TUGASAN

January 2015 SEMESTER

KOD KURSUS

EPP 442

NAMA KURSUS

Penyelidikan dalam Bilik Darjah - II

PROGRAM

IJAZAH SARJANA MUDA PENDIDIKAN

NAMA PELAJAR

NAZARATUL SYIMA BT ZAINI

NO. MATRIK

E30103120005

NAMA FASILITATOR
AKADEMIK

MR. SUGUKAMARAH A/L NARAYANAN NAIR

PUSAT
PEMBELAJARAN

AEU AYER KEROH, MELAKA.

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IMPROVING STUDENTS LISTENING AND SPEAKING SKILLS USING

TECHNOLOGY IN ESL CLASSROOM AT SEKOLAH KEBANGSAAN TANJONG
BIDARA AMONGST YEAR 4 ARIF PUPILS

BY

NAZARATUL SYIMA BINTI ZAINI

STUDENT MATRIX NUMBER: E30103120005
JANUARY 2015

RESEARCH REPORT

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Content

Page

1.0 Chapter 1
1.1
1.2

Introduction
Research Problem
1.2.1-Rationale for the study
1.2.2-Research Objective

5
6
6
7

1.3
1.4
1.5

Research Question
Significance of the research
Limitation of the research

8
8
11

2.0 Chapter 2
2.1

Review of Related Literature

13

3.0 Chapter 3
Methodology
3.1
3.2
3.3
3.4
3.5

Introduction
Sample
Research Method
Data Collection Method
Data Analysis

4.0 Chapter 4
Data Analysis
4.1

39

Analysis of student achievement interview for pre and post

interviews method of speaking skills among students in 4 Arif.

4.3

38

Analysis of student achievement of pre-test and post-test for the

method listening skills among students in 4 Arif.

4.2

27
27
29
34
35

41

The effective using of technology to improve skills listening and

speaking among students in 4 Arif.

46

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5.0 Chapter 5
Discussion

54

6.0 References

64

7.0 Appendix

66

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CHAPTER 1
INTRODUCTION

1.1

Background

In recent years, the performance of the examination of the subject English is not
satisfactory. Every time an examination at the national level, the percentage of subjects achieving
approval English often decreases. In addition, the Ministry of Education has also requires students
in universities must sit for MUET. Students who are at level three are required to take an
assessment PT3 where one valuation is tested in terms of their listening comprehension and oral
speaking skills. I found that many students from my school are still not reached the level that is
appropriate for them to sit for this assessment. This is very troubling to me and I plan to use
technology as a tool to help in the process of teaching and learning with my students.

Previously, the ministry also ordered all teachers who teach Bahasa Malaysia and English
Language, should make an assessment of the so-called 'Oral School Based Assessment' or the short
name is SBOA. The School-based Oral Assessment (SBOA) was implemented in 2002 in
Malaysia. The aims and objectives of this mode of assessment are noble and well intentioned in
line with the communicative language teaching approach adopted in Malaysian schools. This
assessment was carried out on students in 4, 5 and 6 and it is compulsory. What I compelled to
carry out this study, I found that the results of this assessment, the actual number of students who
cannot reach the level needed. Furthermore, it is implemented by teachers who are not English
option. In addition, there is also a decision that is not authentic assessment. This can be detected
when the disciples are called to speak in front of the second stage or during certain programs. For
this reason too, the students felt embarrassed to come forward and talk or interact with a second
language when given the opportunity.

There are also teachers who teach a second language is our mother tongue and only
taught using the textbook, blackboard and chalk only. Especially schools in rural areas such as in
schools that will constantly create research. Problem students in acquiring listening and speaking a
second language is very worrying, especially schools in rural areas. Due to environmental factors
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and family background who work mostly non-professional level, less provide a stimulus for them
to communicate using a second language. I think that the school is a community centre that is able
to give encouragement to pupils in rural areas to communicate using a second language.

1.2

Research Problem

1.2.1

Rationale for the study

I intend to carry out this study aims to examine whether the use of tools such as computer

technology, audio tape or others can improve their listening and speaking skills using English.
Based on my experience and that of other teachers, we found that most teachers make less use of
technological tools in teaching and learning. I think this is one of the factors that cause students to
be less keen to learn English and feel embarrassed to talk in English language. Apart from that, I
wanted to prove that the use of technological tools able to give encouragement to the students to
speak and understand by what they hear. Meanwhile, with the use of technology is also able to
give confidence to the students to communicate with teachers and other colleagues.

Although the Sekolah Kebangsaan Tanjong Bidara has an English Club, but there are still
many students who are not actively involved in the activities organized by the club. Usually
activities such as singing songs, storytelling and public speaking will be conducted during club
meetings. But there are still many students who prefer to be passive because they feel safe if they
are not participate in any English activity. They feel shy or embarrassed when standing in front of
the other students and make a decision not to participate in any competition. Apart from that, the
rationale of this study is to prove that the English subject teacher actually has many opportunities
in using technology tools. This is because there are many resources that are appropriate to the
subject of English from the internet such as songs, nursery rhymes and other technologies. These
can help teachers to download from the internet for broadcast to students in improving their
listening and speaking skills.

Although there are a number of technological equipment is in good condition or unskilled

teachers use it, but it was all rather than an obstacle to a teacher to try to apply it in the process of
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teaching and learning to improve their listening and speaking pupils. In addition, I found that there
are still many teachers who teach English less using technology in their classrooms because they
felt that even though they use of technology, it still cannot help pupils in these schools to speak in
English language. Sometimes they had to deal with technological tools that are inadequate and
many tools that are already damaged.

As the Ministry of Education has required the candidates to pass English paper in Sijil
Pelajaran Malaysia, I think our students should be trained from primary school to get them to listen
to what or any materials that suitable or related to English subjects, especially for listening. If we
see recently, form three students from secondary school have occupied PT3 test. For English
subjects, students are required to listen to audio recordings while answering the question paper
based on audio recordings are played. This test is to test the students' understanding of what they
had listened or as known as listening comprehension. It is also one of the reasons I want to do this
research is to assist my students in order to let them familiar and prepare this listening and
speaking skills before they go to secondary school.

1.2.2

Research Objective

This study is intent to see either by using technology equipment such as computers, voice
recorder, audio, internet or others can improve their listening and speaking skills in a second
language among pupils at this school. In addition, this study also aims to make a comparison
before and after the use of technology in the teaching process and learning English in listening and
speaking skills among in year 4 Arif pupils in the classroom.

The research aims to find out:

i)

To know the effectiveness of using technology in improving listening skills among year 4
Arif pupils .

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ii)

To know the effectiveness of using technology in improving speaking skills among year
4 Arif pupils.

iii)

To identify the most effective method of technology in improving listening and speaking
skills among year 4 Arif pupils.

1.3

Research Questions

This study will be guided by the following research questions;

i.

How effective is using technology in improving pupils listening skills?

ii.

How effective is using technology in improving pupils speaking skills?

iii.

What is the most effective method of technology in improving listening and

speaking skills?

1.4

Significance of the Research

This research proposal is important because the use of technology in teaching and
learning process much give a good impression to pupils in primary schools especially those in rural
areas. However, there are also disadvantages that arise as a result of the use of technology in
teaching and learning. However, the use of technology in teaching and learning process can
improve the efficiency and effectiveness of learning outcomes, especially for improving listening
and speaking skills in English. This is because teachers can make preparations and prepared in
advance in the process of teaching and learning.

In this way teachers can find information on the teaching and thus better serve students
effectively. Through the use of technology as a teaching tool, the process of teaching and learning

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will be more interesting and effective. For example, using tools such as powerpoint, flash, video,
visual, voice recording and audio. They just need to apply these tools into teaching and learning
process. In this way teaching and learning process can be carried out more easily, concise because
students will be exposed to the image and attractive presentation and easy to understand. Therefore
students will not be easy to feel tired and bored in undergoing the process of teaching and learning
as impressed with the style of presentation shown through technology.

In addition the effect of the use of technology is to make the learning process more active
and create a fun learning environment. With the technology teachers can diversify teaching and
learning process and not just focus on technical lectures can even enhance the quality of teaching
by using the facilities available in the technology. Through the use of technology tools, teachers
can explain to the students with a more detailed and in-depth on a subject. For example, the use of
the Internet as a tool to get information about 'phoneme' ie how to correctly pronounce. The ability
to use the Internet enables students and teachers to get the latest information and knowledge more
quickly and efficiently without having to wait for a long time so can be used in learning activities.
In this way the quality of teaching and learning will be more efficient because the information can
be kept in access into the system.

Use of technology in teaching and learning process is important because it can improve
the skills of teachers and students, particularly listening and speaking skills. Through the use of
technology in teaching and learning process students will be exposed to a variety of tools and
materials technologies such as computers, liquid crystal display, compact disc, pendrive, hardware,
software, internet, voice recorder, audio and so on. All objects are concerned with technology has
various functions and their proper use in undergoing the process of teaching and learning in
schools. This is because by using technology in teaching and learning, teachers and students will
master the latest technologies that can help in understanding each subject being taught and storing,
processing and recording of any information obtained. Proficiency in the use of this technology is
able to provide added value to teachers so that they can use it to communicate science to students
so that they are easy to understand.

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In addition, teachers can also add knowledge about the technology through experience
gained in the course of the teaching process. This is because during the process of teaching and
learning, teachers and students will interact with each other about what they have learned and to
exchange opinions about the effectiveness of using this technology systems, while giving
recommendations to further improve the quality of delivery. In this way teachers and students will
strive to add more knowledge about this technology. In a borderless world, teachers and students
need to use every available technology to keep up, especially in the field of education who use a
lot of technology in teaching and learning process. Deep knowledge of technology is very
important for teachers so that they can be applied in teaching and learning process to facilitate
student understanding.

In addition, the benefits obtained as a result of the use of technology in teaching and
learning process is able to provide the same learning opportunities to all students in the various
capabilities. Like my previous experience in the same school, I teach pupils from classes that are at
their high level of achievement and is the second class pupils who have low levels of achievement.
Both of these classes I teach English KSSR year 2 (2013) and year 3 (2014). This is significant
research proposal after I made the observation during the two years before this, I discovered the
existence of differences between teaching using technology or who do not use technology when I
teach listening and speaking skills. Based on this experience prompted me to conduct this research
to prove my objectives are achieved. In a class not all students have the same ability to accept
something that is taught by the teacher. Thus through the use of technology, students can
understand what is being taught more clearly because the process of teaching and learning will be
more interesting and effective results from the use of tools such technologies. For example through
the use of tools such as PowerPoint, graphics, audio, video and so on, then students will better
understand each what is that supposed to be given the description and presentation and
presentation easier to understand compared with the teaching and learning of lectures. In this way
any problems that arise can be immediately notified by the student to the teacher because they are
easy to react to system taught using the technology.

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Based on communication skills in English among students, still in a low level. In addition
to environmental influences or family background, self-confidence factor most of the students are
still in the low level. With the use of technological tools in the teaching and learning process is
expected to help teachers and students to achieve the objective of increasing the level of
confidence of pupils to communicate fluently in English. Perhaps with the use of earphones and
microphone, can reduce shame or less confident pupils to communicate among themselves or with
teachers in English as well as create the atmosphere while learning and entertainment.

1.5

Limitation of the Research

In a scheme that usually not all will be fully implemented. Although this research is only
a proposal, but I need to know and take into account the limitations or obstacles that may occur
during the course of this investigation. This is intended to make preparations to tackle the problem
if it occurs. The problem is likely to arise is the problem of lack of time. If I set the time to perform
the study occurred on a day when school is making another program such as program committee
week for core subjects and so on, this will cause interference with data collection in this research.
As my research involves the collection of data three times, I have to plan from now to choose an
appropriate time to conduct research. In addition, the timetable use technology tools should be
stressed because I also do not want to disrupt the timing of the use of other teachers. As this
research involves teaching KSSR, I still have to schedule sufficient time to carry out this research.

As I intend to conduct research prior to the usage of teaching and research lessons that
use technology tools that aim to examine the extent to which the use of technology tools can
improve listening and speaking skills in English. Pre-test and post-test requires a period of one
month in order to obtain good research results. I plan to start the process of this investigation as
early as the first session open schools. Limitations likely I will face is in terms of students'
attendance. Since most of the students from this class have poor attendance records, I need to set
up and ensure they can all be present throughout the process of research. Apart from that, because
of technological equipment may also be one obstacle to the perfection of this research. With

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problems such tools do not work well or damaged due to insufficient may interfere with the
process of this research.

Usually because such damage computers, internet harassment, earphone or headset does
not work, equipment difficult to access and damaged microphone, can be the cause of stunted
progress of this research. In addition, possible changes in the age of the pupils from the age of
eight and nine years will cause them to be less active or shy to speak when moved to class four
years or up to age ten years. It is not impossible to happen because by the history of this school, it
never happened. With that, I have to plan and prepare to teach with creativity and some elements
of edutainment.

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CHAPTER 2
2.1 REVIEW OF RELATED LITERATURE

National Development Policy in the Eighth Malaysia Plan (2001 - 2005) stressed the
importance of developing and expanding the use of information technology in education
development. This measure aims to boost growth, professional training, improve productivity,
modernize information technology and knowledge management, reducing the digital divide, and to
ensure that all citizens benefit from information technology. Education sector to become agents of
change to enhance their skills because of the use of technology among the younger generation.
Requirements on the use of technology in education is strongly felt because technology has made
the world of education as a proprietary multi-layered society where various information and
educational resources can be achieved wherever located. Influence and advance technology era
trigger innovation in management education, assessment, and teaching and learning.

The existence of an educated society formed through acculturation computer, internet,

and multimedia disclose the existence of the community who love science. Developed nation is a
nation that emphasizes intellectual development pioneered by the advancement of education. In
this context the role of technology to expand the deployment of human thought as an agent of
social revolution. Therefore, the application of technology in teaching and learning is strongly
encouraged. Based on the recommendations of this study, I have identified a number of articles of
the findings of some researchers associated with the use of technology in teaching and learning
English either in Malaysia or overseas. Generally, not only students from Malaysia who learned
English as a second language, even students from Thailand, Canada and others also learn English
as a second language.

According to a study conducted by D. Khadka Solanki, M Phil.2 (2012), most teachers

still teach the traditional manner. But, this does not mean that using traditional teaching methods
will damage the development of the students. With the use of technology in teaching and learning
methods, students are exposed many opportunities to build confidence and motivate themselves,
especially in learning a second language. This positive competition will propel them into the world
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of multimedia technology. Technology is a necessity and it plays a positive role in promoting

activities and gave the initiative for students to practice self learning and teaching effect after time
in English class. Technological innovations such information at their fingertips also have to
change, especially the way we communicate. Technology is a necessity and it plays a positive role
in promoting activities and gave the initiative for students to practice self learning and teaching
effect after time in English class. Technological innovations such information at their fingertips
also have to change, especially the way we communicate.

