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Hubungan gaya keibubapaan dengan kemahiran sosial kanak-kanak prasekolah di Daerah Hulu Langat, Selangor / Jamaliah Kassim @ Abu Seman
No full textKemahiran sosial merupakan kemahiran yang penting dalam abad ke-21. Pengetahuan tentang tahap kemahiran sosial kanak-kanak prasekolah merupakan satu usaha awal yang penting supaya sebarang intervensi dapat dilakukan seawal umur. Ibu bapa yang merupakan individu signifikan terutamanya ketika peringkat umur kanak-kanak, banyak mempengaruhi perkembangan kanak-kanak termasuklah kemahiran sosial. Namun begitu, maklumat tentang tahap kemahiran sosial kanak-kanak prasekolah di Malaysia serta hubungannya dengan gaya keibubapaan adalah sangat terhad. Oleh itu, kajian ini bertujuan mengkaji tahap kemahiran sosial kanak-kanak prasekolah serta melihat hubungannya dengan gaya keibubapaan, di samping meninjau perbezaan tahap kemahiran sosial berdasarkan tahap sosioekonomi keluarga. Seterusnya, kajian ini akan melihat gaya keibubapaan yang menjadi peramal kepada kemahiran sosial kanak-kanak. Responden kajian terdiri daripada 339 orang kanak-kanak prasekolah di daerah Hulu Langat, Selangor berumur 5 dan 6 tahun beserta pasangan ibubapa. Pemilihan sampel menggunakan persampelan rawak berstrata berdasarkan lokasi prasekolah. Dua buah instrumen digunakan dalam soal selidik yang diedarkan kepada ibubapa iaitu Soal Selidik Preschool and Kindergarten Behavior Scales (PKBS) (Merrell, 1994) yang mengukur kemahiran sosial kanak-kanak dan Soal Selidik Parenting Styles Dimension Questionnaire (PSDQ) (Robinson, Mandleco, Olsen, & Hart, 2001) yang mengukur gaya keibubapaan ibu dan bapa. Analisis deskriptif mendapati kemahiran sosial kanak-kanak prasekolah berada pada tahap sederhana. Di samping itu, analisis ujian ANOVA sehala mendapati terdapat perbezaan tahap kemahiran sosial berdasarkan tahap sosioekonomi (tahap pendidikan ibubapa dan tahap pendapatan keluarga). Seterusnya, dapatan analisis deskriptif mendapati tahap pengamalan gaya autoritatif adalah paling tinggi diikuti gaya permisif dan gaya autoritarian. Analisis Korelasi Pearson mendapati terdapat hubungan positif yang signifikan antara gaya autoritatif ibu dan gaya autoritatif bapa serta hubungan negatif yang signifikan antara gaya autoritarian ibu dengan kemahiran sosial kanak-kanak. Analisis regresi berganda pula menunjukkan bahawa gaya autoritatif ibu dan gaya autoritatif bapa yang menjadi peramal yang signifikan kepada kemahiran sosial kanak-kanak prasekolah. Implikasinya, kajian ini menunjukkan gaya autoritatif adalah pendekatan yang sewajarnya diamalkan dalam memastikan perkembangan kemahiran sosial kanak-kanak yang baik. Justeru, galakan dan pendedahan kepada golongan ibubapa dan guru dalam mempraktikkan gaya autoritatif perlu dijalankan dengan melibatkan kerjasama semua pihak termasuklah pihak berautoriti dalam pendidikan prasekolah, ibubapa dan guru. Penglibatan daripada semua pihak ini adalah penting agar usaha ini berlaku seiring di rumah dan di sekolah. Selain itu, kajian ini juga mencadangkan agar kajian lanjutan menggunakan pendekatan kualitatif seperti kajian kes dan temubual serta mendapatkan data daripada informan yang terlibat dengan kanak-kanak seperti guru dan pengasuh, bagi lebih memahami secara mendalam tentang hubungan gaya keibubapaan dan kemahiran sosial kanak-kanak prasekolah
Effectiveness of English drama activity to enhance speaking skills and motivation among private college diploma students / Zulaikha Zulkifli
No full textThis study reports on the effectiveness of using drama activity in ESL classroom to improve students’ speaking skills and motivation. This study addresses two major questions. The first evaluates the impact of drama activity on students’ intrinsic and extrinsic motivation. The second question analyses the impact of drama activity on the development of students’ speaking skills. A quasi-experiment was carried out on a total number of ten private college diploma students. They were put into pairs and different topics were given to the learners to be discussed in pairs. A descriptive statistical analysis was used which takes into account both independent and dependent variables. The study also involved a short survey. The results related to the language features show that the participants enjoyed the classroom ambience created through the activity. Above all, the respondents showed little concern about the subject mark or exams, being more concentrated on learning through doing. The overall results displayed an enhancement of students’ speaking skills, in particular fluency and grammar; as well as established relevant improvement on their motivation. The findings therefore have particular implications by overcoming the conventional lesson structure and producing real life situations into the classroom
