Pentingnya guru dalam membentuk laluan kerjaya pelajar

Guru bukanlah satu kata nama yang asing dalam kehidupan seseorang. Menurut Pusat Rujukan Persuratan Melayu (PRPM), iaitu satu kemudahan dalam talian yang disediakan oleh Dewan Bahasa dan Pustaka Malaysia, guru bermaksud orang yang mengajar, pendidik, pengajar, atau pengasuh. Bermula daripada bayi, ibu bapa dan ahli keluarga merupakan ‘guru’ pertama dalam kehidupan seseorang. Bagi bayi atau kanak-kanak yang diasuh di taska atau rumah pengasuh oleh seorang pengasuh–individu ini juga memainkan peranan sebagai ‘guru’

The Almanac of AMG UMP YASA Programme 2021 2022

t is said that learning a new language opens a whole new world of opportunities, and the Akademi Menara Gading Universiti Malaysia Pahang Yayasan Al-Sultan Abdullah Programme (AMG UMP YASA) 2021-2022 is a perfect reflection of that ideal

Transforming UMPSAs Reading Habits The Reading Circle Programme Chronicles

Reading is one of the most important skills that students need to succeed in their academic and professional lives. However, in an age dominated by digital distractions and the ever-growing allure of bite-sized information, students are gradually veering away from the age-old practice of reading. This has far-reaching consequences, affecting not only academic performance but also the development of critical thinking and analytical skills

Violent video games and aggressive behaviour with parental monitoring as moderator among adolescents in Petaling, Selangor, Malaysia

There is growing interest in linking media violence with aggressive behaviour in adolescence. Some argue that with sufficient parental monitoring, such influence will reduce. Though studies have been conducted in the west, fewer found in the eastern contexts such as Malaysia. Other factors influencing aggressive behaviour include sex, age, family income, and religiosity. Thus, this study aims to determine the relationship between exposure to violent video games and personal background in relation to aggressive behaviour; examine the moderating effects of parental monitoring; and determine the factors that uniquely predict aggressive behaviour. For this quantitative study, respondents were selected using multiple-stage sampling. There were 206 respondents age 13 to 14 years old. Self-administering questionnaire was used to collect data using four valid and reliable instruments which includes the General Media Habits Questionnaire - Child Version (Gentile, Lynch, Linder, & Walsh, 2004), Daily Spiritual Experience Scale (Underwood, 2006), Adult Involvement in Media Scale – Child Version (Gentile, Nathanson, Rasmussen, Reimer, & Walsh, 2012), and Buss-Perry Aggression Scale (Buss & Perry, 1992). The result on variables score shows that respondents score high in religiosity while low in aggressive behaviour. While scores for violent video games exposure and parental monitoring are nearly equal distribution of high and low scores. The correlation analysis demonstrates significant correlation between sex, family income, and violent video games exposure with aggressive behaviour, though correlations are low. Hierarchical multiple regression analysis presents that parental monitoring significantly moderate the interaction between violent video games exposure and aggressive behaviour. Interaction between violent video games exposure and aggressive behaviour is strongest for high parental monitoring. The findings of the study suggest that violent video games exposure, sex, and family income are related to aggressive behaviour. The results also suggest that high parental monitoring can reduce the effects of violent video games exposure on aggressive behaviour. The results provide implication for parents, policy makers, non-profit organisations, and society of possible effects of exposure to violent video games, sex, and family income on aggressive behaviour, and develop prevention and intervention programmes against aggressive behaviour among adolescents

Morphemes and vocabulary: A world apart?

Findings from a few studies suggest that morphological awareness may be useful for vocabulary development. It is also suggested that knowing how to form words is an essential skill needed for language learners to be competent users of the English language. This paper presents the findings of a study which aims to investigate the relationship between morphological awareness and vocabulary knowledge. A quantitative research design based on two sets of tests was employed for the purpose of the study. The two tests were Morphological Awareness Test (MAT) adopted from McBride et al (2005) and Vocabulary Level Test (VLT) adopted from Schmitt et al (2001). The MAT assesses the skills of identifying morphemes, while the VLT provides an estimation of the students’ vocabulary size. A total of 100 Malay ESL pre-university students participated in this study. The findings of the study, based on correlation analysis, indicate no relationship between students’ performance in MAT and VLT. It was found that students’ morphological awareness was not related to their vocabulary knowledge. The findings also revealed that the students had limited morphological awareness and vocabulary knowledge. Relevant recommendations are also included

Analysing and Synthesising Morphemes: The Case of Malay Pre-University ESL Students

The importance of morphological awareness in the development of a learner’s vocabulary size has been well documented. A learner’s ability to analyse and synthesize morphemes at the word level, or coined as morphological awareness, is said to be a significant contributor to his or her vocabulary development. Thus, a learner who has morphological awareness would be able to rely upon their knowledge of a known word to help them derive the meaning of a related though unfamiliar word. Therefore, this study aims to investigate the analytic and synthetic aspects of morphological awareness of 100 Malay pre-university ESL learners. A modified version of the Morphological Awareness Test was used for this purpose.1 Findings of this study revealed that, the students were better able at forming morphologically complex words as compared to their ability to identify morphemes at the word level. The overall results also showed that this group of participants’ morphological awareness level was somewhat low. This study has some practical implications for EFL vocabulary-strategy instruction in the Malaysian setting