Traditional teaching methods and environments are temporary and less popular.
Multimedia technology featuring audio, animation, visual effects naturally and humanely, makes
us more access to information than that, with features such as Grace, and information across time
and space. With the use of technology, it offers a sense of reality and function well, which many
students plant interest and motivation in the study and their participation in class activities.
Technology aimed at the integration of teaching and learning and provide students a greater
incentive, related software can enable students to think; courseware rand clear visual and help
them to change to English language learning capacity cultivation. For example, the teacher entered
the classroom activities such as group discussions, the subject of discussion and debate. Activities
such as this also offers more opportunities for communication between students and between
teachers and students. If we refer to studies by researchers before, the use of such web sites
through the use of internet discussion forum can shape the thinking and positive communication.
Activities such as this can produce teaching technology skills where students are able to inspire
unique in social practice.

According to these researchers, to broaden students' knowledge, they can use multimedia
technology software that offers a variety of information where it is more information than text
books. In addition, the use of technology in teaching and learning can enhance the ability of
hearing students. Use of internet, web, online dictionary also can help students grasp information
through various channels; students with the knowledge and bring information sharing among
students and make them participate actively in class discussions and communication. Based on my
research proposal, the goal I want to use technology in teaching and learning to improve teaching
effect in terms of my students skills such as listening and speaking aspects of English. In addition,
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the researchers previously acknowledged that traditional teaching or who does not use the
technology more likely than on teacher-centred teaching that involves the use of technology and
more student-centred. One needs to use technology in the classroom, especially the many students,
is to overcome the implementation of communication activities among students. To test the hearing
and truthful understanding the English language, the use of technology tools such as a headset and
microphone is also indispensable. Accordingly, the use of technology in teaching English to
students the opportunity to play their role and enhance the interests of "interaction" between
teachers and students. Students can improve their communication skills by training, improve their
ability to listen and speak. Teachers will play a role as a facilitator by providing guidance to
students. Use of technology in teaching languages to improve their listening and speaking can be
done because it can create a classroom environment that is lively and interesting language.

This is because the use of technology such as audio recorders, tape recorders, computers,
speakers, microphone, headset, and others actually have distinctive characteristics such as offering
an attractive, clear sound and compelling images that enhance both initiatives -two teachers and
students. According to a study made by Holec (1981), teacher-led and student-centred teaching
should be emphasized in the process of teaching English language teaching because he believes
that it is one of the principles of language teaching. This clearly shows that the use of multimedia
in ELT is effective in fostering interest in learning English, and also enhance teacher and student
interest in learning English. According to Zhang (2006: 11.1), states that the use of technology in
teaching students the opportunity to offer a rich source of authentic learning materials, attractive
and friendly interface, images are clear and pleasant sound, which largely overcome the lack of
language environment authentic and generate student interest in learning English.

The above statement is further strengthened when the research that has been done by
Bassam Basheer Nomass (2013), entitled "The Impact of Using Technology in Teaching English
as a Second Language" from the University of Baghdad, Iraq. The results of the case study, a
questionnaire was used to assess how students can take advantage of technology to learn English
as a second language. The sample of respondents was among the students of Al-Jabal Al-Gharbi,
Universities in Libya. Table 1 shows that the findings of his case.

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No.

Benefits of using technology to learn English as a second language

Results (%)

1.

Students use technology in their daily lives.

60%

2.

Students believe that computers can improve their English vocabulary.

98%

3.

Students believe that the use of computers in the classroom to enhance

student interaction with learning.
Students are assured that they sometimes teachers encourage them to
use technology for learning English.
Students believe that the use of computers will help them achieve their
writing skills.
University students are assured that they have a good source of
technology for learning English language.
Students believe that the use of computers will improve their listening
skills.
Students prefer to use technology to learn English.

96%

Students believe that the use of technology will help them to learn
English faster than other ways.
Students believe that the use of technology can help students improve
their speaking skills.

98%

4.
5.
6.
7.
8.
9.
10.

75%
96%
33%
83%
66%

90%

Table 1- English language classroom students take benefits of technology to learn English as a
second language. Results of case study by Bassam Basheer Nomass (2013),

Based on the Table 1 above, this proves that many students prefer to use tool especially
computer technology in order to improve their second language skills. With their self-learning,
teaching is more student-centred nature. However, if we look at the percentage of the lowest
seemed to indicate that the centre of learning where they suffer disadvantages in terms of
encouraging the use of technology in the classroom. There are some disadvantages if the method of
teaching English as a second language continues. It is the conventional method is based on the
theory, teacher-centred, rarely use practices, lessons are generally not attractive and less
motivation to students, especially students who are not interested in studying the subject.
Moreover, it is a traditional method and slower than modern technical means in English language
learning.

In the proposed study, involves two skills of the four skills in learning English as a
second language and they are listening, and speaking. Based on the results of previous research,
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listening regarded as the key language skills through listening because students it can acquire the
knowledge, information, ideas and understanding of the world. According Saroban (1999),
listening skills is a skill and it is very important input in the process of development of second
language learners. According to him also, listening is defined as a process to identify and
understand the speech of speakers. This is because it involves understanding the speaker's accent
or pronunciation, grammar and vocabulary of speakers, and understood to mean. All of which must
be achieved at the same time.

According Bassman Nomass Basheer (2013), there are some technical ways to improve
the ability of hearing students English Language Learners. Among them is the use of technology
tools such as computers, televisions, radios, compact disc players and tap recorders. The
appropriate tools in teaching focused listening and speaking skills in English as a second language.
As Hoven (1999) said, using the computer, it provides visual and voice input that can improve
information and ideas and to improve their listening skills. In addition, the expanded use of
computers by making listening comprehension test and it is very important in strengthening the
skills of understanding listener. With the internet on a computer network, students can chat using a
second language to launch communication skills through online forums or chat online.

Apart from the use of the computer, listening through the television and radio program
language education is another technical means to develop comprehension ability. However, it must
be controlled or monitored so that students choose the educational program and appropriate to their
level. Teachers and students can also use the compact disc player. Teachers can monitor students
to select materials appropriate compact disc audio to be heard. Tap recorder also can be used for
listening and speaking skills. It is one of the oldest tools of technical tools hear, and its use is
rapidly decreasing now days. This is because it is difficult to obtain and replaced with modern
tools such as voice recorder, smartphones and many others. However, they are still used in certain
cases and are attached with some English language learning textbooks. In the proposed study, I
also intend to evaluate the usefulness of this tool can improve listening comprehension and
speaking skills of my students. To improve speaking skills, communication activities can only take
place when understanding between speaker and listener. Both serve to facilitate the delivery of

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language. Chat is a voice communication process between the speaker and the listener through
internet.
Similar to a study conducted by researchers from the Institute of Social Sciences,
Hacettepe University, Ankara, Turkey. He named Pnar Hasapoglu-Akyol (2010), with a research
titled "Using Educational Technology And Tools To Improve Language Communication Skills Of
ESL Students ", can be concluded that the use of technology can help students to improve both the
language skills and communication skills. The aim of this study is to understand how international
students use technology to practice English language and communication skills outside the
structure of ESL classes. In addition, to improve the four skills of listening, speaking, reading and
writing. Listen to the radio and watching the television that displays subtitle translation, able to
help them in their listening and communication skills. This statement is similar to the study by
Bassman Nomass Basheer (2013). In addition, by using your e-mails, chat programs such as "MSN
Messenger" and "I Chat" in English can help informal English language learners. According to the
researcher, he found that there was a student who answers the most attractive when compared with
the responses of other students. Ayse, who gave her answers on about improving speaking and
listening skills using technology. Here is her answer:
Sometimes I taped myself with a digital camera to be able to see my lips movements. It helps
me for pronunciation, you know With this way, and you can see what you are doing wrong and
what you need to do to correct it. I also use voice recorder to record my voice and listen.
Actually, you can record your voice on the computer, too. There is a program, Media Player,
you know, you can record your voice. So, sometimes I use it, as well. Also, you can use the cell
phone too to record your voice. When I do that, I listen later and try to learn correct
pronunciation of the word.

According to researchers, at the end of his interview with the students, he can conclude
that the students strongly agreed that the use of technology to assist them in improving their
language skills and communication skills They noted the advantage of saving time, giving them
more corpulent training and make the learning process interesting and not boring. According to
him, the generation that members of the 21st century are mostly grows in line with technological
developments and are familiar with the tools of technology. If observed, computer technology has
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changed the way people now get information, do research and how to communicate with people
around the world. Therefore, the teacher and the school must be concerned with the development
of technology to increase the use of technology tools and skilled use of technology in order to
adapt the teaching to be able to attract the interest and attention of students. As Wang (2005) said,
there are various advantages if a technology is integrated in teaching and learning, particularly for
EFL students.

According Leloup and Ponterio (2000), there are some technological tools that can be
used in foreign and ESL classes, namely remote access to libraries and databases, chat, audio and
video conferencing, messaging, electronic mail (e-mail), electronic list (listserv), electronic
journals, the worldwide web, streaming audio and video, search engine, web course management
software is a tool of education technology. They also truthful in their article on the application of
these tools in language and ESL classrooms foreigners will help mainly to improve the language
skills of teachers of technology (Leloup & Ponterio, 2000). Apart from them, Xiaoqiong and
Xianxing also have their own way is to use the film in their research as effective medium for
teaching English language skills and how we motivate our students to learn English through the
film in the context of EFL. For them, watching and listening engrossing materials, is enough to
motivate students to learn English apart from the objective to improve listening comprehension
and pronunciation skills. The use of computers and the Internet are strongly encouraged for
students to enable them to download some pictures and some information about the film (2008).
Therefore, the use of technology is to get the attention of students and encourage them easily.

Not fluent in English is a huge problem, especially students from Asia. This is because
they do not use the same letters and voice. While they are good at grammar, reading and writing,
but the real problem is they do not speak fluently in English. Therefore, these students use a
system known as 'corrective system' which is correct English pronunciation. This system has
interconnections with using a computer, web, internet, microphone and loud speaker. This system
is characterized by web based. Students can use the system to repeat the exercise mimics speak
English with correct pronunciation. According to Hsu (2010), he found that using this technology
is very effective and has a very high impact for the intended purpose. In addition, the learning
application known as Automatic Speech Recognition (ASR), serves to help students to engage
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more meaningfully in speech interaction. This ASR application is a new computer assisted
language learning ( CALL ) application. According to Chiu, Liou & Yeh (2007), in his study he
states that Candle Talk also is one of the application that is used to improve speaking skills
especially for EFL students. This application is suitable for improving in speaking skills, it allows
learners to seemingly talk with the computer and it also develop EFL learner to receive explicit
speech acts training that leads to better oral competence . Based on the results he did, this
application is very helpful especially the new students college and the non-English students.

There is another way to improve students' language skills by using the Internet through
chat rooms ESL environment. Each student has a learning environment vary. Different terms of
acceptance in traditional formal input classroom, through internet chat rooms, they additionally
have the opportunity to use English as a tool to communicate effectively with people online
simultaneously, in real time.

A studied titled Enhancing English Listening Skills through Practicing Websites" by

Kiattichai Saitakham (2012). He has chosen a student majoring in English, Faculty of Education at
the University of Rajabhat Rajanagarindra, Chachoengsao, Thailand as a sample. According to the
findings, many students have positive attitudes towards the use of the site. It has provided many
benefits to practicing listening skills because of many advantages such as site offers unlimited
opportunity to learn and practice their listening skills as if they were in a real situation with native
speakers and opportunities they provided the English vocabulary more new. In addition, the use of
the web can create autonomous learning strategies and practice listening skills outside the
classroom and on the book, anywhere and anytime. In his research, he found that the respondent
had stated the advantages of using the web to enhance their listening skills. There are three
advantages listed, namely, the use of very convenient because most web sites offer a variety of
topics and students can choose any topic relevant to the English language. In addition, it saves time
in which students do not have to go to the library or book store selling related to the purchase of
materials to train listening comprehension. The second advantage is the student using the web to
find the appropriate learning strategies to solve their problems. Students only need to repeat the
20 | P a g e

listening materials so that they find information on dates other than listening to the material and
with the help of a script, students can encounter problems while listening to hear the matter. Also
the degree, students can make listening exercises through the use of web. Finally, the use of the
web can enhances English skills. Skills are as pronunciation, speaking, reading and vocabulary
learning.

The article entitled "Podcasting: A Tool For Improving Listening Skills" by Galina
Kavaliauskien, is an article which has similarities with the proposed study I will do it later.
According to the abstract of this article, elaborates on the perception listen to podcasts online, selfassessment of their own performance in individual listening practice and reflection on how to
improve listening skills. One approach innovative to teach listening skills is to use podcasting.
Audio recording tool works with download and listen to MP3, or personal computer. Podcasting is
also a way of delivering audio online and automatically downloaded. In this way also offers
student or teacher to make exercise regularly heard either in or outside the classroom. Use podcast
in 2005, the concept reached its highest point: thousands of podcasts created, and the New Oxford
American Dictionary named the 'podcast' that 'Word of the Year' official. According to Mendelson
D., (1994), quoted by Constantine P. (2007), offers several techniques that enhance learning and
help listeners focus on any listening activity. Among them are listening to one important detail,
listening to all the details, listen to the core, listen to the mood and atmosphere, hear form
hypotheses and make predictions, and finally was heard concluded one. This technique can help
improve listeners more focused in their learning. The results of his study, teachers must recognize
that in the diversity of the student's personality is not all enjoy using digital technology in learning.
According to Sharma and Barrett (2007), learning is a combination of various approaches to
learning, it may be more desirable. A typical example is a combination of the combined study Elearning and face-to-face classroom sessions. Student reflection prove the importance of such an
approach.

The article entitled "The Efficacy of Computer Assisted Language Learning (CALL) in
Fostering Autonomous Learning Among ESL Upper Secondary School Students" by Ng Yim San.
He made an inquiry to the respondents from students around the state of Penang. According to
him, teachers still need to play an important role in the classroom while students are not achieving
21 | P a g e

autonomy. Although they were able to learn autonomously, they are more likely to use face to face
approach in teaching and learning English. In addition, students also found that the use of CALL
activities related to listening and speaking skills are very low when compared with reading and
writing skills. The conclusion of this study, in order to facilitate learning autonomy CALL
application dependencies are referring to characters such as usefulness, compelling content,
interactivity, ease of use and ability to stabilize the target student interests. Students are more
likely to use email, word processing and internet. For them, the use of MYCD is boring and not
challenging.