The rhetoric of “faith” in the Malaysian media’s representation of football / Nadhratunnaim Abas
No full textThe present study investigates rivalry discourse in football news of the Malaysian media, The Star which has been produced by local news authors who also refer to themselves as the faithful fans of football teams. As they express faith in their team, these news authors tend to compare their team against the others by highlighting their superiority and inferiority. Hence, the study intends to examine the use of “faith” in rhetorically influencing the media representation of football and the social actors involved in the news (the local and international football teams). Corpus-assisted analysis and approaches in Critical Discourse Studies (CDS) are employed in order to examine the meanings of “faith” and the actors associated with it in the context of football. Corpus-assisted analysis looks at the concordances, collocations and prosodies of the occurrences and co-occurrences of “faith” to identify the associated words that can indicate its meanings as well as to gauge the attitudes implied by such associations. They are then compared with those in the reference corpora, British National Corpus (BNC) to validate the findings. The analysis of the actors associated with “faith” is performed using the CDS approaches of actor analysis based on Wodak’s (2001) referential or nomination strategies and van Leeuwen’s (2008) inclusion and exclusion. The findings indicate that the interdiscursive relations between “faith”, religion and sport unveil theologisation strategy and the positive and negative evaluations of ‘Self’ and ‘Other’ that further lead to the cases of intra- and intergroup polarisation that are discussed accordting to van Dijk’s (1998) polarisation strategies. Additionally, the instances of the actors’ superiority and inferiority, which tend to signal Praise and Blame as indicated in Aristotle’s Epideictic Rhetoric (McKeon, 1940), further illustrate the role of “faith” as a naturalised code in the generation of common-sensical assumptions through theologisation of the discourse and polarisation of the actors
Kesan kaedah inkuiri terhadap perolehan kemahiran proses sains / Teoh Boon Kiau
No full textHasrat Kurikulum Sains Sekolah Rendah (KSSR) adalah untuk melahirkan murid yang
berpengetahuan, analitis, kreatif, inovatif dan berfikiran kritis. Bagi mencapai objektif
ini, satu pendekatan kaedah pengajaran yang berkesan dan sesuai dengan pendidikan
masa kini dan masa depan perlu dilaksanakan. Murid perlu dilengkapkan dengan ilmu
pengetahuan sains untuk membuat keputusan dan menyelesaikan masalah kehidupan
mereka. Dalam merealisasikan aspirasi kurikulum, perolehan murid dalam kemahiran
proses sains (KPS) boleh diperolehi melalui pelbagai pendekatan yang sesuai dan perlu
dirancang dengan teliti. Modul Pendekatan Inkuiri Melalui Penguasaan Kemahiran
Proses Sains (BPK, 2014) telah dihasilkan oleh Kementerian Pendidikan Malaysia
sebagai panduan kepada guru dalam merangka dan melaksanakan kaedah yang
berorientasikan perolehan KPS murid untuk pengajaran dan pembelajaran sains.
Tujuan kajian ini adalah untuk menentukan perolehan KPS murid Tahun 5 (kumpulan
eksperimen) berbantukan modul sedia ada berdasarkan pendekatan inkuiri dan sama
ada ia dapat meningkatkan perolehan KPS murid berbanding dengan kaedah
pembelajaran sedia ada (kumpulan kawalan). Reka bentuk kuasi eksperimental
diginakan dalam kajian ini. seramai 153 orang murid Tahun 5 terlibat dalam kajian ini
dan dimasukkan ke dalam kumpulan kawalan (70 orang murid) dan kumpulan
eksperimen (83 orang murid). Dapatan berkaitan perolehan kemahiran proses sains
asas (KPSA) dan kemahiran proses sains bersepadu (KPSB) untuk dua kumpulan telah
ditentukan melalui instrumen Ujian Pra-Pasca KPSA dan Ujian Pra-Pasca KPSB.
