Action Research

1.1 INTRODUCTION
Action research is basically an individually or collaborative study expressed in the
form of self-reflection. The main aim of action research is to ascertain the actual
situation and problem in educational and social practice and subsequently corrects the
weaknesses of such practices or certain dissatisfaction teaching and learning situations.
It represents a growing field of educational research whose chief identifying
characteristic is the recognition of the pragmatic requirements of educational
practitioners for organized reflective inquiry into classroom instruction.

The idea of action research has been described by Hopkins in the year 1993 as
an informal, qualitative, formative, subjective, interpretive, reflective and experimental
model inquiry in which all individuals involved in the study are knew and contributing
participants. Action research has the primary intent of providing framework for
qualitative investigations by teachers and researchers in complex working classroom
situations. In other words, the pupils in the class involved are the respondents and they
will be experimented to test whether the method introduced by us could be the best
solution or not.

The essential of action research design are considered by Elliott (in Hopkins,
1993) as the following characteristics cycle:

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Action Research

Diagram 1: The Cycle of Action Research

In the context of teaching professionalism development, one important aspect is

to improve the teaching technique in the classroom. As such, teachers ought to strive to
bring changes and make adaptation, from time to time, in the teaching and learning
technique, with the aim to improve their performance and provide excellent quality
service in their profession. In general, this type of continuous effort can be implemented
by mastering some basic approaches, such as using various methods to carry out
effective research on their teaching and learning activity, use appropriate reflection
technique and master self-evaluation and reflective skills to improve their teaching and
learning process in the classroom.

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1.2 PRINCIPLE OF ACTION RESEARCH

What gives action research its unique flavor is the set of principles that guide the
research. Winter (1989) provides a comprehensive overview of six key principles.

i. Reflexive Critique
In sociology, reflexivity is an act of self-reference where examination or action
'bends back on', refers to, and affects the entity instigating the action or
examination.
ii. Dialectical Critique
Critique of Dialectical Reason attempted to show how what we call class is a
special instance of a human grouping, or rather several levels of human
groupings.
iii. Collaborative Resource
The implications of including it in classroom teaching for instructors who may
consider including a collaborative pedagogy in their classroom.
iv. Risk
A variety of risks makes it difficult to develop and implement new processes.
v. Plural Structure
Data is a curious word which is actually a plural noun. This realization
requires attention and careful consideration.

(a)

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1.3 BACKGROUND STUDY

I do my practical in one of the top schools in Butterworth. It takes about 35
minutes from the town. I have to teach class of year four for mathematics subjects. In
this school comprise of pupils from various backgrounds. The pupils are placed based
on their achievement in final examination during year 3. However this school
categorized as SKM which is Sekolah Kurang Murid that consist of 139 pupils. Thus,
just have one class for one year. Since the first class that I entered, I test the pupils
with answering basic multiplication to them and I found that my pupils face a lot of
difficulties in multiplying the number by using the standard method correctly.

From my observation, I found that this is due to they still cannot remember the
multiplication table. This was according to the interview that had been done during the
research. Furthermore, this problem makes them hard to solve the question involving
multiplication and they take longer time to solve it. It was so pity to see them. There
were several pupils still unable to recall rapidly the multiplication table. Hence, there is
one of factor need to improve pupils’ mathematical understanding.

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1.4 PROBLEM STATEMENT

Year 4 in this school is facing a major problem which is to memorize the basic
multiplication and skill were taught and learnt effectively as intended. There were
several pupils still unable to recall rapidly the multiplication facts. There is a strong need
to improve pupils’ mathematical understanding. The goal of this action research is to
improve the multiplication skill for Year 4 pupils and enhance their learning especially in
remembering timetables.

1.5 RATIONALE STATEMENT

Multiplication is one of basic of Mathematics. All primary schools' pupils should be

master in this basic skill in year one. It is unfortunate for Year 4 pupils do not master this basic
skill because they will sit for the final examination for coming soon. They need to answer more
challenging and difficult questions. Even though they will sit for the examination for the next two
year, failure to master this skill will cause the school's result of UPSR in Mathematics to
deteriorate.

1.6 RESEARCH OBJECTIVES

The objectives of running this action research are to:

1. Identify the root cause for the pupils' weaknesses in mastering to

memorize basic multiplication table.

