ABSTRAK

Kajian ini adalah satu kajian kes yang dijalankan untuk mengkaji keberkesanan pembelajaran koperatif Round-Robin dalam meningkatkan kemahiran penulisan kalangan pelajar tahun empat di di Sekolah Kebangsaan xxxxxxxxxxxxxxx. Seramai

30orang pelajar dari tingkatan satu Amanah Sekolah Menengah Kebangsaan xxxxxxxxxxxxx telah dipilih sebagai responden kajian kes ini. Data kajian diperolehi dari instrument kajian secara kuantitatif iaitu melalui pra ujian dan pasca ujian dan data kualitatif pula didapati dari pemerhatian , soal selidik dan temubual. Kajian juga dijalankan dengan menggunakan rekabentuk kajian tanpa kumpulan kawalan (OUM 2006). Pengkaji telah merancang dan melaksanakan sesi pengajaran penulisan Bahasa Melayu berasaskan pembelajaran koperatif round robin untuk meningkatkan kemahiran penulisan pelajar. Data yang diperolehi dianalisis secara kualitati dan kuantitatif. Dapatan data telah membuktikan kejayaan program intervensi ini iaitu kejayaan kaedah pembelajaran koperatif round-robin dalam meningkatkan kemahiran penulisan dalam matapelajaran Bahasa Melayu dikalangan pelajar tahun empat Sekolah Kebangsaan xxxxxxxxxxxxxx

The study attempts to investigate the effectiveness of using round-robin cooperative learning in improving students performances in writing skills. Thirty students from Year 4 of SK xxxxxxxxxxx were chosen as subjects of this study. An intervention programme of 10 hours which lasted for five weeks was designed to measure the effectiveness of using cooperative learning Due to unforeseen circumstances, the study was given only one intact group of students, prompting the use of a Pretest Posttest One Group Experimental design. (OUM,2006) Comparison of means was confined to scores of tests within the groups. Results from the tests are reported in both descriptive and inferential statistics, and are the main findings of the study. Interview Protocol and Observation Checklist are two instruments used to collect qualitative data that acted as complements to the main findings. Based on the analysis, there is a statistically significant difference between test scores of students in the pre and post tests. This proves that the intervention programme helps students to improve their performances in writing skills. Analysis of data from interview

and observation sessions further proves the effectiveness of the intervention programme from the affective and behavioural domains. The study outlined pertinent, practical and logical recommendations for continuous improvements in pedagogical practices in classrooms and for probing other areas of investigation.