Statistik deskriptif, ujian t dan analisis kovarian ANCOVA digunakan untuk
menganalisis data yang diperoleh. Dapatan hasil kajian ini menunjukkan perolehan
KPSA kumpulan eksperimen iaitu kumpulan yang menggunakan kaedah inkuiri
berbantukan modul sedia ada adalah lebih baik dan berbeza secara signifikan berbanding dengan kumpulan kawalan. Skor min kumpulan eksperimen menunjukkan
peningkatan sebanyak 4.1 mata (KPSA) dan 3.36 mata (KPSB) berbanding
peningkatan skor min kumpulan kawalan sebanyak 1.33 mata (KPSA) dan 2.29 mata
(KPSB). Walau bagaimanapun, responden dalam kumpulan eksperimen masih kurang
menunjukkan perolehan KPSB walaupun guru telah berusaha dengan sedaya upaya
supaya murid sedar akan kemahiran yang sedang dipelajari, di samping menerapkan
konsep sains melalui pelbagai aktiviti dalam proses intervensi. Kajian ini
menunjukkan implikasi di mana modul sedia ada yang dihasilkan boleh diaplikasikan
oleh guru dalam membantu murid sekolah rendah meningkatkan perolehan kemahiran
proses sains. Hasil kajian ini mencadangkan pengajaran dan pembelajaran sains di
sekolah rendah turut memberi penekanan kepada kemahiran berkaitan KPSB di
samping membangunkan KPSA murid. Modul sedia ada ini juga dihasilkan untuk
mendedahkan guru kepada strategi pengajaran yang lebih mantap dan berkesan
Translanguaging in the multilingual classroom of a National-type (Chinese) Primary School in Malaysia / Tracy Lee Yi Ning
No full textIn the multiracial and multilingual classroom of a Malaysian National-Type (Chinese) Primary School (SJKC), students as well as the teacher often make use of their wide linguistic repertoire to interact with each other more effectively. Although the Ministry of Education Malaysia has stressed that English should be used as the sole medium of instruction (EMI) and communication during English lessons in school, the use of translation and switching between languages undeniably still occur to help students make sense of what they are learning. This paper aims to explore how translanguaging is used among students during English lessons and how a teacher who does not speak the students’ first language (Mandarin) employs strategies to carry out translanguaging during English lessons. A qualitative case study was carried out to explore how the students and teacher translanguage using English, Mandarin, Bahasa Malaysia and Manglish during English lessons through field notes of classroom observations and a semi-structured interview with selected students and the teacher. The data collected was analysed to develop themes and to answer the research questions posed in this study. The findings of this study revealed that students used translanguaging among themselves using several strategies, such as using their common L1 (Mandarin and Bahasa Malaysia), making language choices to accommodate to the other person’s L1, code-switching between Mandarin and English to keep English terms accurate, translating English grammatical terms to their L1 (Mandarin) equivalent and translating Mandarin to English for the non-Mandarin speaking teacher. Meanwhile, the English teacher used strategies to carry out translanguaging during her English lessons such as using non-verbal communication to recognise her students’ needs, using translanguaging cues to encourage students’ language use and using instances of translation for English language input. It is hoped that the findings of the study will help teachers, school administrators and policy makers understand the concept of translanguaging better and further research translanguaging as a teachable strategy to boost second language learning in multilingual classrooms
Aplikasi model pedagogi kreativiti berasaskan intelektualisme masyarakat Orang Asli untuk peningkatan kecerdasan kanak-kanak prasekolah / Noor Hanim Harun
No full textPedagogi kreativiti berasaskan intelektualisme Orang Asli merangkumi proses pengajaran, pembelajaran dan mengajar kreativiti yang mengintergrasi kebitaraaan masyarakat Orang Asli. Kajian ini bertujuan untuk mereka bentuk aplikasi model pedagogi kreativiti berasaskan intelektualisme masyarakat Orang Asli untuk peningkatan kecerdasan kanak-kanak prasekolah. Model ini menterjemahkan bagaimana pedagogi kreativiti berasaskan intelektualisme masyarakat Orang Asli untuk peningkatan kecerdasan kanak-kanak prasekolah boleh digunakan untuk meningkatkan kualiti pendidikan, penyampaian kurikulum dan kandungan pengajaran bagi guru yang mengajar kanak-kanak prasekolah Orang Asli. Metodologi kajian menggunakan pendekatan temubual dan Interpretive Structural Modeling (ISM), yang melibatkan pandangan 12 orang pakar pelbagai bidang berkaitan pendidikan kanak-kanak orang Asli. Dapatan kajian menunjukkan aplikasi model pedagogi kreativiti berasaskan intelektualisme masyarakat Orang Asli dengan memetakan hubungan sebelas elemen: Berkongsi cerita; Hubungan dengan alam; Kinestetik; Simbol dan imej; Holistik; Belajar melalui bermain; Bertema; Koperatif: Imaginatif; Berpusatkan pelajar dan Teknologi (ICT) yang berpandukan intelektualisme masyarakat Orang Asli iaitu alat muzik, kraftangan, peralatan seharian, perubatan herba, cerita rakyat dan lagu sewang. Model ini memberi implikasi terhadap corak penyampaian kurikulum dan kandungan pengajaran dalam konteks masyarakat Orang Asli bagi meningkatan kecerdasan kanak-kanak prasekolah Orang Asli