2. Identify the form of action that can help teachers find the appropriate
approach to help the poor pupils.

3. Reevaluate the effectiveness of the implemented actions.

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1.7 RESEARCH SIGNIFICANT

It is hoped that after this action research, pupils are able and easy to remember
the basic multiplication table by using Magic Multiplication Table and other skills that
involve multiplication. Thus it will improve the performance of Mathematics in any
examination especially in UPSR.

1.8 RESEARCH QUESTIONS

In general, this researcher is trying to find answers to the following questions:

1. What are the weaknesses of Year 5 pupils in remembering the basic of multiplication
tables?

2. What are the actions that can be taken collaboratively to improve pupil’s ability in
memorizing?

3. How effective is the action taken for overcoming the pupils' weaknesses in
memorizing basis multiplication tables?

1.9 RESPONDENT

This action research project involved eight pupils as a sample from class of Year
4 pupils of a secondary school located in Butterworth.

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2.0 RESEARCH METHODOLOGY

Research design

2.1 Observation
1. Problems faced by pupils in Mathematics
a. Pupils cannot master the multiplication concept and skill were taught and
learnt effectively as intended.
b. There were several pupils still unable to recall rapidly the multiplication
table.
2. No teaching and learning materials that were used to assist and attract
pupils in having positive attitude in learning the multiplication table.

2.2 Planning the strategy

1. By using the magic multiplication table.
2. Make the magic multiplication table for each pupil.
3. Set the limit time to complete the magic multiplication table.
4. Set the valid time to answer the multiplication question.
5. Have meeting with the respondents during the recess that I called the ‘Sifir
Rehat’.

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2.3 Implementation of strategy

The pre-test has one multiplication table that has been asked. The test is reliable
as it gives a measure of the attainment of pupils in acquiring the concepts and skills in
multiplication. Based on the areas of weakness through the use of pre-test, there were a
series of the classes that I guide them to use the ‘Magic Multiplication Table’. A post-
test is the similar like same test questions with pre-test. It was given by the end of the
remedial classes to evaluate the effectiveness of the use of magic multiplication table to
improve the skills of the pupils to master the multiplication table.

(1) Pre test is conducted by asking the pupils to read the multiplication table
correctly. The multiplication table is chose by the pupils with draw that they carry
out themselves.

Nama Murid : _____________________________________________

Tarikh: ___________________

Sifir : __________________

2 3 4 5 6 7 8 9 10 11 12
times times times times times times times times times times times

1 are 2 1 are 3 1 are 4 1 are 5 1 are 6 1 are 7 1 are 8 1 are 9 1 are 10 1 are 11 1 are 12
2…..4 2…..6 2…..8 2…..10 2…..12 2…..14 2…..16 2…..18 2…..20 2…..22 2…..24
3…..6 4.. 3…..9 4.. 3…..12 4.. 3…..15 4.. 3…..18 4.. 3…..21 4.. 3…..24 4.. 3…..27 4.. 3…..30 4.. 3…..33 4.. 3…..36 4..
…8 …12 …16 …20 …24 …28 …32 …36 …40 …44 …48
5…..10 5…..15 5…..20 5…..25 5…..30 5…..35 5…..40 5…..45 5…..50 5…..55 5…..60
6……12 6……18 6……24 6……30 6……36 6……42 6……48 6……54 6……60 6……66 6……72
7….14 7….21 7….28 7….35 7….42 7….49 7….56 7….63 7….70 7….77 7….84
8….16 9. 8….24 9. 8….32 9. 8….40 9. 8….48 9. 8….56 9. 8….64 9. 8….72 9. 8….80 9. 8….88 9. 8….96 9.
…18 10… …27 10… …36 10… …45 10… …54 10… …63 10… …72 10… …81 10… …90 10… …99 10… …108
20 11…22 30 11…33 40 11…44 50 11…55 60 11…66 70 11…77 80 11…88 90 11…99 100 11… 110 11… 10…120
12…24 12…36 12…48 12…60 12…72 12…84 12…96 12…108 110 12… 121 12… 11…132
120 132 12…144

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(2) The use of Magic Multiplication Table (during the remedial class)

X 1 2 3 4 5 6 7 8 9 10 11 12
1
2
3
4
5
6
7
8
9
10
11
12

How to use this ‘magic multiplication table’?

i. Teacher distributes the magic multiplication table to the pupils.
ii. Teacher show the example of how to complete the table.
iii. Example : 2 x 2 = _____

X 1 2 3 4 5 6 7 8 9 10 11 12
1
2 4
3
4
5
6
7
8
9
10
11
12

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iv. Teacher gives the tip in order to complete the table in the time given and
its relationship to the 12 multiplication table.
I. Order does not matter.
This means that the pupils don’t have to worry about the order
of the multiplication table that they will complete because it
always the same.

