Perbandingan Keberkesanan Program Pendidikan Jasmani di Sekolah Menengah Kebangsaan Lelaki dan Sekolah Menengah Kebangsaan Perempuan Daerah Klang Negeri Selangor

Kajian ini bertujuan untuk membandingkan keberkesanan program Pendidikan Jasmani yang dilaksanakan di sekolah menengah kebangsaan lelaki dan sekolah menengah kebangsaan Perempuan di Daerah Klang, Negeri Selangor. Keberkesanan program Pendidikan Jasmani dinilai dari lapan aspek, iaitu: pencapaian matlamat dan objektif kurikulum Pendidikan Jasmani, pelaksanaan kurikulum Pendidikan Jasmani, faktor pentadbir, sokongan ibu bapa, keberkesanan guru Pendidikan Jasmani, keberkesanan aktiviti kelas Pendidikan Jasmani. keberkesanan pelaksanaan sukatan pelajaran Pendidikan Jasmani serta kemudahan fizikal dan alatan Pendidikan Jasmani. Responden terdiri daripada 200 orang pelajar Tingkatan Empat dan 40 orang guru Pendidikan Jasmani dari empat buah sekolah menengah kebangsaan lelaki dan empat buah sekolah menengah kebangsaan perempuan di daerah Klang, Negeri Selangor. Amara lapan aspek keberkesanan program Pendidikan Jasmani, sekolah-sekolah lelaki dan sekolah-sekolah perempuan di daerah Klang didapati mencapai tahap berkesan dalam enam aspek, iaitu pelaksanaan kurikulum Pendidikan Jasmani, faktor pentadbir, keberkesanan guru Pendidikan Jasmani, keberkesanan aktiviti kelas Pendidikan Jasmani, keherkesanan pelaksanaan sukatan pelajaran Pendidikan Jasmani serta kemudahan fizikal dan alatan Pendidikan Jasmani. Berkenaan dengan aspek pencapaian matlamat dan objektif kurikulum Pendidikan Jasmani, sekolah-sekolah lelaki didapati mencapai tahap sangat berkesan. Sekolah-sekolah perempuan pula mendapati sokongan ibu bapa terhadap keberkesanan program Pendidikan Jasmani adalah pada tahap kurang berkesan. Sekolah-sekolah lelaki dikatakan Iebih berkesan daripada sekolah-sekolah perempuan pada aspek-aspek pencapaian matlamat dan objektif kurilmlum Pendidikan Jasmani, pelaksanaan kurikulum Pendidikan Jasmani, faktor pentadbir dan sokongan ibll bapa terbadap program Pendidikan Jasmani. Sekolah-sekolah perempuan adalah lebih berkesan pada aspek-aspek keberkesanan guru Pendidikan Jasmani, keberkesanan aktiviti kelas Pendidikan Jasmani, keberkesanan pelaksanaan sukatan pelajaran Pendidikan Jasmani serta kemudahan fizikal dan alatan Pendidikan Jasmani berbanding dengan sekolah-sekolah lelaki. Daripada kajian, didapati keberkesanan program Pendidikan Jasmani di sekolah menengah kebangsaan lelaki dan sekolah menengah kebangsaan perempuan adalah pada tahap berkesan (Min = 213.5 - 284.5). Sesungguhpun tahap keberkesanan kedua-dua jenis sekolah ini adalah sama tetapi bandingan min menunjukkan bahawa keherkesanan program Pendidikan Jasmani di sekolah menengah kebangsaan lelaki (Min=267.79) adalah lebih tinggi berbanding dengan sekolah menengah kebangsaan perempuan (Min=265.76) secara keseluruhan. Kajian menunjukkan bahawa faktor jantina merupakan faktor utama yang mempengaruhi keberkesanan program Pendidikan Jasmani

Detail to pay attention to when translating Malay to Chinese

When Malay students do translation exercises, the common mistake is students translate the sentences directly, a result of their mother tongue negative transfer. The grammatical structure of Malay language is different from that of Chinese language. If Malay sentences are literally translated into Chinese, readers may find the sentences difficult to comprehend, Due to the mother tongue interference, Malay students will unconsciously employ the Malay grammar when doing translation exercises. The translated Chinese sentence will make the readers find them weird to read. There are quite a few things to be aware of when doing translation so that these translated sentences would not pose much problem if the translation procedure is strictly followed. When translating Malay words or a phrases into Chinese, most of the word and phrase structures remain unchanged and can be translated directly, such as verb and nouns, noun and verbs, vecb and adjectives, adjective and verbs, adjective and adjectives, as well as verb and verbs. Only in the phrase structure of noun and nouns, noun and adjectives, and verb and adverbs, the position of words and word in phrases should be interchanged (left ~ right interchange). In addition, the word ‘的(de)’, “得(de)’, “是(shi)’, “了 (le)’ must be added after the translation if necessary, After translating ‘this(ini)’ & ‘that(itu)’, quantifiers also must be added. “在(at)’ and ‘去(g0)/来(come)’ need to be considered and inserted too in the sentence. Subject must be put at the beginning of the interrogative sentence. Uncertain words should be put behind the subject. These are the aspects that have to be paid attention in the translation exercise,