The effect of flipped classroom on intrinsic motivation and achievement in chemical equilibirum among year 11 pupils / Yong Wei Zhen
No full textNowadays, lack of motivation has been quoted as one of the leading challenges in chemistry education. In science education, low academic achievement in chemistry is another major problem encountered in secondary school. Therefore, the purpose of this study was to investigate the effect of flipped classroom on intrinsic motivation and achievement in chemical equilibrium among Year 11 pupils. This study employed a quasi-experimental non-equivalent pretest-posttest design. Sixty (60) Year 11 secondary school chemistry pupils from two intact classes were assigned to an experimental group (n = 30) and a control group (n = 30). The experimental group students were exposed with flipped classroom approach and the control group pupils were exposed with the traditional classroom approach. The research was conducted for six weeks in a secondary chemistry education international school setting. Research instruments used in this study were the modified version of Intrinsic Motivation Inventory (IMI) to evaluate the pupils’ intrinsic motivation based on the indicators of autonomy, competence, relatedness, interest and value; Chemical Equilibrium Achievement Test (CEAT) to measure students’ achievement scores. Reliability and validity of the instruments were assessed in the pilot study. The reliability obtained for IMI, Cronbach’s α is 0.88 and for CEAT, test-retest r is 0.89. The validity coefficients for IMI are acceptable and exceed the acceptable factor loading criterion of 0.35. The analysis of CEAT was validated by three experienced teachers from Cambridge Assessment Specialist Team. Quantitative data were analyzed using Analysis of covariance (ANCOVA) and Pearson Correlation test. The major findings of this study revealed that there was a significant difference between experimental group and control group on pupils’ post intrinsic motivation scores with pretest as a covariate (F (1, 57) = 64.41, p < .05) Also, it showed that there was a significant difference between experimental group and control group on pupils post chemical equilibrium achievement scores with pretest as a covariate (F (1, 57) = 37.38, p < .05). The Pearson Correlation test results revealed that the relationship between pupils’ intrinsic motivation and chemical equilibrium achievement scores in experimental group after intervention was significant: r = .39, p < .05. For intrinsic motivation scores, the experimental group with an average mean of 70.63 scored significantly higher than the control group with an average mean of 61.00. For chemical equilibrium achievement scores, the experimental group with an average mean of 15.3 scored significantly higher than the control group with an average mean of 9.83. The results showed that the flipped classroom approach enhances pupils’ intrinsic motivation as well as achievement in chemical equilibrium. The findings of this study have theoretical significance as well as pedagogical implications. In addition, the findings of this study suggested the importance of flipped classroom approach to improve secondary school pupils’ intrinsic motivation and achievement in chemical equilibrium. This study also helps to inform a better chemistry education learning strategy for pupils and provide suggestions for future research using flipped classroom approach. Therefore, the study recommended that flipped classroom approach should be added to the teaching strategies of chemistry teachers at the secondary school leve
Pemahaman murid tingkatan lima tentang konsep dalam topik janjang aritmetik / Siti Zaharah Edwar
No full textJanjang Aritmetik merupakan tajuk yang sangat penting bagi murid Tingkatan Lima yang mengambil matapelajaran elektif Matematik Tambahan. Tujuan kajian ini dijalankan adalah untuk mengetahui pemahaman murid Tingkatan Lima tentang konsep dalam topik janjang aritmetik. Seramai empat orang murid Tingkatan Lima dipilih dalam kajian ini menggunakan kaedah persampelan bertujuan. Mereka belajar di sebuah sekolah menengah di Selangor. Kajian ini dijalankan berlandaskan teori konstruktivisme radikal. Kajian kes digunakan bagi mengumpulkan data melalui empat sesi temu bual klinikal yang melibatkan gambaran mental, perwakilan, makna dan penyelesaian masalah. Setiap sesi temu duga dirakam dengan alat perakam video. Data kajian dalam bentuk jawapan bertulis dan lakaran ditranskripkan ke bentuk tulisan mengikut kategori. Seterusnya analisis merentas kes dijalankan untuk mengetahui pemahaman murid Tingkatan Lima tentang konsep dalam topik janjang aritmetik secara kolektif. Hasil kajian mendapati gambaran mental tentang janjang aritmetik yang dimiliki oleh murid adalah pelbagai dan boleh dikelaskan kepada tiga tema: (i) situasi harian pola (ii) pola (iii) formula atau cara manual. Di samping itu, cara murid mewakilkan janjang aritmetik boleh dikelaskan kepada dua tema: (i) bahan konkrit (ii) naratif bahasa. Dalam pada itu, makna janjang aritmetik yang diberikan oleh murid dikelaskan kepada satu tema iaitu perbandingan. Murid mempamerkan tiga tema dalam penyelesaian masalah janjang aritmetik iaitu: (i) susunan (ii) graf garis lurus (iii) formula atau cara manual. Implikasi dapatan kajian ini dapat membantu antara lain dari segi pedagogi kepada guru dan pensyarah dalam mengajar tajuk janjang aritmetik dalam usaha untuk mengetahui, menarik minat dan meningkatkan pemahaman murid tentang konsep dalam topik janjang aritmetik
