E-portfolio MSC indicator for a virtual learning environment

This study was conducted to identify indicators for the use of e-portfolio for a virtual learning environment in the Malaysian Skills Certification (MSC) system. The approach is through a modified Delphi technique run in three stages. The first stage is analysis of past research material and documents as guidelines in the development of questionnaire items. In the second and third stages, the developed questionnaire is distributed to experts for approval in determining e-portfolio indicators for implementation of the Malaysian Skills Certification system. The sample selected consists of 11 experts in the field of skills certification in Malaysia. Feedback from the experts was analysed using descriptive statistics (mean, median and interquartile range). The findings identify four elements (Assessment, Personal Space, Exhibition and Learning Management) and 32 indicators through a literature review. In conclusion, there are 22 indicators were identified as necessary for the implementation of the use of the e-portfolio in the Malaysian Skills Certification system

ESl Lecturers’ Voices on Tell Me More

In the past, the cost of computers and courseware greatly restricted the use of computers in education. However, computers and courseware are now becoming important tools for learning in the institutions. In order to maximize the utilization of the courseware, it is important to get to know how the teachers perceive the use of the courseware in their classroom.  Therefore, this paper aims to investigate how ESL lecturers in a polytechnic in Malaysia perceive the ease of use, usefulness and suitability of a courseware named TELL ME MORE.  Data was collected via semi-structured interviews with four ESL lecturers at the polytechnic.  Findings show that ESL lecturers indicated positive perceptions on the ease of use, usefulness and suitability of the courseware.  However, it was found that the courseware is not quite suitable for the teaching and learning of writing.  Key words:  Innovative teaching; CALL; ESL; courseware; language learnin

Impact of integrating local culture into language materials on communicative ability of Malaysian lower secondary learners

The importance of culture in learning a language is widely acknowledged even if the integration of culture into language learning and teaching materials has seen various opinions and approaches. Bearing in mind the ultimate aim of learning a language is for communication it is important materials developed for language learning consider content knowledge and linguistic knowledge. This paper discusses the impact of a supplementary reading module designed to improve communicative ability and cultural awareness with the integration of local culture. Focus group interviews were run over a three -year period with lower secondary students and English language teachers to elicit their perspectives on the value of the module and the benefits in helping to develop better communicative ability. Both teachers and students were asked similar questions about their opinions of the module, opinions about the lessons and on the use of English to teach the module. The responses matched with both claiming the module was interesting, attractive and varied in approach with a range of activities in each lesson that fostered communicative and collaborative skills. The findings imply improved cultural knowledge and awareness of local content did provide learners with ideas to harness which subsequently leads to improved communicative ability

ESl lecturers’ voices on tell me more.

In the past, the cost of computers and courseware greatly restricted the use of computers in education. However, computers and courseware are now becoming important tools for learning in the institutions. In order to maximize the utilization of the courseware, it is important to get to know how the teachers perceive the use of the courseware in their classroom. Therefore, this paper aims to investigate how ESL lecturers in a polytechnic in Malaysia perceive the ease of use, usefulness and suitability of a courseware named TELL ME MORE. Data was collected via semi-structured interviews with four ESL lecturers at the polytechnic. Findings show that ESL lecturers indicated positive perceptions on the ease of use, usefulness and suitability of the courseware. However, it was found that the courseware is not quite suitable for the teaching and learning of writing

Learning transfer at skill institutions' and workplace environment: A conceptual framework

Efficient human resource management and skills development are central to any organization. However, identified less than 15 to 20 percent of the knowledge and skills acquired in trainings were actually applied in workplaces. Lack of awareness and limited skills learned have caused loss of funds invested in training programs and continued to contribute to mismatches in labour issues. Thus, this conceptual paper proposes key aspects of learning transfer required in training institution based on National Occupational Skill Standards (NOSS) system and in workplace environment. A conceptual framework which is based on critical reviews of current approaches in studies of learning transfer has been devised to highlight the relationship between learning transfer and skills training for today’s workplaces. The framework is a scientifically robust framework for transfer of learning at skill institutions. This study is significant in emphasizing the need for appropriate evaluation methods that can assist practitioners at skill institutions to develop learning transfer in a more credible manner

Tahap Pengetahuan, Penerimaan, Kesediaan dan Amalan Pengajaran Guru Pemulihan Khas Terhadap Pengajaran Terbeza

Pengajaran terbeza merupakan pendekatan pedagogi yang diamalkan dalam institusi pendidikan dalam menggalas masalah keterbezaan murid dari segi kognitif, kecerdasan pelbagai, minat dan gaya pembelajaran murid. Pengajaran terbeza memberi impak positif kepada tahap pencapaian murid yang berkeperluan khas dan guru memainkan peranan penting dalam pelaksanaanya secara berkesan. Sehubungan dengan itu, kajian ini dijalankan bertujuan mengenalpasti tahap pengetahuan, penerimaan, kesediaan dan amalan pengajaran Guru Pemulihan Khas (GPK) terhadap pelaksanaan pengajaran terbeza di kelas pemulihan. Kajian kuantitatif deskriptif ini melibatkan seramai 190 orang GPK sekolah rendah dari tujuh buah daerah di Negeri Sembilan. Satu kajian rintis juga dijalankan terhadap 30 orang guru yang tidak terlibat dalam kajian sebenar bagi menilai kesahan dan kebolehpercayaan instrument kajian. Nilai pekali kebolehpercayaan bagi keseluruhan 40 item soal selidik menunjukkan nilai yang tinggi iatu Alpha Cronbach= α= .960. Data min, kekerapan dan peratusan juga diukur berdasarkan pengukuran skala likert dan dianalisis menggunakan perisian Statistical Package for the Social Science (SPSS) versi 26.0. Data kajian menunjukkan keempat empat aspek yang diukur terhadap GPK masing-masing mencatatkan nilai skor min keseluruhan yang sangat tinggi iaitu tahap pengetahuan (M=4.32, SP =0 .406), tahap penerimaan guru (M=4.56, SP= 0.414), tahap kesediaan guru (M=4.09, SP= 0.511) dan amalan pengajaran guru (M=4.14, SP= 0.470). Walaupun keempat empat aspek yang dikaji min keseluruhannya tinggi, namun GPK masih menujukkan minat dan kesediaan untuk meningkatkan pengetahuan dengan menghadiri kursus, bengkel jika diberi peluang. Tambahan pula, GPK juga menghadapi pelbagai kekangan dalam melaksanakan pengajaran terbeza di kelas pemulihan seperti kekurangan sumber dan bahan mengajar serta masalah pengurusan masa

