarycomposition, usually related to a theme or topic of the learnt lesson(The
Elementary Science Integrations Projects, 2010). Important Engage the student listener
while developing background knowledge, Increasing comprehension skills, Fostering
critical thinking.

4. BACKGROUND OF THE STUDY Assessment is the process of gathering,

recording, interpreting, using andreporting information about a childs progress and
achievement in developingknowledge skills and attitudes (NCCA, 1990) The
importance of reading aloud assessment Ensure the comprehension Measure a students
strengths and weakness in pronunciation Confirm whether that student is gifted Help
students to find out about their weaknesses

5. PROBLEM STATEMENTS Issues of assessing the reading aloud skill, Many of the
teachers in rural primary school did notassess pupils enough in oral skill especially in
readingaloud. They just give mark to pupils without assessing it. Teacher have indicated
negative feelings towards theschool-based oral English assessment(Weir, 1994) Time
consuming.

6. RESEARCH OBJECTIVES To investigate teachers perception on assessing pupils

oral skillproficiency in reading aloud in rural primary school. To identify differences of
teachers perception on assessingpupils oral skill proficiency in reading aloud in rural
primaryschool in terms of teachers years of teaching experiences andlevel of
educations. To explore factors that contributes to teachers perception onassessing
pupils oral skill proficiency in reading aloud in ruralprimary school.

7. RESEARCH QUESTIONS What are teachers perceptions toward assessing pupils

oral skillproficiency in reading aloud in rural primary school? Are there any differences
in teachers perceptions toward reading aloudassessment between teacher with less than
five years teaching experiencesand teacher with more than five years teaching
experiences? Are there any differences in teachers perceptions toward reading
aloudassessment between teacher with different level of education(Diplomas, Degrees
and Master)? What are the factors that contribute to teachers perception assessingpupils
oral skill proficiency in reading aloud in rural primary school?

8. SIGNIFICANTS OF THE STUDY Important to find out Whether teaching

experience and level of education affect oral skill assessment Teachers awareness of the
problem Other contributed factors The solutions Benefited Teachers, Students and
Ministry of Education (Districts/ State Education Officer)

9. LIMITATIONS OF THE STUDY Limitation in time and cost Study will be

conducted in District Besut, Terengganu only Inadequate of English-option teacher
Difficulties in contributing the questionnaires Samples readiness in participating

10. OPERATIONAL DEFINITIONS Oral skill Reading aloud Assessment

Educational Assessment Perception

11. CHAPTER 2 :LITERATURE REVIEWS

12. LITERATURE REVIEWS Perceptions On Reading Aloud Perceptions On

Assessment Reading Aloud In Oral Assessment Oral Assessment In Rural Primary
School

13. CHAPTER 3:RESEARCH METHODOLOGY

14. RESEARCH DESIGN Descriptive case study Mixed Method Quantitative

Method Design Information on the background of the samples; teachersexperiences of
teaching (< 5 years, 5 years or > 5 years) andtheir level of education (diploma, degree or
master) Qualitative Method Design Information on teachers perspective

15. POPULATION AND SAMPLING Quantitative Cluster Random Sampling 80-120

samples from 30 primary school in Besut District, Terengganu Option-English teachers
Qualitative Purposive sampling 12 samples Criteria- teaching experience (>5 years, 5
years, > 5 years) and level of teacherseducation (Diploma, Degree, Masters)

16. INSTRUMENTATIONS Quantitative data Questionnaire Form The participants

(teacher) background on its years of teaching experience and their level ofeducation
Frequency on conducting the oral skill assessment and other skills assessment
Qualitative data Interview Views, the experience, belief and/or motivation of the
participants in specific mannerregarding to their perspective on assessing oral skills
especially in reading aloud

17. VALIDITY AND RELIABILITY Criterion-Related Validity. Concurrent validity

Inter-rater reliability

18. DATA COLLECTION Questionnaire Form Submit to 30 school to get 80-120

samples Will be collected in fortnight With permission from the School Head of English

Panitia Interview 12 samples in separate interview 15-20 minutes Semi-structured

questions- Recorded by audio recorder tools

19. DATA ANALYSIS Quantitative data Compile the data on an Excel spreadsheet and
SPSS. Interpret the data on answering each questions. Draw conclusions Qualitative
Data Constant comparative method Use critical thinking to synthesize the data Examine
the interviews for the teachers insights Utilize the data from the interviews to
corroborate withthe findings with other data sources.

20. Q & AThank youfor yourattention