The next article is entitled "The effectiveness of 'VELT' in promoting English language
communication skills: A case study in Malaysia, by Robinson Samuel and Olive Bakar (2008). To
stimulate the development of the English language among primary school students in Malaysia,
virtual learning environment can be used. Lack of use and reflective practice has led to
deteriorating English language proficiency. Incorporation of multimedia applications in teaching
and learning methods to motivate and engage students to learn and thus reduce boredom.
Therefore, researchers should evaluate new tools created Virtual English Language Tool (VELT)
can improve their listening and speaking skills of primary school children in sub-urban
environment in Malaysia. Donald Kirkpatrick's four-level model is used to evaluate e-learning tool
against the respondent for nine months. These researchers have in common with the proposed
study I will do it later, simply because VELT is only implemented in the primary area of the state
only. Schools of other states are not exposed to these devices. According to the researchers, the
findings reported cases quite favourable.

Using the tool VELT is to improve listening and speaking English. Because this is one
system and one of the e-learning tool. It is only implemented in selected schools in the state alone.
This tool is also used for pupils to learn English language subjects from year one to year six.
Selected schools are also equipped with School-Net network. A school is equipped with twentyfive computer, microphone, headset and audio conferencing session among their friends. Students
are more comfortable when away from home and this tool they can use at home after school.
VELT can improve English language communication because this tool provides training for 24
hours a day in a week. This interactive learning methods exists between a student and a teacher. E22 | P a g e

learning tools can improve communication skills, especially English language learners of English
in Malaysia. The results of the test which was conducted by researchers discovered that the use of
VELT can be used at anytime and anywhere as long as the internet network. In addition, the
characteristics of this device have elements such as MS PowerPoint presentation slides and it
makes the learning more interesting. In addition to the interactive exercises using Excel,
PowerPoint and Hot Potatoes 6 on this VELT tool, managed to make the students focused and
motivated to improve them. To students who have difficulty speaking English fluently,
communication using audio or video between tutor and users on the Internet is a smart choice
because it is an important component VELT. In the days researcher doing research, the number of
internet users is not crowded and sometimes users complain about broadband connection is erratic
and can not create a link to the school server. Table 2 below shows the differences in internet
usage in the formulation of Malaysia from year 2000-2007 and from year 2008-2012.

Table 2: Internet usage in Malaysia

Year

Users

Population

% Penetration

2000

3,700,000

24,645,600

15.0%

2005

10,040,000

26,500,699

37.9%

2006

11,016,000

28,294,120

38.9%

2007

13,528,200

28,294,120

47.8%

Year

Users

Population

% Penetration

2008
2012

15,868,000
17,723,000

25,274,133
29,179,952

62.8 %
60.7 %

(Source: http://www.internetworldstats.com/asia/my.htm)

If we refer to Table 2 above, there was an increase on the number of internet users in
Malaysia. This indicates that many more people are realizing the importance of technology and
constantly update knowledge about technology.

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Back to the content of the results of this research, performance of the respondents in the
experimental class generates tremendous growth in terms of verbal skills and the results will be
better if there was strong support from parents. The use of certain audio and video to improve
English language communication skills is a free media conference. English teachers, especially in
Malaysia, can use these tools to improve communication skills in the English language. Along with
the sacrifice and dedication throughout the service, they can set an example and give
encouragement to students to have conversations with their English teacher no matter inside or
outside the classroom.

This study was made by Samuel RJ and Olive A.B (2007), entitled "Do Teachers Have
Adequate ICT Resources And The Right ICT Skills In Integrating ICT Tools In The Teaching And
Learning Of English Language In Malaysian Language School". Through this research, the
researcher has been using a cross sectional survey. Based on the findings of this research, it can be
concluded that all requirements and ICT equipment for PPSMI in 2004/2005 was distributed to all
schools in Malaysia. Teachers who teach English, Science and Mathematics students in 1,2,3 and
1,2 and 3, supplied notebook equipped with wireless-fidelity capability (Smart School, 2003),
which aims to improve teaching techniques. But after teachers or respondents interviewed, a
number of teachers of English language stating that the computer laboratories, the broadband
facilities are still not stable.

Researchers argue that the attitude of teachers should be corrected if you want to improve
your English language learning and obtained excellent results in these subjects. Teachers need to
be smart by using materials teaching aids or reference English language rich on the internet
compared to other subjects. In addition, the full cooperation of the school administration, the
positive attitude of teachers of English, the update process is continuing use of ICT skills by every
teacher, create courses on how to use ICT in the right way, often using interactive web, e-mail ,
discussion boards, courseware in the form of CD-ROMs and various ICT tools. According Pacey
(1999), to develop a skilled teachers and encourage consumerism ICT in teaching and learning
methods, providing basic ICT training in the form where on demand access to materials, peers and
networks of experts where expertise and advices can be obtained and active discussions can take
place relation to technology and pedagogy. Kress (2003), said that integrate ICT in teaching and
24 | P a g e

learning methods will be more successful learning by using tools and references such as internet,
multimedia and technological tools that are interrelated and give a demonstration of how to access
information, communicate and apply knowledge.

In a study using a quasi-experimental design, the video is widely used in teaching that
focuses on listening skills. This design was chosen by the researchers to compare the performance
between the two groups of students. Although rarely used video text, but researchers also noted
that the visual component of a spoken text is useful for listeners in understanding the aural
information.

The results of this study entitled "The effect of the use of video texts on ESL listening
test-taker performance "by Elvis Wagner (2010), found the experiment group who got the highest
percentage score than the control group. The control group took a hearing test with audio text only.
While the experimental group who took the same test listening experiment, only the test taker
receives input through the use of video text. This indicates that non-verbal information in texts
contribute video to the improved performance of groups this video. However, there are some flaws
in the study that should be recognized. First, only two text genre has been used which is hardly
representative of the academic heard TLU domain. According to investigators, the use of video
text on the broader genre of the text is needed, particularly those involving interactive
conversations person to person. Accordingly, the pre-test used here, while reliable, only has 12
items, and the ideal pre-test longer. While the two groups have no statistically significant
differences in values, the effect size was relatively small, and more research is needed to check if
the video text affect the performance of the test-takers in other contexts. On qualitative analysis of
how non-verbal component of the texts may have affected the performance of the test-takers to
focus on specific components of non-verbal text and specific test items used in this study. It also
explains that, more research is needed to examine how the video text that has different
characteristics affect the performance of the test-taker. Although the evidence presented in this
study is the information in suggesting how non-verbal component video text may lead to improved
performance L2 test, the researchers suggest that future studies should continue to investigate how
individual test takers vary in their ability to use this information to non-verbal to understand the
text and how the ability to vary this may affect the performance of the test.
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As for the conclusion, teaching and learning the target language in rural primary schools
have many implications. Teachers face a major problem especially when they are dealing with
these learners. Very little English is spoken by or heard. There is little use of English at home, a
little exposure in school during the English lessons. So, as a solution for this problem, the teachers
should provide the English language environment where communication processes can take place
especially using the technologies in learning process. As stated by Chitravelu (2005:61), there are
interactional and transactional functions of speech specified in the Malaysian School Curriculum,
KBSR (Kurrikulum Bersepadu Sekolah Rendah) or the Primary School Intergrated Curriculum.
However, a greater emphasis is given to the interactional function of speech. The skills are such as
make a telephone calls, perform a variety of functions in a social context, express feelings and give
opinions. In addition, the transactional functions specified in the KBSR such as convey a message,
ask for and give instructions and directions, ask questions for various purposes and give relevant
information in response to enquiries made. One of the transactional function would I use for
listening comprehension and speaking test to be absorbed in my future studies is ask for and give
instructions and directions.

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CHAPTER 3

METHODOLOGY

3.1

INTRODUCTION

This study aims is to investigate and indicate whether the use of technology in teaching
and learning English can improve listening and speaking skills in English and which technology
tools is the most effective in teaching and learning. Since this study was designed to focus on
research in the classroom, researchers should take into account the factors of the components of
research in the classroom. Among them are teachers, students and curriculum. Those respondents
who will be involved in future studies is made up of English teachers and pupils. background of
each respondent in terms of attitudes, knowledge acquisition, knowledge technologies, teacher and
student interaction and students' perceptions of a subject should be noted that the current study will
be conducted as what is planned. Also in terms of curriculum, teaching methods must also be
identified whether it is appropriate or not. I intend to review the effectiveness of the use of
technology and the most effective tool in the teaching and learning of English, appropriate
teaching methods are student-centred methods. I am planning to use an audio player, voice
recorder, headset and microphone as an approach in teaching listening and speaking to a group of
L2 students in a rural primary school in Alor Gajah, Melaka. It uses action research study in which
one class (30 students) students in Year 4 Arif selected.

3.2

SAMPLE

For the future of study, the population does not involve all pupils of a primary school in
Sekolah Kebangsaan Tanjong Bidara, Masjid Tanah. I have chosen pupils from years 4 Arif and
they are studying in Sekolah Kebangsaan Tanjong Bidara, Masjid Tanah, Melaka. A total of 30
students will be involved or the respondent throughout the study. I chose to make filtering
background of each student in terms of academic level English This is fairer because most of them
27 | P a g e

are coming from a modest family and their parents were not among professional workers such as
fishermen, farmers and others. In terms of the number of gender. Similarly, female students
outnumber male students, total of 14 boys and girls about 16 people. I chose to take a student four
years as respondents who gets implemented is because I have been teaching them since they were
in year 2, 3 and until year 4 next year. I have been informed by the administration to continue to
teach them because they believe that teachers who already know their students, enabling can help
the pupils in their studies. In the same time, I want to make sure that I can teach and guide them as
they are already comfortable with me. Consequently, they will be the respondent to undergo
listening comprehension assessment and evaluation speak in English (pre-test and post-test).
During the pre-test, respondents will undergo evaluation for both skills without the use of
technology tools. After that, the post-test was conducted using technology tools. Then, the same
pupils and some teachers of English will also be involved with questionnaire survey about the
effectiveness of the use of technology in teaching and learning English in school. Their answers
will be scheduled, analyzed and reported in the next chapter.

Based on my experience teaching history respondents (students 4 Arif), I discovered that

most of them are still not fully mastered the vocabulary, they communicate less fluent in English
and still shy to talk in English in front of their friends still thickened. If in the past I have used the
audio player and puppet to teach a topic-focused listening skills and I found most of them gave a
positive reaction or response. This situation has given me a chance to try to assess the extent to
which the use of technology can improve listening and speaking skills in English and most
effective technological tools in teaching.

28 | P a g e

3.3

Research Method

I have chosen methods of action research for my future research. This is because it is
appropriate to run in the context of teaching and learning in the classroom. In addition, it is also
used to assist in improving student achievement in the subjects of English and the level of
professionalism among English teachers in my school. Action research has two main elements,
namely research and action. Action, is the process of teaching and learning and education
management. Hence, I propose to carry out the teaching and learning process in which it is divided
into two. In the first lesson for the pre-test, I will not use the technological tools which is known as
traditional method using chalk, blackboard and talk. The second lesson for post-test, is using
technology in teaching. The second element is the study, which is conducted to obtain empirical
evidence that can support an action is executed. In the proposed study, I chose to use the
instrument in the form of tests to assess listening comprehension, structured observation
instruments to assess speaking skills and questionnaire survey to obtain data from teachers and
students about the use of the most effective technology in the teaching process and learning the
English language.

According to McNiff (1988) - Methods such action research is aimed at improving the
quality or improving the quality of education through changes in the expectation that teachers
become more aware of their own practice, to be critical of such practices and willing to change.
After I noticed the practice of teachers who teach English in schools are mostly less showed an
increase in efforts to diversify teaching methods. Probably due to lack of infrastructure or large
technology equipment are damaged. In terms of school management, technology tools such as
speaker in every classroom is not checked, monitored either its functioning or not , because it is
not accessible due to be placed in laboratory which is located at level 4. For this reason, my
purpose use this method for obtaining strong evidence through distribution survey questions to
teachers of English on problems, weaknesses, advantages, efficacy and frequency of use of
technology in the teaching process them. This is because research like this can highlight best
practices in teaching, learning and school management. Through this action research methods also,
I will use action research procedures. This is because it is a process and the activities to be carried

29 | P a g e

out systematically. By adopting this procedure, I can ensure that this future research can be carried
out smoothly and achieve the goal.

Reflect

Observation

Plan

Action

Figure 1 : The procedure of action research- Cycle 1.

At the end of the first loop, I must determine the extent of the problems encountered can
be solved. In the event, I found the problem cannot be resolved satisfactorily, I can continue to
loop 2, that repeat the process with the redesign.
Reflect

Redesigning

Observation

Action

Figure 2 : The procedure of action research- Cycle 2

30 | P a g e

Practice is an action reflex mirror to see the strengths and weaknesses of self-practice in
teaching and learning. Based on my experience teaching students, I can understand the existence of
a problem or difficulty, understand why the problem exists, determine the severity of the problems
plaguing the teaching and learning and understanding of the problems that arise. After that, I will
take action or intervention to resolve the issues focused. I plan to provide activities such as
listening comprehension activity without using any technology tools and another learning activity
that using audio with a headset. Both of these activities, I will give a piece of paper to the pupils let
them answer the comprehension question after they heard an audio recording that provided by me.
The audio is about giving a direction.

For the speaking test without using any technology tools, I plan to ask the pupils to speak
out in front of the class to give directions according to the map shown on the manila card. Another
lesson for speaking skills, I use technology and I plan to let the pupils to use a voice recorder,
microphone and a headset to record their voice or speaking. The pupils will speak to give
directions according to the map given. To correct an error or to allow respondents fluent in
English, I will give an opportunity to the respondent to meet me to correct their mistakes and to rerecord their voices so that in this way they can improve confidence, lack of shame and fix mistakes
in communication in English. To review the speaking, I would consult a teacher of English
language other to make observations. This assessment is not much different for English Oral
Assessment (SBOA) as directed by the ministry.

Assessment test and pre-test to post-test listening skills is to make a comparison of the
respondents who answered correctly. This is a collection of quantitative data. Meanwhile,
observations pre-test and post-test for speaking skills is to make a comparison of the number of
respondents who managed to reach all or a number of criteria only. This is a form of qualitative
data collection. In addition, questionnaires were distributed to teachers of English and students 4
Arif is a collection of quantitative data.

31 | P a g e

If both skills are tested, post-test to obtain a score in excess of pre-test. This makes this
research question will be answered. Subsequent procedures that act. I have plans to provide a
schedule of implementation activities that the process of investigating this intervention will go
well. Here is a timeline of my activities.

Activity 1

Teachers will describe the use of simple directions. Teachers will read the

(25 minutes)

conversation while looking to the map that shown on the manila card.

Activity 2

Pupils will listening to teachers reading about the other conversation.

(20 minutes)

Students will be drawing lines or arrows on the map (worksheet) while

listening to teachers reading.