Detail to pay attention to when translating Malay to Chinese

When Malay students do translation exercises, the common mistake is students translate the sentences directly, a result of their mother tongue negative transfer. The grammatical structure of Malay language is different from that of Chinese language. If Malay sentences are literally translated into Chinese, readers may find the sentences difficult to comprehend, Due to the mother tongue interference, Malay students will unconsciously employ the Malay grammar when doing translation exercises. The translated Chinese sentence will make the readers find them weird to read. There are quite a few things to be aware of when doing translation so that these translated sentences would not pose much problem if the translation procedure is strictly followed. When translating Malay words or a phrases into Chinese, most of the word and phrase structures remain unchanged and can be translated directly, such as verb and nouns, noun and verbs, vecb and adjectives, adjective and verbs, adjective and adjectives, as well as verb and verbs. Only in the phrase structure of noun and nouns, noun and adjectives, and verb and adverbs, the position of words and word in phrases should be interchanged (left ~ right interchange). In addition, the word ‘的(de)’, “得(de)’, “是(shi)’, “了 (le)’ must be added after the translation if necessary, After translating ‘this(ini)’ & ‘that(itu)’, quantifiers also must be added. “在(at)’ and ‘去(g0)/来(come)’ need to be considered and inserted too in the sentence. Subject must be put at the beginning of the interrogative sentence. Uncertain words should be put behind the subject. These are the aspects that have to be paid attention in the translation exercise,

Subjective and Objective Needs Analysis of Mandarin Learners

Needs analysis for language courses has to be carried out continuously to keep up with global changes and the needs of learners. This mixed-method study aims to describe the subjective and objective needs of the Mandarin learners in Universiti Malaysia Sarawak (UNIMAS), Malaysia, and to check if these needs correspond with each other. Targetting at 120 learners and two instructors, a questionnaire survey was distributed, and complemented by qualitative data derived from focus group interviews. Result shows that learners’ subjective needs correspond with objective needs for motivational orientation, textbook, and cultural exposure. Statistically insignificant differences were found in the expected skills to learn, lecture-activities ratio, and teaching-learning activities. The study concludes that flexibility, student-centeredness and practicality are elements to look into for course improvement. Future research can explore learners’ needs in mastering writing skill, as well as the needs differences among learners across different levels. The study complements the understanding and knowledge of needs analysis in regard to Mandarin learning outside of China

马来西亚大学华语二语教材的编写方向 （the direction of TCSL materials in Malaysian Universities）

(abstract only available in Chinese) 学习华语就要有教材，现时的趋势是很多傜来西亚儈等学府的华语课程教材䜭是自编的，很多儈等学府的华语二语讲师䜭很努力地自编和本土化他们的华语课程教材。在这电子媒体盛行，讲求认证和新冠疫情肆虐的时代，为䝽合时代的变迁和新挑战，华语课程新教材也要和汉语水平考试接轨和䝽合电子学习的时代，有些原则上调整，因此教材编写会出现了一些格式和编写上的改变。傜来西亚的华语教学课本的编写历史并不䮯，本土编写的有关课本也不多。开始时，课本模拟中国的对外汉语教学课本来编写，发展到最后才开始有自己的格调，也本地化和根据这䟼的要求来编写。 这篇文章会简单介绍大学的华语教材、和教材有关的教学法、华语文教材编写原则和华语 二语（对外汉语）教材编写原则，过后以编写玛拉工艺大学文凭课程课本生活华语（二）为例提出编写新时代教材的方向，并将过程中会䙷上的䳮仈和解决方案写出来，以为对编写教材有兴趣者提供资料和借鉴

GATT Translation Method for Elementary Mandarin Learners / Hoe Foo Terng

With China's economy blooming, many will take up Mandarin as it gains more popularity. In Malaysia, the number of non-Chinese learners taking up Mandarin as a foreign language is considerable. Apart from primary schools offering Mandarin classes, all of the public universities have also offered Mandarin courses for their students in order for them to improve their chances of employment. As learning Mandarin has become a trend, one cannot simply teach the subject and hope that learners can pick up the language. As there are diverse choices of learning methods, learners nowadays also hope to systematically learn and see their learning progress within a shorter time. Like most of the language learners, they will be very active in the beginning. When they do not achieve the desired result, their enthusiasm subsides, and they soon begin to lose interest. If the learner can grasp the accurate method of constructing grammatically correct simple sentences in a short time, they will have confidence to continue their learning. When the learner cannot find a proper way to learn, they will fall back on their first language learning experience. This negative transfer will affect the foreign language learning and more often than not, result in the construction of many incorrect and awkward sentences. GATT (Grouping- Arranging-Translating-Touch up) translation method which is derived from WSD (Words Sequence Diagram), is a method which helps learners to place the words in a correct sequence to form grammatically correct sentences. It can minimize the negative transfer of the mother tongue. Lastly, GATT translation method will guide learners through a step by step approach to complete the task of sentence construction and free learners from the fear of not knowing how to proceed