X 1 2 3 4 5 6 7 8 9 10 11 12
1 1 2 3 4 5 6 7 8 9 10 11 12
2 2 4 6 8 10 12 14 16 18 20 22 24
3 3 6 9 12 15 18 21 24 27 30 33 36
4 4 8 12 16 20 24 28 32 36 40 44 48
5 5 10 15 20 25 30 35 40 45 50 55 60
6 6 12 18 24 30 36 42 48 54 60 66 72
7 7 14 21 28 35 42 49 56 63 70 77 84
8 8 16 24 32 40 48 56 64 72 80 88 96
9 9 18 27 36 45 54 63 72 81 90 99 108
10 10 20 30 40 50 60 70 80 90 100 110 120
11 11 22 33 44 55 66 77 88 99 110 121 132
12 12 24 36 48 60 72 84 96 108 120 132 144
Picture 1: Example of the complete magic multiplication table by the teacher.

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v. Teacher gives the specific time to the pupils in order to complete the table.

Remedial lesson Time given ( minutes)

First 7
Second 5

vi. Teacher encourage the pupils to use the table everywhere to helps them
remember the multiplication facts.

(3) Teacher test the pupils during the recess once a week. This session called ‘Sifir
Rehat’. This session is to see the improvement of pupils in mastering the
multiplication facts. They will carry out the draw that I have prepared to pick the
multiplication facts that they have to read and checked by me. Then, I will tick ()
for each of the multiplication facts that they read correctly.
The rationality of doing this is to make the pupils always prepared for each
multiplication facts because they do not know which of the multiplication table
that they will be going to read that day. Teacher’s mathematics for Year 3 writes
the comment based on their achievement and asked them to bring home to get
the signature from their permanent mathematics teacher. This will make them
more interested to have another session of the remedial class with me. I asked
them to return it on the next day.

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Number Week
First Same as first remedial lesson
Second Same as second remedial lesson

Table : Schedule of ‘Sifir Rehat’

This is the form of ‘sifir rehat’ that I have been prepared.

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Program: Sifir Rehat

Oleh : Mohamad Faiz Bin Mohamad Ali (Guru pelatih IPG Kampus Pulau Pinang)
Nama Murid : ____________________________________________________________
Tarikh: ___________________
Sifir : __________________

2 3 4 5 6 7 8 9 10 11 12
times times times times times times times times times times times

1 are 2 1 are 3 1 are 4 1 are 5 1 are 6 1 are 7 1 are 8 1 are 9 1 are 10 1 are 11 1 are 12
2…..4 2…..6 2…..8 2…..10 2…..12 2…..14 2…..16 2…..18 2…..20 2…..22 2…..24
3…..6 4.. 3…..9 4.. 3…..12 4.. 3…..15 4.. 3…..18 4.. 3…..21 4.. 3…..24 4.. 3…..27 4.. 3…..30 4.. 3…..33 4.. 3…..36 4..
…8 …12 …16 …20 …24 …28 …32 …36 …40 …44 …48
5…..10 5…..15 5…..20 5…..25 5…..30 5…..35 5…..40 5…..45 5…..50 5…..55 5…..60
6……12 6……18 6……24 6……30 6……36 6……42 6……48 6……54 6……60 6……66 6……72
7….14 7….21 7….28 7….35 7….42 7….49 7….56 7….63 7….70 7….77 7….84
8….16 9. 8….24 9. 8….32 9. 8….40 9. 8….48 9. 8….56 9. 8….64 9. 8….72 9. 8….80 9. 8….88 9. 8….96 9.
…18 10… …27 10… …36 10… …45 10… …54 10… …63 10… …72 10… …81 10… …90 10… …99 10… …108
20 11…22 30 11…33 40 11…44 50 11…55 60 11…66 70 11…77 80 11…88 90 11…99 100 11… 110 11… 10…120
12…24 12…36 12…48 12…60 12…72 12…84 12…96 12…108 110 12… 121 12… 11…132
120 132 12…144

Komen Guru:
_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Tanda tangan Guru Matematik Tahun 3 :

________________________________

(Azizul Azrai Bin Abd. Aziz)

Tarikh:

Tanda tangan Guru Matematik Tahun 4:

________________________________

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(Mohamad Faiz Bin Mohamad Ali)

(4) The post-test is conducted by using the same item with the pre- test. It is also the
same multiplication fact as the pre-test. The test is done after the twice remedial
session.