Activity 3

After completion, the student will submit the results sheet to the teacher.

( 10 minutes)

Student scores are recorded.

Table 1: Timeline of Listening Skills Pre-Test (Traditional teaching method)

Activity 1

Teachers will present a video about asking and giving direction that

(20 minutes)

downloaded from the internet. Teachers will also describe the use of simple
directions. Teachers will play a sample audio recording of asking and giving
directions conversation with map that shown on the white screen using the
LCD projector.

Activity 2

Pupils will sit at a desk equipped with a computer and a headset to listen to

(25 minutes)

audio recordings via computer. Pupils can repeat and listen to the audio so
that they can complete their maps. Students will be drawing a line arrows on
the map (worksheet) by audio they hear.

Activity 3

After completion, the student will submit their worksheet results to the

( 10 minutes)

teacher. Student scores are recorded.

Table 2: Timeline of Listening Skills Post-Test( In the computer lab)

32 | P a g e

Activity 1

Teachers will describe the use of simple directions and the proper way when

(15 minutes)

to ask and giving direction. Teachers will do some action and show some
example using pictures and bubble speech on the manila card.

Activity 2

Pupils need to study the map and speak briefly to give direction

(35 minutes)

individually. Teacher will listen to their presentation and observe to make a

record.

Activity 3

After completion, .student scores are recorded.

( 10 minutes)

Table 3: Timeline of Speaking Skills Pre-Test (Traditional teaching method)

Activity 1

Teachers will present a video about asking and giving direction that

(15 minutes)

downloaded from the internet. Teachers will also describe the use of simple
directions. Teachers will display a simple asking and giving conversation on
the white screen with audio. The map also shown on the white screen using
the LCD projector.

Activity 2

Pupils need to study the map and speak briefly to give direction individually

(35 minutes)

using the tape recorder, headset and microphone. After teacher listen to their
record, they can re-record their voice again if the teacher ask them to do. It
is intended to improve the weaknesses in the ability to speak, if there is.
Teacher will listen to their recording again until it successfully and make a
record about the pupils achievement.

Activity 3

After completion, .student scores are recorded.

( 10 minutes)

Table 4: Timeline of Speaking Skills Post-Test ( In the computer lab)

For the latter procedure is watching or judging. To implement this action, I must pay
attention on matters such as data collection, data analysis and findings to assess the effectiveness
of the action, observing, noting the reactions and behaviour change goals, noting constraints or
obstacles and unexpected information.
33 | P a g e

3.4 Data Collection Methods

For the method of collecting data, I have chosen three methods. They are methods of
testing, observation and questionnaires. Methods of test, I used to collect data about student
listening skills. This method is used to assess and tracking about the student comprehension of the
English language teaching. For this study, I intend to use a written test on paper. This test I would
divide into two tests, such as pre and post test. Pre test is a test conducted after the teaching
process which does not use technology tools. To post test, I carried out after the teaching process
that used of technology tools. Both pre and post test was conducted is aimed to compare the
performance of students before and after a treatment or intervention program was held. If the posttest results showed a significant increase compared to pre-test, the objective of this study is
reached. Both sets of questions pre-test and post-test is the same so that comparisons can be made.
Given these pupils will be tested in terms of listening skills, I must ensure an atmosphere for both
tests must not be much different. Sample test paper will be attached in the appendix section on
page 41 and 42.

For observation, I have chosen to do with how structured observation. This method is
used to collect data in English speaking skills. This method also I would divide into two parts, pre
and post. The first observation of pre will be implemented after the lessons are not using
technology tools. For a second or observation post, will be implemented after teaching using
technology tools. Teachers or observers will be watching, listening and recording the data into our
observations through audio tapes. Sample of the assessment form will be attached in the appendix
section on page 43 until 44.

Questionnaire is to gather information about the perceptions, attitudes, motivation, mood

and affective values of the most effective tools of technology in teaching and learning in terms of
listening and speaking skills in English. The questionnaire typically use open questions where,
people who answer only to reply by checking one of the answers. This method will involve
students and teachers in the English language option in this school. Although this method has the
advantages of easy to implement, many reactions, not involving meetings and standard questions,
but they are still weaknesses. One of them is to take the time to make questions, no explanations
34 | P a g e

and answers obtained are superficial in nature. Sample test paper will be attached in the appendix
section on page 47 until 53.

3.5 Data Analysis

For instrument tests and questionnaires, I chose to use statistical tools that percentage.
This is because both of these instruments is quantitative research data collection methods. Hence, I
will analyze data using statistical methods and results in numeric form. Data analysis is to calculate
the frequency, percentage, and the average for each item. Therefore, the data collected from the
test instrument raw data will be aggregated based on the frequency of respondents who managed to
arrive to the destination or successfully complete the map with the correct password. Cumulative
data resulting from pre and post test will be evaluated for comparison in terms of percentages. If
the results of the study showed a higher percentage of post test, the research objectives are
achieved. Raw data or instrument to assess listening skills of pupils will be attached in the
appendix section. While to the questionnaire, the data collected will be aggregated in percentage to
identify the most effective tools of technology in teaching and learning, listening and speaking
English. Comparisons will not be implemented because this instrument does not involve pre and
post test. If the answers given by the respondents have a positive impact, then the third objective
will be achieved. Instrument to the questionnaire, attached in the appendix section.

Through this study will be carried out, I will use the technique of collecting data through
observation, the results are recorded and taped to avoid error "recording". In addition, the
researchers also used a technique recall (repeat) that uses the same questions about a case. This is
intended to ensure the answers of respondents and provide an opportunity for respondents to
correct the error. When the results of the first answer and then equal, then the data can be called is
final. The results of this data collection will be analyzed using qualitative techniques in which it is
specific analytical techniques. Researchers need to focus on each word or phrase mentioned by
respondents. Does the respondent repeat offense or by re-re-recordable make the respondent can
improve speaking skills. Qualitative data analysis is a systematic process for managing and
displaying findings in a way that is easily understood.

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Data analysis involves the process of managing data and synthesize data, review the
findings and interpret findings. The qualitative approach is based on 'quality'. It is descriptive and
more to the explanation of 'meaning' the matters investigated. It does not prioritize the form of
numerical data and less structured, more open and focused on the process. These methods include
descriptive, unnumbered data set and verify the information (perception). The type of information
that is collected through in-depth qualitative approach (detail), usually have in-depth description
and based on complex matters. In order to achieve an understanding of the purpose and style of
communication in the research, researchers will conduct interviews with students in obtaining
information about their views and feelings on the issue under review. In this study, the raw data
observation and hearing their specifications in terms of grammar and vocabulary, pronunciation
and intonation, fluency and rhythm, ethics and mannerism. I will analyze data using statistical
tools as a percentage. The test assesses the candidates' ability to use vocabulary and grammar
accurately and correctly in context, respond to inquiries made using the correct pronunciation,
intonation, rhythm and grammar. In addition, pupils should be able to respond orally and express
thoughts and feelings meaningfully given in various situations and express ideas in context,
politely give relevant information in response to inquiries made.

SCORING CRITERIA FOR SPEAKING OBSERVATION

LEVEL
A

CONSTRUCT
Grammar and Vocabulary
Pronunciation & Intonation
Fluency & Rhythm
Ethics and Mannerism
Grammar and Vocabulary
Pronunciation & Intonation
Fluency & Rhythm
Ethics and Mannerism
Grammar and Vocabulary
Pronunciation & Intonation
Fluency & Rhythm
Ethics and Mannerism
Grammar and Vocabulary
Pronunciation & Intonation
Fluency & Rhythm
Ethics and Mannerism

DETAILS
Excellent use of the language.
Excellent pronunciation and intonation.
Very fluent and coherent
Respond with excellent mannerism.
Proper use of the language.
Good pronunciation and intonation.
Fluent and clear but with occasional pauses.
Respond with good and appropriate mannerism.
Satisfactory use of the language.
Satisfactory pronunciation and intonation.
Fairly fluent with frequent pauses.
Respond with satisfactory mannerism.
Minimal use of the language.
Poor pronunciation and intonation.
Lack fluency with long pauses.
Respond impolitely and inappropriately.

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CONSTRUCT

No. of As

No. of Bs

No. of Cs

B+C

No. of Ds

Grammar and vocabulary

Pronunciation and intonation
Fluency and rhythm
Ethics and mannerism

SAMPLE STATICTCS/ PERCENTAGE FOR PRE AND POST

EXAMPLES : PERCENTAGE FOR LISTENING (PRE AND POST TEST) AND

QUESTIONAIRE INSTRUMEN (QUANTITATIVE)

For example:
A: 30 x 100 30 = 100%
B: 30 x 100 30 = 100%
C: 30 x 100 30 = 100%
D: 30 x 100 30 = 100%

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CHAPTER 4

DATA ANALYSIS

4.0

Introduction

In this chapter, we will discuss the matters that related to data analysis and findings of the
study. This study aimed to investigate the use of technology that can improve the listening and
speaking skills in learning English As A Second Language among pupils in years 4 Arif in Sekolah
Kebangsaan Tanjong Bidara. This study was conducted using two methods, which survey and
interview methods. Survey methods used for pre and post test listening skills and tests are carried
out to a total of thirty pupils from years 4 Arif. In addition, the survey method is also used to
distribute questionnaires to ten teachers and ten pupils. Proceeds quantitative data will be analyzed
and presented in the form of a percentage. For the interview method used to assess students in the
skills of speaking and evaluation is based on a grading scheme has been set.

While this method in qualitative terms, the results presented in the form of data collection
per cent in quantitative terms. There are several transcripts of data collection will be presented as
an example for grading. Transcript is the result of recording the interview conducted among
students and teachers. The findings of this study are presented in tables showing the total score for
each respondent and form a graph that shows the percentage of respondents performed in pre and
post test. Use this data presentation is intended to enable the readers to understand and make
reference to the findings of the study. Data analysis and findings of this study are divided into three
main sections:

i) Analysis of student achievement of pre-test and post-test for the method listening skills among
students in 4 Arif.

ii) Analysis of student achievement interview for pre and post interviews method of speaking
skills among students in 4 Arif.

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iii) The effective use of technology to improve skills listening and talking among students in 4
Arif.

4.1

Analysis of student achievement of pre-test and post-test for the method listening
skills among students in 4 Arif.

In this study, a written test was conducted to analyze student achievement scores through
pre test and post test to answer the first research question. Test scores pre and post test was
calculated in percentages. The findings will show whether the use of technology such as audio,
Mp3 player and headset successfully improve listening skills of all students in the learning process
of English as a second language.

Table 1
The performance of the pre-test listening skills without using technology tools.

Scores

0/8

1/8

2/8

3/8

4/8

5/8

6/8

7/8

8/8

Number
of
pupils
score

Based on Table 1, above, shows the number of pupils who achieve certain scores for
listening. Here are the results of tests in which a total of three students who have successfully
mastered the skills of listening with eight draws a line on a map that has been provided with the
correct direction, two pupils were successful in drawing seven lines to the right place in the map, a
successful student drew six lines right, three students successfully draw five lines correctly, nine
successful people draw four lines heading to the right place, five people managed to draw three
lines correctly, four people managed to draw two lines correctly, a pupil only draws only one line
only correct and two pupils who do not succeed to mark all lines leading to the correct place.

39 | P a g e

Table 2
The performance of the post-test listening skills without using technology tools.

Scores

0/8

1/8

2/8

3/8

4/8

5/8

6/8

7/8

8/8

24

Number
of
pupils
score

Based on Table 2 above shows the number of pupils who achieve certain scores for
listening. Here are the results of tests in which a total of twenty-four pupils who have successfully
mastered the skills of listening with eight draws a line on a map that has been provided with the
correct direction or heading to eight destinations with the correct password. While two students were
successful in drawing seven lines to the right place in the map, three students managed to draw six
lines right and the last one was just a student who managed to draw five lines correctly. These
performance results after pre-test and the effect of treatment was given before the post test.

Graft 1
The percentage results of the pre and post test of listening skills.
90
80
70
60
50
Pre Test

40

Post Test

30
20
10
0
Correct Correct Correct Correct Correct Correct Correct Correct Correct
8
7
6
5
4
3
2
1
0

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Based on the chart 1, showing the percentage of pre-test and post-test listening skills
without the use of technology tools. The blue bars show the results of pre-test data collection. 10%
of students who have successfully mastered the ability to listen to successfully draw eight lines on
a map that has been provided with the correct direction. 7% were made up of students who
successfully draws seven lines to the right place on the map, students who successfully depicts six
lines through the right lane is 3%, 10% of students are attracted five lines correctly. The highest
percentage of pupils who only managed to draw four lines with the correct lane at 30%.
Meanwhile, 17% are students who drew three lines correctly, 13% of pupils who drew two lines
correctly, that only 3% of students are drawing a line through the right path and 7% of pupils who
are not able to mark all lines with on the right lane.

For the red bars show the results of post-test data collection. The highest percentage is
80% of pupils who have successfully mastered the ability to listen successfully draw eight lines on
a map that has been provided with the correct direction. 7% were made up of students who
successfully draws seven lines to the right place on the map, students who successfully depicts six
lines through the right lane is 8%, 5% of students are attracted five lines correctly.

4.2

Analysis of student achievement interview for pre and post interviews method of
speaking skills among students in 4 Arif.

In this study, the interview was conducted to analyze the achievements of students
through pre-test and post-test to answer the second research question. Test scores pre and post test
was calculated in terms of number and percentage score. Use the grading scheme is also used as a
guide for guiding the assessment and guide students through the process of treatment. Results of
the study will show whether the use of technology such as audio, computer, sound recording
equipment and audio-visual equipment successfully improve speaking skills to all students in
learning English as a second language. Table 3 shows the number of pupils achieving level
speaking skills in English in pre test.

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Table 3
The number of pupils achieving level of speaking skills in English language pre test.

CONSTRUCT

No. of As

No. of Bs

No. of Cs

B+C

No. of Ds

Grammar and vocabulary

15

15

50

15

50

Pronunciation and intonation

27

22

73

Fluency and rhythm

18

18

60

12

40

Ethics and mannerism

16

14

30

100

Based on Table 3, above, shows the number of pupils who achieve certain marks to test
speaking skills in the pre test. Here are the results of tests in which is half of the class students
have mastered and there are fifteen of them are satisfactory use of the language in grammar and
vocabulary. Only fifteen pupils who only achieve level Ds because they have minimal use of
English language. For pronunciation and intonation construct, only eight pupils achieved Cs
level whereas satisfactory in pronunciation and intonation. Other twenty two pupils were only
achieved Ds level whereas they have poor pronunciation and intonation. Next, construct is
fluency and rhythm, there are eighteen pupils had achieved on level Cs whereas they are fairly
fluent with frequent pauses. Other twelve pupils only achieved level Ds whereas they lack
fluency with long pauses. Last construct is about ethics and mannerism. There are sixteen pupils
achieved on Bs level whereas they have respond with good and appropriate mannerism. Other
fourteen pupils, they only achieved Cs level whereas they can respond with satisfactory
mannerism.