Keberkesanan Dan Kelemahan Penggunaan <Kamus Mandarin Asas Multi- Fungsi> Dalam Pembelajaran Bahasa Ketiga- Satu Kajian Kes Di UiTM Pulau Pinang / Hoe Foo Terng and Lim Soo Giap

memenuhi keperluan dan permintaan mahasiswa Melayu di institusi pengajian tinggi. Tambahan pula, perkataan Bahasa Melayu banyak menggunakan imbuhan untuk memperkayakan perbendaharaan katanya, kamus-kamus yang ada di pasaran sekadar memberi penerangan maksud kata asal tetapi tidak memberi penerangan maksud selanjutnya setelah kata asal Bahasa Melayu ditambah dengan imbuhan. Kekurangan ini telah menyebabkan para pelajar menghadapi banyak kesusahan Objektif penyelidikan ini adalah 1. mengkaji keberkesanan dan kelemahan penggunanan dalam pembelajaran bahasa ketiga dikalangan pelajar Melayu . 2. menyediakan laporan supaya bakal penulis kamus boleh menggunakannyai sebagai panduan dalam penerbitan kamus B. Melayu—Mandarin--Inggeris pada masa depan. Suatu penyelidikan deskriptif telah dijalankan di kalangan 500 oranng pelajar Melayu di UiTM Pulau Pinang. Data penyelidikan dikumpul melalui borang soal selidik. Responden kajian ini adalah 128 orang pelajar. Perisian SPSS digunakan untuk menganalisakan 29 soalan yang terdapat dalam borang soal selidik. kajian ini menunjukkan kebolehpercayaan (reliability) penyelidikan ini adalah tinggi, indeks “Cronbach’s Alpha reliability” adalah 0.782. Dari kajian ini, responden berpendapat bahawa dari segi reka bentuk kamus, kulitnya mesti menarik, mengikut citarasa semasa dan saiz yang paling sesuai adalah berukuran 20cmx14cmx1.5cm. Di samping itu, bahagian Stroke Tulisan/Karaktor Cina perlu ada. Kamus tidak boleh terlalu mahal dan senang dapat dalam pasaran. Responden turut mencadangkan bahawa kamus ini perlu ada lebih banyak gambarajah dan foto berwarna serta pada masa depan menghasilkan CD yang merekodkan sebutan kata entr

Detail to pay attention to when translating Malay to Chinese

When Malay students do translation exercises, the common mistake is students translate the sentences directly, a result of their mother tongue negative transfer. The grammatical structure of Malay language is different from that of Chinese language. If Malay sentences are literally translated into Chinese, readers may find the sentences difficult to comprehend, Due to the mother tongue interference, Malay students will unconsciously employ the Malay grammar when doing translation exercises. The translated Chinese sentence will make the readers find them weird to read. There are quite a few things to be aware of when doing translation so that these translated sentences would not pose much problem if the translation procedure is strictly followed. When translating Malay words or a phrases into Chinese, most of the word and phrase structures remain unchanged and can be translated directly, such as verb and nouns, noun and verbs, vecb and adjectives, adjective and verbs, adjective and adjectives, as well as verb and verbs. Only in the phrase structure of noun and nouns, noun and adjectives, and verb and adverbs, the position of words and word in phrases should be interchanged (left ~ right interchange). In addition, the word ‘的(de)’, “得(de)’, “是(shi)’, “了 (le)’ must be added after the translation if necessary, After translating ‘this(ini)’ & ‘that(itu)’, quantifiers also must be added. “在(at)’ and ‘去(g0)/来(come)’ need to be considered and inserted too in the sentence. Subject must be put at the beginning of the interrogative sentence. Uncertain words should be put behind the subject. These are the aspects that have to be paid attention in the translation exercise,

FAKTOR PEMILIHAN KURSUS BAHASA CINA DAN BAHASA JEPUN: SATU KAJIAN PERBANDINGAN = Factors on Choosing Chinese and Japanese: A Comparative Study

Walaupun bahasa Inggeris merupakan bahasa antarabangsa, tetapi bahasa-bahasa lain turut memainkan peranan dalam bidang dan hal tertentu. Senario global ini menjelaskan sebab perlunya bahasa asing dipelajari. Kajian ini membandingkan faktor-faktor dan trend pemilihan bahasa Cina dan bahasa Jepun sebagai kursus pelengkap oleh pelajar di Universiti Malaysia Sarawak (UNIMAS). Seramai 100 orang responden mengambil bahagian dalam kajian yang menggabungkan kaedah kualitatif (temu bual) dan kuantitatif (soal selidik) ini. Dapatan kajian menunjukkan bahawa faktor intrinsik lebih berpengaruh untuk pelajar bahasa Jepun, sementara faktor ekstrinsik lebih menyerlah untuk pelajar bahasa Cina. Hasil kajian ini boleh menjadi rujukan para pengajar untuk tujuan penambahbaikan kursus dari segi kandungan dan penyampaian supaya seiring dengan kehendak terkini pelajar universiti