1. EDU 702
RESEARCH METHODS IN EDUCATION
RESEARCH PROPOSAL:
TEACHER’S PERCEPTION ON ASSESING PUPIL’S
ORAL SKILL (READING ALOUD) IN RURAL
PRIMARY SCHOOL.
NOORHANANI BT MAMAT @ MUHAMMAD
(2012599003)

2. CHAPTER 1:
INTRODUCTION

3. BACKGROUND OF THE STUDY
 Reading aloud
 A planned oral reading of a book or printed literary
composition, usually related to a theme or topic of the learnt lesson
(The Elementary Science Integrations Projects, 2010).
 Important
 Engage the student listener while developing background knowledge,
 Increasing comprehension skills,
 Fostering critical thinking.

4. BACKGROUND OF THE STUDY
 “Assessment is the process of gathering, recording, interpreting, using and
reporting information about a child’s progress and achievement in developing
knowledge skills and attitudes” (NCCA, 1990)
 The importance of reading aloud assessment
 Ensure the comprehension
 Measure a student's strengths and weakness in pronunciation
 Confirm whether that student is gifted
 Help students to find out about their weaknesses

5. PROBLEM STATEMENTS
 Issues of assessing the reading aloud skill,
 Many of the teachers in rural primary school did not
assess pupils enough in oral skill especially in reading
aloud.
 They just give mark to pupils without assessing it.
 Teacher have indicated negative feelings towards the
school-based oral English assessment(Weir, 1994)
 Time consuming.

6. RESEARCH OBJECTIVES
 To investigate teachers’ perception on assessing pupils oral skill
proficiency in reading aloud in rural primary school.
 To identify differences of teachers’ perception on assessing
pupils oral skill proficiency in reading aloud in rural primary
school in terms of teachers’ years of teaching experiences and
level of educations.
 To explore factors that contributes to teachers’ perception on
assessing pupils’ oral skill proficiency in reading aloud in rural
primary school.

7. RESEARCH QUESTIONS
 What are teachers’ perceptions toward assessing pupils’ oral skill
proficiency in reading aloud in rural primary school?
 Are there any differences in teachers’ perceptions toward reading aloud
assessment between teacher with less than five years teaching experiences
and teacher with more than five years teaching experiences?
 Are there any differences in teachers’ perceptions toward reading aloud
assessment between teacher with different level of education
(Diplomas, Degrees and Master)?
 What are the factors that contribute to teachers’ perception assessing
pupils’ oral skill proficiency in reading aloud in rural primary school?

8. SIGNIFICANTS OF THE STUDY
 Important to find out
 Whether teaching experience and level of education affect oral skill assessment
 Teachers’ awareness of the problem
 Other contributed factors
 The solutions
 Benefited
 Teachers, Students and Ministry of Education (Districts/ State Education Officer)

9. LIMITATIONS OF THE STUDY
 Limitation in time and cost
 Study will be conducted in District Besut, Terengganu only
 Inadequate of English-option teacher
 Difficulties in contributing the questionnaires
 Samples’ readiness in participating

10. OPERATIONAL DEFINITIONS
 Oral skill
 Reading aloud
 Assessment
 Educational Assessment
 Perception

11. CHAPTER 2 :
LITERATURE REVIEWS

12. LITERATURE REVIEWS
 Perceptions On Reading Aloud
 Perceptions On Assessment
 Reading Aloud In Oral Assessment
 Oral Assessment In Rural Primary School

13. CHAPTER 3:
RESEARCH METHODOLOGY

14. RESEARCH DESIGN
 Descriptive case study
 Mixed Method
 Quantitative Method Design
 Information on the background of the samples; teachers’
experiences of teaching (< 5 years, 5 years or > 5 years) and
their level of education (diploma, degree or master)
 Qualitative Method Design
 Information on teachers’ perspective

15. POPULATION AND SAMPLING
 Quantitative
 Cluster Random Sampling
 80-120 samples from 30 primary school in Besut District, Terengganu
 Option-English teachers
 Qualitative
 Purposive sampling
 12 samples
 Criteria- teaching experience (>5 years, 5 years, > 5 years) and level of teachers’
education (Diploma, Degree, Masters)

16. INSTRUMENTATIONS
 Quantitative data
 Questionnaire Form
 The participants’ (teacher) background on its years of teaching experience and their level of
education
 Frequency on conducting the oral skill assessment and other skills’ assessment
 Qualitative data
 Interview
 Views, the experience, belief and/or motivation of the participants in specific manner
regarding to their perspective on assessing oral skills especially in reading aloud

17. VALIDITY AND RELIABILITY
 Criterion-Related Validity.
 Concurrent validity
 Inter-rater reliability

18. DATA COLLECTION
 Questionnaire Form
 Submit to 30 school to get 80-120 samples
 Will be collected in fortnight
 With permission from the School Head of English Panitia
 Interview
 12 samples in separate interview
 15-20 minutes
 Semi-structured questions- Recorded by audio recorder tools

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

20. Q & A
Thank you
for your
attention…