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Table 4
The number of pupils achieving level of speaking skills in English language post test.

CONSTRUCT

No. of As

No. of Bs

No. of Cs

B+C

No. of Ds

Grammar and vocabulary

17

18

30

100

Pronunciation and intonation

17

20

30

100

Fluency and rhythm

18

12

30

100

Ethics and mannerism

17

20

30

100

Based on Table 4, above, shows the number of pupils who achieve certain marks to test
speaking skills in the post test. Here are the results of the post tests. There are five of the thirty
pupils have scored As level whereas they were excellent use of the language in grammar and
vocabulary construct, there are eighteen of them have scored on level Bs whereas they proper
use of the language and

other seven pupils have scored Cs level whereas they were in

satisfactory use of English language. For pronunciation and intonation construct, only five pupils
achieved As level whereas they were excellent pronunciation and intonation. Other twenty
pupils were only achieved Bs level whereas they have good pronunciation and intonation. Other
five pupils were only achieved Cs level whereas they were only satisfactory pronunciation and
intonation level. Next, construct is fluency and rhythm, there are eighteen pupils had achieved
on level Bs whereas they are fluent and clear but with occasional pauses. Other twelve pupils
only achieved level Cs whereas they fairly fluent with frequent pauses. Last construct is about
ethics and mannerism. There are five pupils achieved level As whereas they respond with
excellent mannerism. Other twenty pupils had achieved on Bs level whereas they have respond
with good and appropriate mannerism. Other five pupils, they only achieved Cs level whereas
they can respond with satisfactory mannerism.

43 | P a g e

Chart 2
The percentage results of the pre test of speaking skills.

80
70
60
50
A
40

30

C
D

20
10
0
Grammar and
vocabulary

Pronunciation and
intonation

Fluency and rhythm Ethics and mannerism

Based on the chart 2, showing the percentage results of the pre test of speaking skills
without the using of technology tools. The red bars show the results of 53% of students who have
successfully mastered Bs level and they ability to speak successfully whereas they have respond
with good and appropriate mannerism. The highest percentage is 73% where the pupils have poor
pronunciation and intonation.

For grammar and vocabulary construct, 50% of pupils only

achieved Cs and 50% for Ds levels. This means that they were satisfactory use of the language
and minimal use of the language. There were only 27% of pupils achieved Cs level in
pronunciation and intonation construct whereas they have satisfactory pronunciation and
intonation. For the fluency and rhythm, there were 60% pupils achieved for Cs levels whereas
they fairly fluent with frequent pauses and 40% of pupils had achieved for Ds level whereas they
lack fluency with long pauses. For ethics and mannerism, 47% of pupils achieved Cs level
whereas they can respond with satisfactory mannerism.

44 | P a g e

Chart 3
The percentage results of the post test of speaking skills.
80
70
60
50
A

40

30

Graft 3
20

The percentage results of the post test of speaking skills.

10
0
Grammar and
vocabulary

Pronunciation and
intonation

Fluency and rhythm Ethics and mannerism

Based on the chart 3, showing the percentage results of the post test of speaking skills
using tape recorder, audio player, headset and other of technology tools.

For grammar and

vocabulary construct, the blue bars show the results of 17% of students who have successfully
mastered As level and they were excellent use of the language. The highest percentage in this
construct is 60% pupils achieved in Bs level (the red bar), where the pupils proper use of the
language. The green bar in this construct shows that there are 23% pupils achieved for Cs level
whereas they satisfactory use of the language. For pronunciation and intonation construct, the red
bar, Bs level is the highest percentage. There are 67% pupils achieved whereas they have good
pronunciation and intonation. The blue bar shows 17% of pupils achieved grade As in this
construct whereas they were excellent pronunciation and intonation. For grade Cs, there were
16% of pupils achieved in this construct whereas their pronunciation and intonation were satisfied.
For the fluency and rhythm, there were 60% of pupils achieved the red bar for Bs levels whereas
they fluent and clear but with occasional pauses and 40% of pupils had achieved for Cs level
whereas they fairly fluent with frequent pauses. For ethics and mannerism, 17% of pupils achieved
As level whereas the blue bar shows that the pupils respond with excellent mannerism. Another
67% the red bar, it shows the pupils achievement for Bs level whereas they respond with good
45 | P a g e

and appropriate mannerism. The green bar, it shows for Cs level and there are 16% of pupils can
respond with satisfactory mannerism.

4.3

The effective using of technology to improve skills listening and speaking among
students in 4 Arif.

To investigate the answer for the third question in this study, I choose twenty respondents
among the teachers and pupils. The survey questionnaire title is "Soal Selidik Mengenai
Keberkesanan Penggunaan Teknologi Dalam Pembelajaran Kemahiran Mendengar Dan Bertutur
Bahasa Inggeris ". Teachers and students received a set of question that almost the same question
to test and identify the extent to which the effective use of technology tools and technology tools
are often used at home or in school. The questionnaire survey conducted within thirty minutes and
it is divided into four parts. Here are the results of data collection from teachers and pupils as
respondents.

Table 5: The number of demography information of respondents.

10 Teachers

Male

Female

Academic qualifications

10

Bachelor's Degrees
Male

10 Pupils

Female

Demographic information indicates a total of ten teachers have a degree level and all
teachers are teachers of female respondents. While the background information from the pupils as
other respondents, was made up among of three boys and seven girls. The two boys achievement in
English subject at level 'A' and another one boy have a level of achievement 'B'. Four girls with
higher levels of achievement 'A' and three girls were on stage 'B' for the achievement of English
subjects. The 6,8,10 tables shows the results of data collection from teachers as respondents and
tables 7,9,11, shows the results of pupils data collection as respondents. While charts 4, 5, 6 and 7
show the percentage of analysis for each data collection according to each section.
46 | P a g e

Table 6: The results of the data collection part B. Evaluation teachers level training of using the
technology.
No.

10

11

10

10

10

Questions
Yes
No

Table 7: The results of the data collection part B. Evaluation pupils level training of using the
technology.
No.

10

Yes

10

10

10

10

No

Questions

Chart 4
The percentage questionnaire results of the data collection part B from teachers and pupils. This
result only show for Yes answers.
120%
Q1
100%

Q2
Q3

80%

Q4

Q5
60%

Q6
Q7

40%

Q8
Q9

20%

Q10
Q11

0%
Teachers

Pupils

47 | P a g e

Table 6 and 7 show the differences answer 'yes' between teachers and pupils. Based on
the survey questions section B, question number 2 and 7 have in common the highest ranking of
100%. This shows that teachers have training in skills to operate a computer. While teachers and
students also have experience operating the projector in a classroom at a high level. 100% of
respondents teachers also have a personal computer or laptop, whereas only 90% of students who
have a personal computer. Other than as stated above, the level of training in the use of technology
by the respondents is as follows, early exposure technology; 70% to 90% of teachers to students,
making use of the reference if there is a problem; teachers and students 80% to 40%, in addition to
the use of Microsoft Office programs; 80% is 80% of the student teachers, adept at using Microsoft
Power Point interactively 70% of teachers and 50% of the pupils, help a friend handle
technological tools; 70% of teachers and 10% of teachers, students can organize computer
hardware if damaged; 50% of teachers and 10% of students, have the confidence to repair ICT
equipment; 4% of teachers and 90% of students, 40% of teachers became a consultant if their
partners have a problem using the computer.

Table 8 (i) (ii) and Chart 5 (i) (ii):

The results of the data collection part C. Evaluation level of frequency of use of technology by
teachers and the percentage questionnaire results of the data collection part C from teachers.

Question

1 never
2 rarely
3 average

4 frequently

5 very often

Table 8 (i)

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90%
80%
70%
60%

NEVER

50%

RARELY

40%

AVERAGE

30%

FREQUENTLY

20%

VERY OFTEN

10%
0%
QA

QB

QC

QD

QE

QF

QG

QH

QI

QJ

QK

QL

Chart 5 (i)

Questions

10

11

12

1 never

2 rarely

3 average

4 frequently

5 very often

Table 8 (ii)

70%
60%
50%

NEVER

40%

RARELY
AVERAGE

30%

FREQUENTLY
20%

VERY OFTEN

10%
0%

Q2

Q3

Q4

Q5

Q6

Q7

Q8

Q9

Q10

Q11

Q12

Chart 5 (ii):

49 | P a g e

Here is a report on the data collection phase of the analysis part C of the frequency of
teachers using of technology tools. While producing teaching materials or during the process of
teaching and learning, as much as 80% very often use printers, 50% use the internet very often,
40% use a computer very often, 30% very often use Microsoft Office programs, 20% very often
using loudspeakers and radio, 10% for each using white screen, voice recorders, projectors, MP3
players and the Frog VLE.

Table 9 (i) (ii) and Chart 6 (i) (ii):

The results of the data collection part C. Evaluation level of frequency of use of technology by
pupils and the percentage questionnaire results of the data collection part C from pupils.

Question 1

10

1 never

2 rarely

10

3 average

10

10

4 frequently

5 very often

10

10

Table 9 (i)

120%
100%
NEVER

80%

RARELY

60%

AVERAGE

40%

FREQUENTLY

20%

VERY OFTEN

0%
QA

QB

QC

QD

QE

QF

QG

QH

QI

QJ

QK

QL

Chart 6 (i)

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Questions

1 never

10

2 rarely

3 average

4 frequently

5 very often

10
9

10
10

10

9
9

Table 9 (ii)
120%
100%
80%

NEVER
RARELY

60%

AVERAGE
FREQUENTLY

40%

VERY OFTEN
20%
0%
Q2

Q3

Q4

Q5

Q6

Q7

Q8

Q9

Q10

Chart 6 (ii)

Here is a report on the results of the analysis data collection stage frequency division C
for student use technology tools. During the learning process, as much as 100% very often use
radio and MP3 player, 90% very often each using Microsoft Office and internet, 80% very often
use the voice recorder. While 90% of students regularly used the printer and 100% at an average
level of each student using a computer, projector and speakers. 100% of students never use white
screen performance in the classroom and 10% of students never use Frog VLE.

51 | P a g e

Table 10: The results of the data collection part D. Evaluation by teachers on the effectiveness of
the use of technology in the learning process.
No.

10

11

10

10

10

10

10

10

Questions
Yes

No

Table 11: The results of the data collection part D. Evaluation by pupils on the effectiveness of the
use of technology in the learning process.
No.

10

10

10

10

10

10

10

Questions
Yes

No

10
10

Chart 8
The percentage questionnaire results of the data collection part D from teachers and pupils. This
results only show for Yes answers.
120%
Q1
100%

Q2
Q3

80%

Q4
Q5

60%

Q6
Q7

40%

Q8
Q9

20%

Q10
Q11

0%
Teachers

Pupils

52 | P a g e

Here is a report on the results of the analysis data collection part D of the effectiveness of
the use of technology tools in the learning process. 100% of teachers and their pupils often use
technological tools at the school, agrees with the use of a computer, headset, microphone, voice
recorder it is very effective in teaching that focuses on listening and speaking skills. By 100%,
teachers and students agree that they need additional training to enhance their skills in using
technology tools and 100% agree that the use of technology in the learning process can improve
listening and speaking skills than traditional tools. 70% of teachers agree with the use of
technology in teaching and learning can improve their listening and speaking against the use of
traditional tools. Furthermore, 100% of teachers agreed that by integrating technological tools in
the teaching process can meet the goal of learning the concept KSSR edutainment and agree that
their students have successfully answered worksheets or assignments after teaching using
technology tools in the room degrees. 100% of students agreed that their teachers provide
encouragement and guidance for the use of technological tools such as a headset, microphone or
voice recorder, 100% of students agreed that teachers used technological tools in schools and to
support the use of visual technology is very effective in listening and speaking skills. in the
English language. 100% of students did not agree that the discipline cannot be controlled if
teachers use technology in the learning process even 100% of all student support that they
entertained when their teachers teach using technology tools.

53 | P a g e

CHAPTER 5

5.0 DISCUSSION

The findings of the studies that have been carried out, showing that the use of technology
can improve listening and speaking skills in English language learning. The purpose of this study
was to know the effectiveness of using technology in improving listening skills among year 4
Arif pupils, to know the effectiveness of using technology in improving speaking skills among
year 4 Arif pupils and to identify the most effective method of technology in improving listening
and speaking skills among year 4 Arif pupils. There are three parts of the procedure used to
obtain the required information. To answer the first question and the second, pre and post test
methods performed to test the skills of listening and speaking. Respondents students in teaching
without the use of technology and given pre written test to test the skills of listening and
speaking in English. After that, the students were treated with the aid of teaching technology
tools such as voice recorders, computers, projectors and MP3 players. Then, the students were
given a post test to test the effectiveness of using technology as a tool for teaching and learning.

Pre test and post test for each skill is the same question. For listening skills, by post
students' test is required to listen and comprehend to the audio record and students ask by teacher
to draw the line on the map correctly based on the conversation from the audio. Whereas for
speaking skills, by post test students get a blank map, questioning students and student teachers
answered on tape. Evaluation was based on the grading scheme SBOA form. The findings from
the post test for listening skills to find that many students who can understand a conversation that
is played through the audio by drawing correct lines on the map given. A total of 24 of the 30
students who had managed to draw the line correctly on the map. As Hoven (1999) said, using
the computer, it provides visual and voice input that can improve information and ideas and to
improve their listening skills. In addition, the expanded use of audio, headset and computers by
making listening comprehension test and it is very important in strengthening the skills of
understanding listener.

54 | P a g e

Teachers have started recording the same conversation many times and make the
assertion a few words of direction while displaying multiple images through power arrows point
to the students after the pre-test is conducted in order to better understand student before heading
tests performed. This is to treat existing weaknesses of students. Compared with the pre test, only
three students who successfully answered correctly than thirty pupils. It demonstrates the use of
less traditional teaching tools to help students or attracting students to hear clearly and intonation
conversation correctly.

The findings from the post test for speaking skills also found that many students who can
speak English confidently, correct intonation and using vocabulary well. Ethics and morality
students also showed his determination and excellent response. A total of 15 of the 30 pupils
achieved level 'A' to construct grammar and vocabulary, pronunciation and intonation, ethics and
mannerism. And no matter what a student is under the level 'C' for each construct post test. This
proves the use of technology can improve the oral skills of students in English as well as increase
their confidence from a psychological standpoint. Many students who have achieved all of the
constructs speak English very well may be due to the use of technology can reduce engineering
teaching and teacher-centered learning alone.