The following is the flow of this research:

i. Give the pre-test to the pupils.

ii. Have a series of remedial class.
- Three time of the remedial class.
- Guide the pupils to use the magic multiplication table.
- Two times of ‘Sifir Rehat’ programme.
iii. Give the post-test to the pupils.

2.1.1 Data collection

1) I collected the data from the pre-test and the post-test. The scheme of the data
collection as the following:
Nama Murid : _____________________________________________
Tarikh: ___________________
Sifir : __________________

2 3 4 5 6 7 8 9 10 11 12
times times times times times times times times times times times

1 are 2 1 are 3 1 are 4 1 are 5 1 are 6 1 are 7 1 are 8 1 are 9 1 are 10 1 are 11 1 are 12
2…..4 2…..6 2…..8 2…..10 2…..12 2…..14 2…..16 2…..18 2…..20 2…..22 2…..24
3…..6 4.. 3…..9 4.. 3…..12 4.. 3…..15 4.. 3…..18 4.. 3…..21 4.. 3…..24 4.. 3…..27 4.. 3…..30 4.. 3…..33 4.. 3…..36 4..
…8 …12 …16 …20 …24 …28 …32 …36 …40 …44 …48
5…..10 5…..15 5…..20 5…..25 5…..30 5…..35 5…..40 5…..45 5…..50 5…..55 5…..60
6……12 6……18 6……24 6……30 6……36 6……42 6……48 6……54 6……60 6……66 6……72
7….14 7….21 7….28 7….35 7….42 7….49 7….56 7….63 7….70 7….77 7….84
8….16 9. 8….24 9. 8….32 9. 8….40 9. 8….48 9. 8….56 9. 8….64 9. 8….72 9. 8….80 9. 8….88 9. 8….96 9.
…18 10… …27 10… …36 10… …45 10… …54 10… …63 10… …72 10… …81 10… …90 10… …99 10… …108
20 11…22 30 11…33 40 11…44 50 11…55 60 11…66 70 11…77 80 11…88 90 11…99 100 11… 110 11… 10…120
12…24 12…36 12…48 12…60 12…72 12…84 12…96 12…108 110 12… 121 12… 11…132
120 132 12…144

From the form above, I will tick () the multiplication facts that the pupils read correctly.

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Then I will give one mark for each of the correct multiplication facts.

For example: the candidate A read the 4 multiplication facts successfully so that his
marks as the following:

Nama Murid : candidate A_____________________________________

Tarikh: ________________________
Sifir : __________4_____________

2 3 4 5 6 7 8 9 10 11 12
times times times times times times times times times times times

1 are 2 1 are 3 1 are 4 1 are 5 1 are 6 1 are 7 1 are 8 1 are 9 1 are 10 1 are 11 1 are 12
2…..4 2…..6 2…..8 2…..10 2…..12 2…..14 2…..16 2…..18 2…..20 2…..22 2…..24
3…..6 4.. 3…..9 4.. 3…..12 3…..15 4.. 3…..18 4.. 3…..21 4.. 3…..24 4.. 3…..27 4.. 3…..30 4.. 3…..33 4.. 3…..36 4..
…8 …12 4..…16 …20 …24 …28 …32 …36 …40 …44 …48
5…..10 5…..15 5…..20 5…..25 5…..30 5…..35 5…..40 5…..45 5…..50 5…..55 5…..60
6……12 6……18 6……24 6……30 6……36 6……42 6……48 6……54 6……60 6……66 6……72
7….14 7….21 7….28 7….35 7….42 7….49 7….56 7….63 7….70 7….77 7….84
8….16 9. 8….24 9. 8….32 8….40 9. 8….48 9. 8….56 9. 8….64 9. 8….72 9. 8….80 9. 8….88 9. 8….96 9.
…18 10… …27 10… 9.…36 …45 10… …54 10… …63 10… …72 10… …81 10… …90 10… …99 10… …108
20 11…22 30 11…33 10…40 50 11…55 60 11…66 70 11…77 80 11…88 90 11…99 100 11… 110 11… 10…120
12…24 12…36 11…44 12…60 12…72 12…84 12…96 12…108 110 12… 121 12… 11…132
12…48 120 132 12…144

Note : I score for 1 ()

The score is 12 since there are 12 () marks.