Positive traits, PERMA and well-being of ESL teachers in primary schools / Punithan Shanmugam
No full textWith the advancement of Positive Psychology within the field of SLA over the years, research on the emerging positive traits of hope, optimism, grit, and PERMA has been found to yield productive outcomes on health, life satisfaction and meaning in life. Nonetheless, there is a scarcity of research involving the positive traits and PERMA on the well-being of ESL teachers within the Malaysian context. Thus, this paper examines the influence of positive traits on the well-being of the primary level ESL teachers in Malaysia. This paper also analyses the strength of PERMA in predicting the relationships between the positive traits and the three well-being outcomes of health, life satisfaction and meaning in life of the ESL teachers. A convenience sample of 150 ESL teachers from primary schools around Kuala Lumpur participated in this cross-sectional survey study. The data obtained were analyzed via simultaneous regressions and mediation analyses. The findings revealed that the positive traits significantly explained the changes in all the three well-being outcomes. Hope appeared as the strongest predictor of well-being among the ESL teachers. Last but not least, the results of the mediation analyses documented that PERMA emerged as both significant strong and partial mediators in the links between the positive traits and the well-being outcomes. Thus, the strength and uniqueness of PERMA in this study provide evidence that the model can be considered as an effective well-being pillar of support for the ESL teachers in this study. With this, the results of this study establish theoretical and practical implications and perspectives not only concerning the well-being of L2 teachers but also on L2 teaching and learning. The positive well-being of the ESL teachers in relation to the positive traits, may possess meaningful implications on their professional well-being, coping and adaptive strategies, and teaching quality as well performance efficiency. These implications inadvertently influence a positive classroom climate, well-being and the language learning outcomes of their L2 learners
The translation of rhetorical questions in the holy Quran into English / Ibrahim I.I. Najjar
No full textThe current study deals with Quranic rhetorical questions that carry specific rhetorical functions and their two English translations. The analysis is based on twenty four Quranic rhetorical questions and their two English translations: “the Koran Interpreted” by Arberry (1955/1996) and “the Noble Quran: English translation of the meanings and commentary” (1996) by al-Hilali and Khan. The study aims to (1) find out the types of grammatical shifts that have occurred in the two English translations (2) examine the effects of such shifts on the context of situation especially tenor and mode of the rhetorical questions translated into English. To achieve the first objective, Haegeman’s (2006) x bar theory and Catford’s (1965) translation shifts are employed. In this situation, firstly, the source text (ST) and two target texts (TTs) are syntactically analysed to uncover the grammatical shifts; secondly, such shifts are classified according to Catford’s (1965) shifts in translation. For the second objective, Halliday and Hasan’s (1985) and Halliday’s (1994) context of situation especially tenor and mode are focused upon. In this context, their associated language metafunctions, i.e. interpersonal metafunction and textual metafunction are investigated. The study shows different types of grammatical shifts in the two English translations. Besides, syntactic shifts have also appeared. The study shows that grammatical shifts do affect the tenor and mode of the Quranic rhetorical questions translated into English. Apart from maintaining the tenor and mode in both translations in some instances, they have been affected slightly, partially and fully in some others. Consequently, the functions of the Quranic rhetorical questions have been affected. The tenor of discourse is both interesting and important as it enables us to understand and differentiate among/between the participants’ roles and relationship in the ST and TTs RQs. The analysis shows that the change of the participants’ relationship and roles will affect the message conveyed