Pupils feel a difference and fun when you can hear themselves by repeatedly ignoring
friends heard their weaknesses. Each student is instructed to use a headset to hear how a
conversation took place. Before the students were given a post test, they watch and listen to
video examples of conversation to inquire about the destination. With this, the teacher gives
students the flexibility to use the voice recorder "sound recorder" via accessories and headset in
your computer. Pupils without feeling less confident and less shame with his friends to try to
speak in English because they only talk through existing microphone on the headset in their
heads. And more fun, they heard the sound of their own after their voice recorded. Teachers will
guide each student through the use of these instruments. The issue of shame in the classroom will
not arise and this can increase student motivation for learning more fun to talk in English.

55 | P a g e

Picture 1 Sound recorder (used for post test speaking

skills)

Compared with the pre test, most of the students just managed to reach the level of 'C' for
each construct except constructs ethics and mannerism students achieve at high levels a little bit
of 'B'. It demonstrates the use of less traditional teaching tools to help students or attracting
students to speak with clarity, confidence, mastery of vocabulary and intonation correctly.
Especially once mentioned skills and intonation, as many as 73% of pupils gained level 'D' for
guest speaking skills. This is identified by a recording has been made, many students mentioned
a few words with one. The result is a recording that has been transcribed.

Transcribed pupils Pre Test:

Teacher ask: Excuse me, how can I go to the post office?
Pupils answer:Walk along Violet Stret. Take the first tunin on the right. Go straight on.
It's on your left between the restaurant and the hospital.
Teacher ask: Can you help me, please? I want to go to the petrol station?
Pupils answer:Certenli. Walk along Violet Street. Aaaa.....Take the first pusing the left. It on
your right opposait the park.

Transcript mentioned above indicate weaknesses in terms of pupil pronunciation,

vocabulary acquisition, and also sometimes they stopped a long time to figure out what they have
to say. Maybe when teachers teach using the 'chalk and talk' less help attract students, particularly
56 | P a g e

if time teaching the subject is during the recess time for level 1. The surrounding noisy students
outside of the classroom disrupt any references referred by teachers or students less audible.
Concentration of students were also disrupted.

Transcribed pupils Post Test:

Teacher ask:

Excuse me, is there a cinema near here?

Pupils answer: Yes. Walk along Lily Street. Take the first turning on the left. It's on your right
next to the bank.
Teacher ask:

Excuse me, is there a hospital near here?

Pupils answer: Yes. Walk along Violet Street. Take the first turning on the right. It's on your left
opposite the bookshop.

Transcript above is the result of sound recordings of pupils in post test to test speaking
skills. Data collected were five pupils achieved level 'A' to construct grammar and vocabulary,
pronunciation and intonation, ethics and mannerism. The data obtained after the student has
successfully tried to listen and try to talk to her to practice speaking. Then they record their voice
and send it via email to their teachers. This training assignments given during the week and can be
done at home. However, teacher made a post test in school and took the results to analyzed it.
After analyzed the results of the data collection, it shows a lot of use of technological tools play a
role to increase the interest and skills of students to communicate in English. Similar to a study
conducted by researchers from the Institute of Social Sciences, Hacettepe University, Ankara,
Turkey. He named Pnar Hasapoglu-Akyol (2010), with a research titled "Using Educational
Technology And Tools To Improve Language Communication Skills Of ESL Students ", can be
concluded that the use of technology can help students to improve both the language skills and
communication skills.

The last part is the part of the survey questionnaire were made for ten teachers and ten
pupils. Both sets of questionnaires have questions that are almost the same and consists of four
parts. Part A is a question related to background information for teachers or students, part B is
related to the level of training in the use of technology, part C is the level of frequency of use of
57 | P a g e

technology and part D is the effectiveness of the use of technology in the learning process. The
questions that were asked in section B is like "Do you have a personal computer / laptop ?,
Computers are tools that are easily handled ?, Do you have early exposure related technology ?,
Are you making reference books at the appropriate use of technology ?, Are you familiar with the
program other than Microsoft Office (Word / Excel / Powerpoint) to complete the assignment? Are
you adept at using Microsoft Power Point interactive control? , Have you experienced such
equipment (LCD projector) in the classroom?, I often helped friends / co-workers to operate the
equipment technology., I can maintain computer hardware if there is little damage. If something
went wrong on ICT equipment, are you sure to correct it? and last question if your friend has a
problem using the computer, whether you be consultant to help solve it? " The results of data
collection from respondents teachers showed their sense of comfort and know how to use a
computer and LCD projector. They also were able to have their personal computer as it is now
easily available in the market with a wide range of prices and also samples according to their
abilities or needs.

The data collection of student as respondents had five different questions with
teachers questions. For example "Do you have knowledge of relevant technology ?, Did you
have experienced teachers who use technology tools such as (LCD projector / computer) in the
classroom?, Can I help other friends to use the computer?, can I install computer hardware., Do
you ever use facebook, twitter or others? . Proceeds data show that many students who can
control the computer with ease. It is likely they never disclosed about the use of computers by
their own family members or subjects of information technology has been studied since the year
one. They are also interested in computer games directly and so cause they are accustomed to
using computers. In addition, they have experience of studying with teachers who teach using
technology in the classroom or computer lab. With it, they gave a very positive response when
learning something that was implemented using technology tools. All respondents student has
the skills to install equipment such as installing computer mouse and keyboard, and they can help
their partners if uninformed, if there is a technical error.

Section 'C' in this survey questionnaire is focused on the frequency of use of technology
in teaching and learning. Both categories of respondents, teachers and pupils receive similar
58 | P a g e

questions. Based on data collection, showing many differences in the use of this type of
technology because each frequency. The teachers at this school are very often use the printer as
more materials or papers that need to be printed for use by students or teachers. In addition, the
use of the internet is also very common among teachers and students as the teacher's task is now
more involved in key management in data online, get information online, download materials,
incorporating student scores online, send assignments to students online through Frog VLE
program, and so on. Total very frequently for students are ambitious for the use of Microsoft
Office and the internet because at the present time more students are encouraged to create
projects or tasks assigned by the teacher using Microsoft Office and internet. Self-learning can
also be done at home through the program Frog VLE or email box each student to create learning
interactions in the home or outside of school. English teachers these students very often use radio
and MP3 player during the teaching and learning of English. This suggests that perhaps these
tools are easy to carry and suitable and enjoyable if used specifically for listening and speaking
skills. Based on my teaching experience, students focus more fun and listen if using equipment
such as this. They prefer especially once if I told them to close your eyes and focus more to hear
what he hears through the MP3 player.

If you look at the results of this part of data collection, shows never used the white screen
during learning in the classroom the students. This is because the projector is not available in the
classroom and their teacher just take them to the screening rooms or computer labs to teach using
tools like this. What I understand, most projectors are available at most schools do not work well
and many have been damaged. All equipment is supplied by the Ministry of Malaysia Education
since PPSMI program implemented in 2003. If calculated, indeed many of these devices may not
function properly. Therefore, many teachers in this school are less likely to use a projector and
white screen in the classroom. Because of that, the teachers had to apply to use the computer lab
or a running according to schedule. But there are also teachers who take other initiatives that by
purchasing the projector itself and teach in their classrooms because there are a number of
classrooms have white screen. In addition, students are also very often use the voice recorder,
especially when teachers teach listening and speaking skills. Normally, teachers will play a song
or recording conversations for students to understand and learn the pronunciation of what they
heard. This demonstrates the use of the voice recorder is able to help teachers and students to
59 | P a g e

increase the appeal hearing and speaking skills can be honed for using this tool, students can play
back MP3 players that repeatedly. Therefore, it is easy to achieve teaching objectives and
facilitate teaching.

Teachers also frequently use a computer or smart phone to use online applications such as
e-kehadiran, e-operasi, e-SPS and others. In addition, many teachers who regularly
download the syllabus taught and sample questions through internet. The result of this high
frequency data suggests that technology can help teachers and students get information,
download songs, photos or videos related to English language lessons and find reference in terms
of eLearning as 'Phonetics'. There are many materials that can be searched through the internet
that can help teachers and students, especially in the subjects of English. Based on my
experience, actually more materials involving the English language learning process when
compared to other subjects. Service as a teacher of English is actually easier because there are
many materials such as pictures, songs, videos and worksheets that can be downloaded for use
during or after the process of teaching. Given the pupils very sheer use applications such as
online games or quizzes online, teachers can suggest a website or provide an address link
associated with the English language subjects to pupils to answer them in a relaxed and fun.
Examples such as grammar quizzes, reading comprehension, and so on. These are some
examples

website

that

pupils

can

play

the

games.

For

example

http://www.softschools.com/quizzes/grammar/, http://www.eslgamesplus.com/ and many more.

The last part is the 'D' where it is focused on evaluating the effectiveness of the use of
technological tools. Both categories of respondents said that technological tools are often used in
their schools and they also agree that the use of a computer, headset, microphone and voice
recorder is very effective in teaching focused listening and speaking skills. Apparently, it shows
that the need and effectiveness of the use of technology is still required and practiced at this
school. Especially when there are events or lectures are conducted in schools. If you look at the
English language textbooks KSSR from 1 to 5, listening and speaking skills is emphasized on the
first day of learning. Based on my experience, if referred syllabus KSSR English language,
listening and speaking skills needed for teaching a fun activity. I often think of how to make
learning more interesting skills and not just focus on the student alone. Therefore, I always use a
60 | P a g e

recordable voice through my smartphone, computer, converter to MP3, emails, speaker,

download video from youtube, video to audio converter and so on to make a learning experience
for the student to be fun and interesting.

Based on the data collection part of the 'D', teachers urgently needs additional training to
enhance their skills in using technology. This is because if we see increasingly sophisticated
technological tools produced. If we only use the old technology, we will miss even more students
will learn coping skills. Teachers should be prepared in terms of acceptance of such changes or
skill system for the use of technology as a teacher should be a role model and intervention
methods of teaching. As students expect teachers to teach listening and speaking skills in English
to be easy, teachers need to constantly update the skills of teaching using technology in the
classroom. At the same time, a harmonious learning environment can be created and discipline
can be controlled. I am sure that with the use of technology in teaching and learning process is
able to improve the skills of listening and speaking against the use of traditional tools such as
chalk, blackboard and textbook. This can be proved as a result of pre and post tests that were
conducted on students to test their listening and speaking.

Based on the findings, overall it can be concluded that the use or application of
instructional technology on a regular basis can help every student gets a special learning
experience for mastering certain skills, especially listening and speaking skills. Generally,
described as a field of instructional technology that seeks to improve the quality or effectiveness
of teaching and learning. Since the onset of this field, efforts in this direction are clearly visible.
According to Leloup & Ponterio, 2000, they also truthful in their article on the application of
technology tools in language and ESL classrooms foreigners will help mainly to improve the
language skills of teachers of technology. For example, in the 1930s, production of visual
materials such as films, photos, slides and realia actively conducted to assist teachers in
classroom teaching. The use of technology in the classroom should be a priority for producing
effective teaching and learning. Use tools such as computer technology in teaching and learning
is a productive alternative in the process of transfer of information and skills. In addition, excess
teachers and students can be improved through the use of computers. This is because the use of
computers can increase the absorption of information because they involve media display
61 | P a g e

graphics, video and information processing system for quick and orderly. These advantages lead
to constraints of time and space limits. If the teacher is smart and confident using technology
tools such as projectors, CD and can apply the LCT computer, the teacher was able to make
various changes in their duties as intermediaries science to its target. This is because they believe
that the use of such technology can enhance teaching and learning process more interesting,
easier and more fun. According to Zhang (2006: 11.1), states that the use of technology in
teaching students the opportunity to offer a rich source of authentic learning materials, attractive
and friendly interface, images are clear and pleasant sound, which largely overcome the lack of
language environment authentic and generate student interest in learning English.

As already stated, instructional technology is a concept that makes teaching and learning
facilities and equipment technology as one of the main medium in the implementation of
activities in the classroom. According to Sharma and Barrett (2007), learning is a combination of
various approaches to learning, it may be more desirable. A typical example is a combination of
the combined study E-learning and face-to-face classroom sessions. There are some suggestions
for improvement based on the findings of this study. Use of computers, laptops, LCD projectors,
compact discs and various other tech elements can be used as teaching aids that can attract and
increase the tendency of students to carry out a learning activity. Through the integration of
technology tools and approaches some changes in teaching and learning process occurs. Among
them is a change of focus from teacher-centered teaching to student-centered teaching. In this
case the student to focus on learning activities oriented to the process of exploration and
discovery based on the theory of constructivism. Further, through the use of electronic
communications (e-mail), net meeting, chat rooms and so on teachers and students can exchange
ideas among themselves or with teachers and students from other schools. Exchange of
information with foreign schools will be encouraged in view of the benefits in terms of improved
communication and teachers while getting new knowledge about their culture and their country.
Through the use of technology, students can master various skills manipulative skills such as
word processing, database and presentation using technology tools. Skills and mastery of the
technology will produce students who are better prepared and confident to enter the working
world.

62 | P a g e

In addition, the Ministry of Education should emphasize and give more support to
teachers and pupils. Basic and updated curriculum design is ready enough to be realized. Simply,
it KSSR implementation measures should be restored. For example by creating peer teaching for
English subjects as implemented by teachers of subjects in Arabic or J-QAF. The rationale is
both subjects are the subjects of language and in my opinion it has the equation in terms of the
limitations of the process of teaching and learning dam. In terms of listening and speaking skills
assessment should also be changed to a form online or in the form of project (recorded voice) so
that these students usually speak a second language and they are accustomed to not feel awkward
when they graduate later. Therefore, the use of technology in teaching and learning is an
important problem and need support and earnest effort among school leaders, teachers, students
and all stakeholders. Multimedia and internet technology also provides a method of teaching and
learning that is different from teaching and learning methods that tradition. Through the use of
modern technology, students can master a method of learning by learning that they're interested
in and enjoy. In addition, information technology and the Internet also provides the ability
interactivity among students and teachers. Kress (2003), said that integrate ICT in teaching and
learning methods will be more successful learning by using tools and references such as internet,
multimedia and technological tools that are interrelated and give a demonstration of how to
access information, communicate and apply the knowledge.

Progress and rapid developments in information technology should be utilized fully in

society and generations who are knowledgeable and wise in administering the country in the
future. While there is an argument that says that the use of computers in the early stages of
education are less likely to be a result of incompetence, the students receive preparation, but such
views should be corrected so that all parties whether parents, guardians, teachers and the
community as a whole needs to see the importance of mastering this skill in the future. It is the
responsibility of educational institutions to educate people to become coatings that can really run
the country well in the future. Therefore, this education should be implemented in the early
stages of child development. The use of computers and information technology in teaching and
learning system is a necessary one in order to attract children to continue their studies regardless
of frontiers and all obstacles that may prevent them from seeking knowledge.