Penglibatan Ibu Bapa dan Komuniti serta Hubungannya dengan Motivasi Murid SJKC Sepanjang PdPR

Motivasi dalam pembelajaran Bahasa Melayu dalam kalangan murid di SJKC dipengaruhi oleh pelbagai faktor antaranya ialah penglibatan ibu bapa dan komuniti. Pembelajaran Bahasa Melayu dalam kalangan murid di SJKC semakin mencabar dan menjadi kebimbangan ramai pihak kerana proses pengajaran dan pembelajaran yang tidak menentu akibat pandemik Covid-19. PdPR yang dilaksanakan sebagai pembelajaran alternatif bagi keberlangsungan proses pendidikian di negara kita memerlukan kerjasama, sokongan dan penglibatan ibu bapa kerana proses pengajaran dan pembelajaran berlaku di rumah sepanjang perintah kawalan pergerakan. Kajian ini bertujuan untuk meninjau penglibatan ibu bapa dan komuniti serta hubungannya dengan motivasi murid SJKC dalam pembelajaran Bahasa Melayu sepanjang pengajaran dan pembelajaran di rumah (PdPR). Kajian ini menggunakan reka bentuk kajian kuantitatif yang berbentuk tinjauan. Seramai 197 orang murid Tahun 6 yang bersekolah di Sekolah Rendah Jenis Kebangsaan Cina (SJKC) di daerah Sarikei yang terlibat dalam kajian ini. Dapatan kajian menunjukkan tahap penglibatan ibu bapa dan komuniti sepanjang PDPR (M=3.40, SP=0.76) dan tahap motivasi murid SJKC dalam pembelajaran Bahasa Melayu sepanjang PdPR (M=3.53, SP=0.77 berada di tahap sederhana. Dapatan juga mendapati terdapat hubungan yang signifikan antara penglibatan ibu bapa dan komuniti dengan motivasi pembelajaran Bahasa Melayu murid SJKC (r=-0.79, p=0.00). Implikasi kajian ini memberi maklum balas kepada pihak sekolah agar menggalakkan penglibatan ibu bapa dan komuniti dalam pembelajaran Bahasa Melayu dalam kalangan murid SJKC ke arah meningkatkan motivasi dalam pembelajaran Bahasa Melayu

Penglibatan Ibu Bapa dan Komuniti Serta Hubungannya dengan Motivasi Murid SJKC Sepanjang PdPR

Motivasi dalam pembelajaran Bahasa Melayu dalam kalangan murid di SJKC dipengaruhi oleh pelbagai faktor antaranya ialah penglibatan ibu bapa dan komuniti. Pembelajaran Bahasa Melayu dalam kalangan murid di SJKC semakin mencabar dan menjadi kebimbangan ramai pihak kerana proses pengajaran dan pembelajaran yang tidak menentu akibat pandemik Covid-19. PdPR yang dilaksanakan sebagai pembelajaran alternatif bagi keberlangsungan proses pendidikian di negara kita memerlukan kerjasama, sokongan dan penglibatan ibu bapa kerana proses pengajaran dan pembelajaran berlaku di rumah sepanjang perintah kawalan pergerakan. Kajian ini bertujuan untuk meninjau penglibatan ibu bapa dan komuniti serta hubungannya dengan motivasi murid SJKC dalam pembelajaran Bahasa Melayu sepanjang pengajaran dan pembelajaran di rumah (PdPR). Kajian ini menggunakan reka bentuk kajian kuantitatif yang berbentuk tinjauan. Seramai 197 orang murid Tahun 6 yang bersekolah di Sekolah Rendah Jenis Kebangsaan Cina (SJKC) di daerah Sarikei yang terlibat dalam kajian ini. Dapatan kajian menunjukkan tahap penglibatan ibu bapa dan komuniti sepanjang PDPR (M=3.40, SP=0.76) dan tahap motivasi murid SJKC dalam pembelajaran Bahasa Melayu sepanjang PdPR (M=3.53, SP=0.77 berada di tahap sederhana. Dapatan juga mendapati terdapat hubungan yang signifikan antara penglibatan ibu bapa dan komuniti dengan motivasi pembelajaran Bahasa Melayu murid SJKC (r=-0.79, p=0.00). Implikasi kajian ini memberi maklum balas kepada pihak sekolah agar menggalakkan penglibatan ibu bapa dan komuniti dalam pembelajaran Bahasa Melayu dalam kalangan murid SJKC ke arah meningkatkan motivasi dalam pembelajaran Bahasa Melayu