The pupils have to read only one of the multiplication table that they have draw
out before that. I keep this form and doing the data analysis. I will discuss the data
analysis in the next part of this action research.

During the post-test, I used the same question as the pre-test but the different is
they cannot carry out the draw anymore to choose the multiplication table instead of I
asked them to read the same multiplication table that they read during the pre-test to
see whether there is any improvement or not.

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2) I collected also the data to see the improvement of the pupils to complete the
multiplication table.
The scheme of the score is as the following:

X 1 2 3 4 5 6 7 8 9 10 11 12
1
2
3
4
5
6
7
8
9
10
11
12

For each of the correct answer, I will give them 1 mark. If they can complete all
of the blank squares correctly so that they will get 144 marks since there are 144
squares in this magic multiplication table.

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3.0 ANALYSIS AND DATA INTERPRTATION

3.1.1 Result of the pre-test and the post-test

Candidate The multiplication Pre-Test score Post- test Conclusion

table (Marks/12) Score(Marks/12
)
Candidate A 8 3 8 Improve
Candidate B 4 6 12 Improve
Candidate C 7 4 6 Improve
Candidate D 6 5 6 Improve
Candidate E 4 7 7 Remain
Candidate F 9 5 4 Decrease
Candidate G 6 4 10 Improve
Candidate H 3 12 12 Remain

From the data above, we can see in the form of bar chart.

14

12

10

8
Pre-test
6 Post-test

0
A B C D E F G H

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The percentage of the pupils that showed the improvement:

t h e number of t h e candidates t h at s h owed t h e improvement

X 100
t h e total of t h e candidates

Thus,

5
x 100 = 62.5 %
8

The percentage of the pupils that didn’t showed the improvement:

t h e number of t h e candidates t h at did n' t s h owed t h e improvement

x 100
t h e total of t h e candidates

Thus,

2
x 100% = 25%
8

The percentage of the pupils that showed that decrease in the score:

1
x 10% = 12.5%
8

From the bar graph above, the results are 62.5% of the candidates showed the
improvement in remembering the multiplication table between the pre-test and the post-
test. The rest 25% of the pupils did not showed any improvement. Candidate H is
already score the full marks during the pre-test and still maintain the result during the
post-test. The other 12.5% show the decrease in their score.

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3.1.2 Scores of the pupils in completing the magic multiplication table correctly

Candidate Score of first remedial Score of the second

class (score/ 144) remedial class (score/ 144)
A 24 96
B 26 102
C 31 78
D 23 67
E 46 86
F 25 31
G 38 59
H 88 144

160

140

120

100

80
first remedial session
60 second remedial session

40

20

0
A B C D first remedial session
E F G H

From the bar chart above, it shows all of the pupils showed the improvement in
completing the ‘magic multiplication table’ but the improvement is different between
each one of them. The causes of this will be discussing in the next part.

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4.0 DISCUSSION

In this part, I will discuss further about the data collection from the data analysis.
Firstly, 62.5% pupils showed an improvement in the post-test. The main cause is the
way of my ‘treatment’ by using the magic multiplication table is suitable for them. They
can also doing the mental calculation rapidly in order to read the multiplication table
correctly. They already understand the concept of the multiplication that is the repeated
addition. The repeated addition is the concept of many groups as the same size each.
When the pupils master the concept of repeated addition, they will remember the
multiplication facts correctly. They were doing the task as I taught to them. During the
remedial session, I noticed that they attracted to complete the multiplication table in the
specific time that I gave to them. They also showed that they want compete each other
in mastering the multiplication table. It is all about the attitude of the pupils.

There are 25% pupils that didn’t show any improvement during the pre-test and
the post-test. One of the pupils already got the highest marks during the pre-test and he
maintains it during the pos-test. Another one pupil that didn’t show any improvement
actually has a problem in doing the calculation by repeated addition. He still use the
finger to count and unable to count by using mental calculation. The pupil took longer
time to complete the ‘magic multiplication table’ and cannot finish it in the given time.

