Asian Education Action Research Journal <p style="text-align: justify;"><strong>Asian Education Action Research Journal (AEARJ) (ISSN 2289-3180 / eISSN 0128-0473)</strong> is a refereed journal published once a year (December) by the Faculty of Education and Human Development at Universiti Pendidikan Sultan Idris. It is intended for teachers, educators, scholars, policy makers and stake-holders to make the outcomes of action research projects in education and across the professions widely available. It is also a platform to provide models of effective action research and to enable educators to share their experiences as an individual, reflective practice or as group empowerment. Articles of a general nature on methodological and epistemological issues related to action research that demonstrates connections between practice and theory is highly welcome.</p> PKM UPSI en-US Asian Education Action Research Journal 2289-3180 Sources-Peer Instruction: A Method to Improve Historical Understanding among Lower Achievement Students (1 - 10) <div id="popover923376" class="popover fade right in" role="tooltip"> <div class="popover-content"><span class="h6">A lower historical understanding of abstract historical facts and concepts in historical events is a challenge for low-achieving students. In fact, memorizing facts from textbooks causes students do not to understand the meaning behind historical events that make the process of teaching and learning history unattractive and teacher-centered. Therefore, the purpose of this study is to identify whether the achievement of historical understanding can be enhanced through the Sources-Peer Instruction method introduced in history subjects for lower achievement students. This study was conducted in a rural category secondary school in state of Perlis which involving a total of 31 Form Four lower achievement grade students that are selected using purposeful sampling techniques. Kemmis and McTaggart models, (1988) are used in the design of action studies in this study which involve quantitative and qualitative data collection through pre-test, post-test and extended post-test achievement of historical understanding test, interviews and observations. The findings of the study showed that there was higher improvement in the historical understanding of post-test and extended post- tests for lower achievement students via using the Sources-Peer Instruction method. Feedback from interviews and observations also support the findings of this study. It is hoped that the Sources-Peer Instruction method should be extended to all other levels of form, including to primary schools with different topics that enable the process of teaching and learning of history to be more fun and effective.</span></div> </div> Kaviza M ##submission.copyrightStatement## 2019-06-20 2019-06-20 7 1 1 10 The Effectiveness of Literature Circles on ESL Students’ Comprehension of a Graphic Novel (11 - 22) <div id="popover740984" class="popover fade right in" role="tooltip"> <div class="popover-content"><span class="h6">This study explores the effectiveness of implementing literature circles to assist a group of ESL students to comprehend a graphic novel. Data were gathered from direct observation, interviews and transcripts of literature circles. The data obtained from the direct observation showed that the students participated actively in literature circles to comprehend the graphic novel. Besides, the data gathered from the transcripts of literature circles revealed that the students connected their responses with their personal values and experiences. Data collected from the transcripts of literature circles showed that the students made interpretations when they discussed the illustrations in the graphic novel. To gather data on the students’ perceptions of literature circles, evidence from the interviews showed that literature circles enhanced the students’ interaction, motivation and responsibility. Students also had the opportunities to share their personal responses in literature circles and this improved their comprehension of the story. These findings suggest teachers to implement literature circles to teach literature in ESL classroom for students to achieve comprehension.</span></div> </div> Ho Lai Ying ##submission.copyrightStatement## 2019-06-20 2019-06-20 7 1 11 22 AN ACTION STUDY ON TEACHING GROUP COUNSELLING SKILLS AMONG POSTGRADUATE COUNSELOR TRAINEES (23 - 28) <div id="popover243467" class="popover fade right in" role="tooltip"> <div class="popover-content"><span class="h6">The counselling profession is known as a professional body that is entrusted to deal with the well-being of clients. In order to help clients to have greater psychological development, group counselling is one of the methods to be utilized by counsellors. The competency of counsellors especially counsellor trainees in conducting group counselling is critical to ensure the quality and effectiveness of counselling sessions. However, there is a gap between the current training practices and student outcomes as counsellor trainees found to have a good knowledge on group counselling, but lack of skills to put theory into practice, especially to apply group counselling skills in their counselling session. Thus, this study was carried out to look at the best method that is preferably useful and most effective in teaching group counselling skills among postgraduate counsellor trainees in Malaysia. A total of 35 counsellor trainees was recruited from an education focused university in Malaysia using a purposive sampling method. This study consisted of four cycles including planning, action, observation and reflection. Several teaching methods were utilized such as traditional method, experiential learning, simulation, mind map and role play to impart knowledge and skills to students. Results showed that by using the traditional methods, students have the knowledge of conducting group sessions, however they have difficulty in applying the group counselling skills. However, after planning for a better method, experiential learning was used where trainees are required to explain and present the skills, giving examples and present them in a mind map. Then, it is followed by trainees role play the skills. The practical part was done several times until all students were able to show the particular group counselling skills.</span></div> </div> Aslina Ahmad Kee Pau Mohammad Aziz Shah Mohamed Arip ##submission.copyrightStatement## 2019-06-20 2019-06-20 7 1 23 28 Implementation of Courtesy Module on Misbehaviour Secondary School Students (29 - 42) <p>This study was conducted to improve the module that was issued by the Ministry of Education (MOE). Besides, this study aimed to seek for the appropriate theory to apply as an enhancement of courtesy module and also the effectiveness on the implementation of the module to change students’ irreverent misconduct. This study was also done to determine students' perceptions on the use of the proposed modules. This study utilized the design of Kimmes Action Research Model process. The sample consisted of 10 Form 1 to 5 students selected purposively (6 males and 4 females) at one of the secondary schools in Beaufort. The instrument used in this study involves four data collection methods, namely disciplinary case record, observation, pre and post tests, and structured interviews to evaluate the effectiveness of the module after a period of 3 weeks. The data obtained was quantitative and qualitative. Quantitative data was analyzed using Microsoft Office Excel 2007, which involves the analysis of statistical data, while qualitative data were analyzed using the manual method. These findings showed the issues that arise from the use of courtesy module built by the MOE and has been improved with the application of Politeness Theory and Behavioral Theory that considered appropriate. This study also showed that the implementation of the courtesy module that has been improved can reduce the frequency of students’ irreverent misconduct, improve self-discipline of students, changed their attitudes and behavior, and also raise awareness of the students about the importance of modesty in everyday life, which was supported by positive responses on the modules of the intervention that was carried out.</p> Phyllis Wong J.N Aslina Ahmad ##submission.copyrightStatement## 2019-06-20 2019-06-20 7 1 29 42