63 | P a g e

6.0 REFERENCES

1.

Chikamatsu, N. (2003). The effects of computer use on L2 Japanese writing. Foreign

Language Annals, 36 (1).

2.

Constantine, P. (2007). Podcasts: another source for listening input. The Internet TESL
Journal. 13 (1).Retrieved 29th January 2007 from
http://iteslj.org/Techniques/Constantine-PodcastListening.html

3.

Elvis Wagner. (2010). The effect of the use of video texts on ESL listening test-taker
performance. Language Testing 27(4) 493513.Retrieved from
http://ezproxy.aeu.edu.my:2116/ehost/detail/detail?vid=7&sid=78aadcf6-8a23-413099664e1cdc4b6157%40sessionmgr115&hid=119&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ
%3d%3d#db=a9h&AN=54652149

4.

Ng Yim San, (2007). The Efficacy of Computer Assisted Language Learning (CALL) in
Fostering Autonomous Learning Among ESL Upper Secondary School Students.
Internet Journal of e-Language Learning & Teaching, 4(1), January 2007, pp. 32-45.
Retrieved 14th October 2014 from http://www.ukm.my/mojel/pdf/NgYimSan.pdf

5.

Galina Kavaliauskiene. Podcasting: A Tool For Improving Listening Skills, Retrieved

from
http://tewtjournal.org/VOL%208/ISSUE%204/A%20WORD%20FROM%20A%20TEC
HIE.pdf

6.

Graddol: (1997:16)

7.

Holec,H.(1981). Autonomy and Foreign language learning. Oxford: Pergamon.

8.

Hsu, Mei-Hua (2010). Proposing an interactive speaking improvement system for EFL
learners.Expert Systems with Applications, 37 (1), 414-418.

9.

Kress, G. (2003) Literacy in the New Media Age, London: Routledge.

10.

Kirkpatrick, D. L. (1979). Techniques for evaluating training programs. In D. P. Ely &

64 | P a g e

Plomp T.(Eds.), Classic Writings on Instructional Technology (Vol. 1, pp. 231 241).
Englewood:Libraries Unlimited, Inc.
11.

LeLoup, J. W. & Ponterio, R. (2000). Enhancing authentic language learning experiences

through Internet technology. ERIC Digest. ERIC Clearinghouse on Languages and
Linguistics Washington DC. (ERIC Document Reproduction Service No. ED 442 277).

12.

McNiff, J. (1988). Action Research: Principles and Practice. London: Routledge.

13.

Pacey, L.(1999) Intergration of Information and Communication Technologies (ICTs)

through Teacher Professional Development: Comparative Analysis of Issuees and Trends
in Seven APEC Economics, Canada: Judy Roberts & Associates Inc

14.

Poyrazli, S. (2001). Adjustment issues of Turkish college students studying in the United
States.College Student Journal, 35 (1), 52-62.

15.

Saricoban, A. (1999). The teaching of listening. The Internet TESL Journal, 5(12).
Retrieved from http://iteslj.org/Articles/Saricoban-Listening.html
Wang, L. (2005). The advantages of using technology in second language education.
T.H.E.Journal, 32 (10), 1-6.

16.

Sharma, P., and B. Barrett. (2007). Blended Learning. Using Technology In and Beyond
the Classroom. London:Macmillan.

17.

Sun, W. & Chen, G. (1997). Dimensions of difficulties Mainland Chinese students

encounter in the United States. Paper presented at the International Conference in CrossCultural Communication, AZ. (ERIC Document Reproduction Service No. ED 408 635).

18.

Xiaoqiong, H. & Xianxing, J. (2008). Using film to teach EFL students English language
skills.Changing English, 15 (2), 235240.

19.

Yook, E. (1995). Culture shock in the basic communication course: A case study of
Malaysian students. Paper presented at the Annual Meeting of the Central Study of
Malaysian Students,Indianapolis, IN (ERIC Document Reproduction Service No. ED 386
766).

20.

Zhanghongling ( The development tendency of the modern foreign language teaching and
the computer assisted instruction. Computer- Assisted Foreign Language Education 3.

Other websites and references:

Malaysia Internet Usage. Retrieved from http://www.internetworldstats.com/asia/my.htm

65 | P a g e

66 | P a g e

Audio Script For Listening Comprehension and Speaking Skill

1. Excuse me, how can I go to the post office?

Walk along Violet Street. Take the first turning on the right. Go straight on. It's on your left
between the restaurant and the hospital.
2. Sir, can you tell me the way to the car park?
Of course. Walk along Lily Street. Turn left into Daisy Street. Go straight on. Take the second
turning on the left. It's on your left between the amusement park and the greengrocer.
3. Can you help me, please? I want to go to the petrol station?
Certainly. Walk along Violet Street. Take the first turning on the left. It's on your right opposite
the park.
4 .Excuse me, is there a cinema near here?
Yes. Walk along Lily Street. Take the first turning on the left. It's on your right next to the bank.
5. Excuse me, how can I go to the stadium?
Walk along Violet Street. Take the second turning on the left. It's on your left.
6. Sir,can you tell me the way to the zoo?
Of course. Walk along Lily Street. Turn left into Daisy Street. Go straight on. Take the first
turning on the left. It's on your left between the bookshop and cafe.
7. Can you help me, please? I want to go to the airport?
Certainly. Walk along Violet Street. Take the first turning on the right. Walk along Rose Street.
Turn left into Daisy Street. It's on your right opposite the amusement park.
8. Excuse me, is there a hospital near here?
Yes. Walk along Violet Street. Take the first turning on the right. It's on your left opposite the
bookshop.

67 | P a g e

TEST OF
TEACHING USING TECHNOLOGY IN LISTENING SKILLS
PRE-TEST
TOPIC: GIVING DIRECTIONS
Name:_________________________
Date:________________
Class:__________________
A) Listen to your teachers explanation carefully. Draw a line on the map to show the correct
direction.

Did you reach your destination? Tick.

Yes

No
68 | P a g e

TEST OF
TEACHING USING TECHNOLOGY IN LISTENING SKILLS
POST-TEST
TOPIC: GIVING DIRECTIONS
Name:_________________________

Date:________________

Class:__________________
A) Listen the audio carefully. Draw a line on the map to show the correct direction.

Did you reach your destination? Tick.

Yes

No
69 | P a g e

TEST OF
TEACHING USING TECHNOLOGY IN SPEAKING SKILLS
PRE-TEST
TOPIC: GIVING DIRECTIONS
Name:_________________________

Date:________________

Class:__________________
A) Study the map carefully. Explain briefly to show the correct direction according to teachers
questions.

Did you reach your destination? Circle ( Yes/ No)

Yes

4/4

No

3/4

70 | P a g e

TEST OF
TEACHING USING TECHNOLOGY IN SPEAKING SKILLS
POST-TEST
TOPIC: GIVING DIRECTIONS
Name:_________________________

Date:________________

Class:__________________
A) Study the map carefully. Explain briefly to show the correct direction according to teachers
questions.

Did you reach your destination? Circle ( Yes / No).

Yes

4/4

No

3/4

71 | P a g e

OBSERVATION OF
TEACHING USING TECHNOLOGY IN SPEAKING SKILLS
PRE-TEST
TOPIC: GIVING DIRECTIONS

Nama Sekolah

No.

SK Tanjong Bidara

NAME

Year : 2015 (semester 1)

Class : 4 Arif
M/F

B.C. No.
GV

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

AINAA MAHFUZAH BINTI ROSLI

ARIF BIN MUHAMMAD
ASIILAH ISLAM BINTI MAWARIDI
FATHIAH BINTI BORHAN
MASTURA BINTI MOHD FARRID
MUHAMMAD AFIQ MARZUQI BIN MOHD
AZAM
MUHAMMAD ALIF ASYRAF BIN MOHAMAD
SUHAIMI
MUHAMMAD ALIF BIN AZIZAN
MUHAMMAD AMRUL AZIQ BIN MASZLAN
MUHAMMAD FAIZ NABIL BIN JEFRI
MUHAMMAD HAFIQ B MOHD JAFRI
MUHAMMAD HAKIM BIN MOHD ZILKHAN
MUHAMMAD IZZ IRFAN BIN MOHD.SHAH
MUHAMMAD KHAIRUL NIZAM BIN
MOHAMMAD NAZRI
MUHAMMAD SHAHRIZAL BIN YUSOF
MUHAMMAD TAUFIK BIN MUHAMAD AZMI
NUR ELEYA MAISARA BINTI ABDUL RAHIM
NUR FAIZUDDIN BIN SHAHARUDDIN
NUR I'ZZATUL AMNA BINTI MOHD ARIF
NUR JANNA ALIA BINTI NOOR ADZMAN
NUR NAJIHAH BINTI SAMSUL
NUR RUZIAH HUSNA' BIN MOHD HARISI
NUR SABYHAH BINTI ABU SHUKOR
NURAZIRA ADILA BINTI ROSLI
NURUL AISHAH ALEEYA BINTI MANSOR
SAEF SYAHMI BIN SHAMSOL
SITI MARIAM BINTI JALAL
SITI NORAINI BINTI RUSLAN
SITI NORLAILI AIZA BINTI NORISAM
SYAZLINAFISAH BINTI ADAM

F
M
F
F
F

050322040116
050628040389
050906131118
051208040184
050610040292

050926040029

050814040235

M
M
M
M
M
M

050113040443
050320040171
050923040357
050121040267
050116040027
051116040291

050705040359

M
M
F
M
F
F
F
F
F
F
F
M
F
F
F
F

050207040073
050119050327
050824040132
051109040015
050510040172
051109120330
050714040174
050423040254
050826040304
050219130842
050922040400
051015040057
050316040304
050113040208
051002040058
050809040118

CONSTRUCT
PI
FR

TOTAL
Teachers comment:

72 | P a g e

EM

OBSERVATION OF
TEACHING USING TECHNOLOGY IN SPEAKING SKILLS
POST-TEST
TOPIC: GIVING DIRECTIONS

Nama Sekolah

No.

SK Tanjong Bidara

NAME

Year : 2015 (semester 1)

Class : 4 Arif
M/F

B.C. No.
GV

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.

AINAA MAHFUZAH BINTI ROSLI

ARIF BIN MUHAMMAD
ASIILAH ISLAM BINTI MAWARIDI
FATHIAH BINTI BORHAN
MASTURA BINTI MOHD FARRID
MUHAMMAD AFIQ MARZUQI BIN MOHD
AZAM
MUHAMMAD ALIF ASYRAF BIN MOHAMAD
SUHAIMI
MUHAMMAD ALIF BIN AZIZAN
MUHAMMAD AMRUL AZIQ BIN MASZLAN
MUHAMMAD FAIZ NABIL BIN JEFRI
MUHAMMAD HAFIQ B MOHD JAFRI
MUHAMMAD HAKIM BIN MOHD ZILKHAN
MUHAMMAD IZZ IRFAN BIN MOHD.SHAH
MUHAMMAD KHAIRUL NIZAM BIN
MOHAMMAD NAZRI
MUHAMMAD SHAHRIZAL BIN YUSOF
MUHAMMAD TAUFIK BIN MUHAMAD AZMI
NUR ELEYA MAISARA BINTI ABDUL RAHIM
NUR FAIZUDDIN BIN SHAHARUDDIN
NUR I'ZZATUL AMNA BINTI MOHD ARIF
NUR JANNA ALIA BINTI NOOR ADZMAN
NUR NAJIHAH BINTI SAMSUL
NUR RUZIAH HUSNA' BIN MOHD HARISI
NUR SABYHAH BINTI ABU SHUKOR
NURAZIRA ADILA BINTI ROSLI
NURUL AISHAH ALEEYA BINTI MANSOR
SAEF SYAHMI BIN SHAMSOL
SITI MARIAM BINTI JALAL
SITI NORAINI BINTI RUSLAN
SITI NORLAILI AIZA BINTI NORISAM
SYAZLINAFISAH BINTI ADAM

F
M
F
F
F

050322040116
050628040389
050906131118
051208040184
050610040292

050926040029

050814040235

M
M
M
M
M
M

050113040443
050320040171
050923040357
050121040267
050116040027
051116040291

050705040359

M
M
F
M
F
F
F
F
F
F
F
M
F
F
F
F

050207040073
050119050327
050824040132
051109040015
050510040172
051109120330
050714040174
050423040254
050826040304
050219130842
050922040400
051015040057
050316040304
050113040208
051002040058
050809040118

CONSTRUCT
PI
FR

TOTAL
Teachers comment:

73 | P a g e

EM

SAMPLE OF DATA ANALYSIS PERCENTAGE

TEACHING USING TECHNOLOGY IN SPEAKING SKILLS
PRE-TEST
TOPIC: GIVING DIRECTIONS
School : SK Tanjong Bidara
Class

: 4 Arif

No.of pupils : 30

Assessment No : 1

1. ACHIEVEMENT STATUS
CONSTRUCT

No. of As

No. of Bs

No. of Cs

B+C

No. of Ds

Grammar and vocabulary

Pronunciation and intonation
Fluency and rhythm
Ethics and mannerism
2. COMMENT
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3. SUGGESTION
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

74 | P a g e

SAMPLE OF DATA ANALYSIS PERCENTAGE

TEACHING USING TECHNOLOGY IN SPEAKING SKILLS
POST-TEST
TOPIC: GIVING DIRECTIONS
School : SK Tanjong Bidara
Class

: 4 Arif

No.of pupils : 30

Assessment No : 1

1. ACHIEVEMENT STATUS
CONSTRUCT

No. of As

No. of Bs

No. of Cs

B+C

No. of Ds

Grammar and vocabulary

Pronunciation and intonation
Fluency and rhythm
Ethics and mannerism
2. COMMENT
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3. SUGGESTION
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

75 | P a g e

SOAL SELIDIK MENGENAI KEBERKESANAN PENGGUNAAN

TEKNOLOGI DALAM PEMBELAJARAN
KEMAHIRAN MENDENGAR DAN BERTUTUR BAHASA INGGERIS
(RESPONDEN GURU)
OLEH
NAZARATUL SYIMA BINTI ZAINI
NOMBOR MATRIX :E30103120005
.

LATAR BELAKANG
Soal selidik yang dijalankan oleh pihak kami adalah untuk mendapatkan maklumat mengenai
keberkesanan penggunaan teknologi dalam kemahiran mendengar dan bertutur Bahasa Inggeris.
Maklumat yang diperoleh daripada kajian ini adalah sulit dan hasil kajian ini hanya
digunakan untuk laporan kajian ini sahaja.
Diharap kerjasama yang diberikan oleh pihak ANDA dapat membantu kami mendapatkan
maklumat yang tepat mengenai tahap kemahiran teknologi ANDA. Terima kasih.

