1. EDU 702RESEARCH METHODS IN EDUCATIONRESEARCH PROPOSAL:TEACHERS PERCEPTION ON ASSESING PUPILSORAL SKILL (READING ALOUD) IN RURALPRIMARY 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 literarycomposition, 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 andreporting information about a childs progress and achievement in developingknowledge skills and attitudes (NCCA, 1990) The importance of reading aloud assessment Ensure the comprehension Measure a students 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 notassess pupils enough in oral skill especially in readingaloud. They just give mark to pupils without assessing it. Teacher have indicated negative feelings towards theschool-based oral English assessment(Weir, 1994) Time consuming. 6. RESEARCH OBJECTIVES To investigate teachers perception on assessing pupils oral skillproficiency in reading aloud in rural primary school. To identify differences of teachers perception on assessingpupils oral skill proficiency in reading aloud in rural primaryschool in terms of teachers years of teaching experiences andlevel of educations. To explore factors that contributes to teachers perception onassessing pupils oral skill proficiency in reading aloud in ruralprimary school. 7. RESEARCH QUESTIONS What are teachers perceptions toward assessing pupils oral skillproficiency in reading aloud in rural primary school? Are there any differences in teachers perceptions toward reading aloudassessment between teacher with less than five years teaching experiencesand teacher with more than five years teaching experiences? Are there any differences in teachers perceptions toward reading aloudassessment between teacher with different level of education(Diplomas, Degrees and Master)? What are the factors that contribute to teachers perception assessingpupils 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; teachersexperiences of teaching (< 5 years, 5 years or > 5 years) andtheir 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 teacherseducation (Diploma, Degree, Masters) 16. INSTRUMENTATIONS Quantitative data Questionnaire Form The participants (teacher) background on its years of teaching experience and their level ofeducation 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 mannerregarding 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 withthe findings with other data sources. 20. Q & AThank youfor yourattention