Page 46 - Jurnal Pendidikan Tingkatan Enam 2019 - Jilid 3

Perubahan Paradigma Pemikiran Ke Arah Pendidikan Berkualiti

2.0 THE FOCUS OF ACTION PLAN

The study is focussed on developing students’ skills in graph interpretation and confidence
to answer MUET Paper 4 Question 1. The study allowed students to use the ‘TIDY AS SOC
or DOC’ method to identify the four key features of a graph, and thus analyse the graph
correctly and confidently.

3.0 OBJECTIVES

3.1 General Objective

The study aims to develop students’ skills in graph interpretation for MUET Paper 4
Question 1 with ease and confidence.

3.2 Specific Objectives

The three objectives of the study are as follows:
3.2.1 Ensure students can identify the four key features in any given graphs with the
help of the acronyms ‘TIDY’.
3.2.2 Enable students to describe the movement of trends using ‘SOC or DOC’ acronyms.
3.2.3 Develop students’ confidence in analysing and synthesizing the graph using ‘AS’
acronyms.

4.0 TARGET GROUP

The respondents for this research were 11 students from Upper 6 Biology class. The
respondents have average English language command and achieved grade C in their SPM
English paper. This study implemented the ‘TIDY AS DOC or SOC’ method to prepare for
the MUET Paper 4 Question 1 examination.

5.0 RESEARCH IMPLEMENTATION

The research was implemented in four stages. The stages are based on Lewin’s Action
Research Process model (1946) as shown in Table 5.1 and Figure 5.1.

Kementerian Pendidikan Malaysia 45