76 | P a g e

A.

MAKLUMAT DEMOGRAFI
Bahagian ini adalah untuk mendapatkan maklumat berkaitan demografi responden.
Arahan : Sila Tandakan ( ) di dalam kotak yang berkenaan
1. (

) Guru

) Murid

) Lelaki

) Perempuan

2. Jantina
(

3. Tahap Kelulusan

B.

) STPM

) Sijil / Diploma Perguruan

) Matrikulasi

) Ijazah

) Diploma

) Lain-lain (Nyatakan) : ____________

PENILAIAN TAHAP LATIHAN PENGGUNAAN TEKNOLOGI RESPONDEN

Bahagian ini bertujuan untuk melihat tahap latihan responden terhadap penggunaan
teknologi.
Arahan : Sila Tandakan ( ) di dalam kotak yang berkenaan
1. Adakah anda mempunyai komputer peribadi / komputer riba?
(

) Ya

) Tidak

2. Komputer ialah alat yang mudah dikendalikan?

(

) Ya

) Tidak

3. Adakah anda mempunyai pendedahan awal berkaitan teknologi?

(

) Ya

) Tidak

4. Adakah anda membuat rujukan buku sekiranya menghadapi masalah penggunaan

teknologi?
(

) Ya

) Tidak

77 | P a g e

5. Adakah

anda

biasa

menggunakan

program

selain

Microsoft

Office

(Words/Excel/Powerpoint) untuk menyempurnakan tugasan?

(

) Ya

) Tidak

6. Adakah anda mahir menggunakan Microsoft Power Point secara interaktif?

(

) Ya

) Tidak

7. Adakah anda berpengalaman mengendalikan peralatan seperti (Projektor LCD) di

dalam bilik darjah ?
(

) Ya

) Tidak

8. Saya sering membantu kawan / rakan sekerja lain untuk mengendalikan peralatan
teknologi.
(

) Ya

) Tidak

9. Saya boleh menyelenggarakan perkakasan komputer jika terdapat kerosakan yang

kecil.
(

) Ya

) Tidak

10. Jika berlaku masalah terhadap peralatan ICT, adakah anda yakin untuk
memperbetulkannya?
(

) Ya

) Tidak

11. Jika rakan anda mempunyai masalah dengan penggunaan komputer, adakah anda
menjadi pakar rujuk untuk membantu menyelesaikannya.
(

) Ya

) Tidak

78 | P a g e

C.

PENILAIAN
TAHAP
KEKERAPAN
PENGGUNAAN
TEKNOLOGI
RESPONDEN
Bahagian ini bertujuan untuk melihat tahap kekerapan responden menggunaan teknologi.
Arahan : Sila Tandakan ( ) di dalam kotak yang disediakan mengikut tahap
kekerapan.
Setiap angka mewakili tahap kekerapan;
5 = Sangat Kerap
4 = Kerap
3 = Sederhana
2 = Jarang
1 = Tidak Pernah
TAHAP KEKERAPAN
BIL
PERKARA
1
2
3
4
5
1
Saya kerap menggunakan alat-alat/ aplikasi teknologi ini semasa
menghasilkan bahan mengajaran atau semasa proses pengajaran
dan pembelajaran Bahasa Inggeris.
a)
Komputer

2
3
4
5

b)

Pencetak/ Printer

c)

Skrin putih

d)

Perakam suara/ Voice recorder

e)

Headset

f)

LCD Projector

g)

Pembesar suara/ Speaker

h)

Radio

i)

Pemain MP3/MP3 Player

j)

Microsoft office (Words/Excel/Powerpoint)

k)

Internet

l)

Frog VLE

Saya kerap memuat turun video, lagu, gambar sebagai bahan

mengajar.
Saya memuat turun Sukatan Pelajaran Bahasa Inggeris daripada
internet.
Saya kerap membaca dan menghantar E-Mail.
Saya menggunakan video conferencing dalam pembelajaran.
79 | P a g e

6
7
8
9
10
11
12

Saya kerap membawa murid-murid masuk ke dalam makmal

komputer.
Saya pernah memuat turun lembaran kerja untuk murid dari
internet.
Menggunakan applikasi e-online (cth:e-kehadiran/e-operasi/lainlain) melalui telefon pintar
Perisian komputer banyak membantu saya dalam menyediakan
tugasan.
Saya menggunakan grafik atau animasi komputer dalam
menghasilkan bahan untuk mengajar.
Saya menggunakan secara optimum perisian komputer.
Saya mengamalkan pengajaran dalam net-working (chat,
perbincangan, forum dalam Frog VLE atau lain-lain) dengan
murid.
D.

PENILAIAN TAHAP KEBERKESANAN PENGGUNAAN ALAT TEKNOLOGI

DALAM PROSES PEMBELAJARAN
Bahagian ini untuk menilai alat teknologi dalam proses pembelajaran.
Arahan : Tandakan ( ) di dalam kotak yang berkenaan.
1. Adakah alat teknologi sering digunakan sekolah anda?
(

) Ya

) Tidak

2. Adakah anda memberi galakkan dan memberi bimbingan kepada murid anda untuk
menggunakan alat teknologi seperti headset, microphone atau voice recorder semasa
proses pembelajaran?
(

) Ya

) Tidak

3. Adakah penggunaan komputer, headset, microphone dan perakam suara amat

berkesan dalam pengajaran yang berfokuskan kemahiran mendengar dan bertutur?
(

) Ya

) Tidak

4. Adakah murid-murid anda berjaya menjawab lembaran kerja/ tugasan yang diberikan
selepas anda mengajar dengan menggunakan alat teknologi?
(

) Ya

) Tidak

80 | P a g e

5. Adakah anda memerlukan latihan tambahan untuk memantapkan lagi kemahiran

menggunakan alat teknologi?
(

) Ya

) Tidak

6. Program/perisian dalam komputer di makmal komputer dan pusat akses sekolah amat
bersesuaian dalam pengajaran dan pembelajaran Bahasa Inggeris.
(

) Ya

) Tidak

7. Adakah kebanyakkan alatan teknologi yang terdapat di sekolah anda adalah terkini
dan masih berfungsi dengan baik?
(

) Ya

) Tidak

8. Adakah pihak pengurusan di sekolah anda mengambil tindakan untuk membaikpulih

sekiranya ada peralatan yang rosak atau tidak berfungsi?
(

) Ya

) Tidak

9. Adakah anda setuju bahawa penggunaan alat teknologi dalam pengajaran dan
pembelajaran mampu meningkatkan kemahiran mendengar dan bertutur berbanding
dengan penggunaan alatan tradisional seperti kapur, papan hitam dan buku
teks sahaja.
(

) Ya

) Tidak

10. Adakah penggunaan teknologi dalam proses pembelajaran menyebabkan disiplin

murid tidak terkawal ?
(

) Ya

) Tidak

11. Adakah dengan mengintegrasikan alat teknologi dalam proses pengajaran, mampu
memenuhi matlamat KSSR iaitu pembelajaran yang berkonsepkan didik hibur.
(

) Ya

) Tidak

Terima kasih kerana sudi meluangkan masa untuk menjawab soalan kaji selidik ini. Salam
penghargaan yang tidak terhingga daripada kami. Sekian.

81 | P a g e

SOAL SELIDIK MENGENAI KEBERKESANAN PENGGUNAAN

TEKNOLOGI DALAM PEMBELAJARAN
KEMAHIRAN MENDENGAR DAN BERTUTUR BAHASA INGGERIS
(RESPONDEN MURID)
OLEH
NAZARATUL SYIMA BINTI ZAINI
NOMBOR MATRIX :E30103120005

LATAR BELAKANG
Soal selidik yang dijalankan oleh pihak kami adalah untuk mendapatkan maklumat
mengenai keberkesanan penggunaan teknologi dalam kemahiran mendengar dan bertutur Bahasa
Inggeris.
Maklumat yang diperoleh daripada kajian ini adalah sulit dan hasil kajian ini hanya
digunakan untuk laporan kajian ini sahaja.
Diharap kerjasama yang diberikan oleh pihak ANDA dapat membantu kami mendapatkan
maklumat yang tepat mengenai tahap kemahiran teknologi ANDA. Terima kasih.

82 | P a g e

A.

MAKLUMAT DEMOGRAFI
Bahagian ini adalah untuk mendapatkan maklumat berkaitan demografi responden.
Arahan : Sila Tandakan ( ) di dalam kotak yang berkenaan
1. (

) Guru

2.

) Murid

) Perempuan

Jantina
(

) Lelaki

3. Tahap penguasaan Bahasa Inggeris berdasarkan keputusan ujian terkini

B.

) A

) D

) B

) E

) C

PENILAIAN TAHAP LATIHAN PENGGUNAAN TEKNOLOGI RESPONDEN

Bahagian ini bertujuan untuk melihat tahap latihan responden terhadap penggunaan
teknologi.
Arahan : Sila Tandakan ( ) di dalam kotak yang berkenaan
1. Adakah anda mempunyai komputer peribadi / komputer riba di rumah?
(

) Ya

) Tidak

2. Komputer ialah alat yang mudah dikendalikan?

(

) Ya

) Tidak

3. Adakah anda mempunyai pengetahuan berkaitan teknologi?

(

) Ya

) Tidak

4. Adakah anda membuat rujukan buku sekiranya menghadapi masalah penggunaan

teknologi?
(

) Ya

) Tidak
83 | P a g e

5. Adakah anda biasa menggunakan program selain Microsoft Office

(Words/Excel/Powerpoint) untuk menyempurnakan tugasan?
(

) Ya

) Tidak

6. Adakah anda mahir menggunakan Microsoft Power Point secara interaktif?

(

) Ya

) Tidak

7. Adakah anda berpengalaman mempunyai guru yang menggunakan peralatan teknologi

seperti (Projektor LCD/ komputer) di dalam bilik darjah ?
(

) Ya

) Tidak

8. Saya boleh membantu kawan lain untuk menggunakan komputer.

(

) Ya

) Tidak

9. Saya boleh memasang perkakasan komputer.

(

) Ya

) Tidak

10. Adakah anda pernah menggunakan facebook, twitter atau lain-lain?

.
(

) Ya

) Tidak

84 | P a g e

C.

PENILAIAN TAHAP KEKERAPAN PENGGUNAAN TEKNOLOGI DALAM

PEMBELAJARAN
Bahagian ini bertujuan untuk melihat tahap kekerapan responden menggunaan teknologi.
Arahan : Sila Tandakan ( ) di dalam kotak yang disediakan mengikut tahap
kekerapan.
Setiap angka mewakili tahap kekerapan;
5 = Sangat Kerap
4 = Kerap
3 = Sederhana
2 = Jarang
1 = Tidak Pernah
TAHAP KEKERAPAN
BIL
PERKARA
1
2
3
4
5
1
Guru saya kerap menggunakan alat-alat/ aplikasi teknologi ini
semasa proses pengajaran dan pembelajaran Bahasa Inggeris.
a)
Komputer

b)

Pencetak/ Printer

c)

Skrin putih

d)

Perakam suara/ Voice recorder

e)

Headset

f)

LCD Projector

g)

Pembesar suara/ Speaker

h)

Radio

i)

Pemain MP3/MP3 Player

j)

Microsoft office (Words/Excel/Powerpoint)

k)

Internet

l)

Frog VLE

Saya kerap memuat turun video, lagu, gambar bagi membantu

85 | P a g e

3
4
5
6

7
8
9
11

saya belajar dalam Bahasa Inggeris.

Saya kerap membaca dan menghantar E-Mail.
Guru saya menggunakan video conferencing dalam pembelajaran.
Saya kerap masuk ke dalam makmal komputer.
Saya pernah memuat turun atau menjawab lembaran kerja dari
internet untuk menguji tahapdan meningkatkan pencapaian Bahasa
Inggeris saya.
Menggunakan applikasi seperti permainan online game atau kuiz
online melalui telefon pintar atau computer.
Perisian komputer banyak membantu saya dalam menyiapkan
tugasan yang diberikan guru.
Saya menggunakan secara optimum perisian komputer.
Saya mengamalkan pembelajaran dalam net-working (chat,
perbincangan, forum dalam Frog VLE atau lain-lain) dengan guru
saya dan rakan-rakan.
D.

PENILAIAN TAHAP KEBERKESANAN PENGGUNAAN ALAT TEKNOLOGI

DALAM PROSES PEMBELAJARAN
Bahagian ini untuk menilai alat teknologi dalam proses pembelajaran.
Arahan : Tandakan ( ) di dalam kotak yang berkenaan.

1.

Adakah alat teknologi sering digunakan sekolah anda?

(

2.

) Ya

) Tidak

Adakah guru anda memberi galakkan dan memberi bimbingan untuk menggunakan
alat teknologi seperti headset, microphone atau voice recorder semasa proses
pembelajaran?
(

) Ya

) Tidak

3. Adakah penggunaan komputer, headset, microphone dan perakam suara amat

berkesan dalam pengajaran yang berfokuskan kemahiran mendengar dan bertutur?
(

) Ya

) Tidak

4. Adakah anda berjaya menjawab lembaran kerja/ tugasan yang diberikan

selepas guru anda mengajar dengan menggunakan alat teknologi?
(

) Ya

) Tidak
86 | P a g e

5. Adakah anda belajar mendengar dan bertutur dalam Bahasa Inggeris menjadi lebih
mudah, jika menggunakan alat teknologi?
(

) Ya

) Tidak

6. Program/perisian dalam komputer di makmal komputer dan pusat akses sekolah amat
bersesuaian dalam pengajaran dan pembelajaran Bahasa Inggeris.
(

) Ya

) Tidak

7. Adakah kebanyakkan alatan teknologi yang terdapat di sekolah anda adalah terkini
dan masih berfungsi dengan baik?
(

) Ya

) Tidak

8. Adakah anda setuju bahawa penggunaan alat teknologi dalam pengajaran dan
pembelajaran mampu meningkatkan kemahiran mendengar dan bertutur berbanding
dengan penggunaan alatan tradisional seperti kapur, papan hitam dan buku teks sahaja.
(

) Ya

) Tidak

10. Adakah anda rasa disiplin murid tidak boleh dikawal sekiranya guru menggunakan
teknologi dalam proses pembelajaran?
(

) Ya

) Tidak

11. Adakah anda seronok dan terhibur apabila guru anda mengajar dengan menggunakan
alatan teknologi.
(

) Ya

) Tidak

Terima kasih kerana sudi meluangkan masa untuk menjawab soalan kaji selidik ini.
Salam penghargaan yang tidak terhingga daripada kami. Sekian.
87 | P a g e

Examples of responses from the respondents.

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