There are 12.5% showed the decrease in the score. This is all about the attitude.
I noticed that this candidate didn’t give full of cooperation during my remedial classes.

From the data about the score of the candidate in completing the magic
multiplication table, it shows that all of the pupils show in improvement but there are
different scales between them.

The limitation of this action research is the test of multiplication table is cannot be
done in the all of the multiplication facts. It is due to the limitation of time. I am teaching
to use this method in the one hour lesson and besides I must cover the syllabus. Hence,
the pupils didn’t have enough time to master this tools that I suggested. This must be
practice always and we can see better improvement.

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Besides, the other limitation is the pupils supposed to understand the concept of
multiplication first before they use this method to help them to improve their memory of
multiplication table. This can be done in order to test whether the cause of pupils that
didn’t improve is due to this multiplication table is not suit to them or they themselves
still cannot understand the concept of multiplication.

I noticed that the pupils were interested to read the multiplication facts in front of
me and they gave full of cooperation when I meet them during the recess to do ‘sifir
rehat’. When they come to see me, they said that there were very excited to get the
highest score and they want to share it with their parents.

I choose this topic because multiplication concepts are one of our curriculum
mandated goals. I took several strategies to help me teach this concept. It is hands-on
approaches that got me excited about teaching multiplication. I also was excited about
the chance to watch my pupils take responsibility for their own learning, and this allows
the pupil to take charge, and puts the teacher in more of a facilitator role once the basic
skills are taught.

Those strategies planned are great way to help pupils to learn multiplication. I
definitely plan to use these strategies in future years during my works. This table can
also be the teaching aids as during my lesson and it will helps the pupils to feel more
enjoyable in the class.

There are many importance of memorising the multiplication facts. Just like
learning to walk before you can run, learning multiplication and memorizing the times
tables are building blocks for other math topics taught in school - higher learning such
as division, long multiplication, fractions and algebra. Pupils who have not memorized
the times tables will find these levels of math much more difficult than they need to be.
The other importance is by remembering the multiplication facts, the pupils will take the
shorter time to answer the question involving the multiplication facts that covered in
many topics especially for year five such as time, whole number, mass, length and
volume.

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I also find that there not easy to make the pupils understand about the magic
multiplication facts during the early time. I need to be more sensitive about their
understanding in order to prevent them become more confuse. It is because all of the
multiplication facts are in one paper.

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5.0 REFLECTION

The action research process had started by over viewing issues and problems.
From the interview sessions and Pre-Test, there were many pupils did not master on
technique to memorize the basic of multiplication. Lastly, researchers realized that
teaching action processes are needed to be implemented as the targeted pupils would
be master on remembering the basic of multiplication.

6.0 CONCLUSION AND RECOMMENDATION

From this action research, I can conclude that the ‘magic multiplication table’
helps the pupils to remember the multiplication table correctly. There are some
improvement suggested are the next researcher can do the research on the
effectiveness of use the ‘magic multiplication table’ that they prepared themselves. It
can be done in the large size and will be laminated so that the pupils can use the
multiplication table each time during the lesion including various topics. It is also long
lasting.

The remedial session suppose to done in longer time so that the result that we
will achieve is more accurate. The pre-test and post test can also be done by using the
quantitative method such as the pupils answer the question subjective question about
the multiplication table in the specific of time so that we can measure the effectiveness
of the multiplication table in helping the pupils to remember the multiplication table in the
short time and they become so expert with it.

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REFERENCE

Altrichter, H. Posch, P & Somekh, B. (1993): Teacher investigate their work: An

introduction to the methods of action research. London:Routladge.

Bell, A. W, J. Costello & D. Kuchemann (1984): A Review Of Research in Mathematical

Education: Part of Research On Learning and Teaching. NFER, Nelson,England.

Lambdin,Lindquist, Reys, Smith (2004) : Helping Children Learn Mathematics, John

Wiley & sons, Inc.

Mok Soon Sang (2004): A Primary Education Course in MATHEMATICS for Post
Graduate Diploma (KPLI), Kumpulan Budiman Sdn. Bhd., Subang Jaya.

Mok Soon Sang (1996): Pengajian Matematik Untuk Diploma Perguruan. Kuala
Lumpur, Kumpulan Budiman Sdn. Bhd.

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APPENDIX

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