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JURNAL PENDIDIKAN TINGKATAN ENAM 2019 JILID 3
5.4 Reflection Stage
5.4.1 The Effectiveness of the Method Used
After seven weeks of intervention, students could deal with question 1 well and their writings
have since improved. The method ’TIDY AS SOC or DOC’ gave them the confidence that
they have interpreted the data in accordance to the marking scheme. The results for MUET
Paper 4 Question 1 in Appendix 1 showed the students improvement.
5.4.2 Peer and Student Reviews
To confirm the effectiveness of the ‘TIDY AS SOC or DOC’ method, the researcher shared
it with two neighbouring schools. Another teacher was asked to carry out the method with
her students, whereby she was given the modules and power point slides. The purpose
is to find out if the method is as effective when used by other teachers. The findings for
both studies were promising. Teachers and students from the neighbouring schools who
reviewed the method agreed that the method was straightforward and easy.
6.0 CONCLUSION AND SUGGESTION FOR FUTURE ACTION
The introduction of applying acronyms has made teaching and learning graphs interpretation
gainfully easier. Students have improved in interpreting graphs compared to their previous
test results. ‘TIDY AS DOC or SOC’ alleviated students’ difficulties as far as graph is
concerned. Thus, this method should be taught earlier to the Lower six so that they could
excel in Question 1.
‘TIDY AS DOC or SOC’ has assisted in strengthening students’ confidence in Graph
Interpretation. They are no longer intimidated or threatened out of fear as they know
how to go about dealing with graphs. However, for future recommendation, the research
should be carried out on how to simplify the language of change to guide students with low
proficiency as shown in Appendixes 7 and 8.
BIBLIOGRAPHY
Bell, J., & Waters, S. (2018). Doing your research project: a guide for first-time researchers.
London: McGraw Hill Education.
Brown, H. D. (2007). Principles of language learning and teaching. White Plains, NY:
Pearson Longman.
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