Diges PKK Edisi 1 (Tahun 2011)

ISSN 2231 - 9816
DIGES PKK EDISI 1, 2011
ISSN 2231 - 9816
Penerbit: POLITEKNIK KOTA KINABALU JalanPoliteknik, 88450 Kota Kinabalu, Sabah. Tel: (088) 401822 / 499980 Faks: (088) 499960 Laman Web: www.pkksabah.edu.my
ISI KANDUNGAN
ALUAN PENGARAH PRAKATA AHLI JAWATANKUASA i ii iii
BIL
1. 2. 3.
TAJUK
MUKA SURAT
1 12 16
4. 5. 6. 7. 8. 9. 10. 11. 12.
13. 14
15. 16. 17.
Communication Strategies as Problem-Solving Mechanisms among ESP Learners Under One Roof Second life through Facebook Kaedah Penilaian untuk Pengiktirafan Pembelajaran Terdahulu, dalam Institusi Berorientasikan Pendidikan dan Latihan Teknik dan Vokasional (PLTV) di Malaysia: Fokus Terhadap Pengetahuan dan Nilai Etika Profesionalisme OBE Curriculum Implementation Process in Politeknik Kota Kinabalu: A Possible Evaluation Framework Competency Standards for Polytechnic Graduates Pembangunan Pakej Pembelajaran Multimedia Interaktif bagi Kursus Teknologi Elektrik Socioaffective Strategies to Reduce English Language Anxiety Kajian Sifat Mekanikal Komposit UF dan MUF berasaskan Sisa Ketaman Kayu Acacia Mangium Tahap Pengetahuan Penulisan Rujukan dalam Kalangan Pelajar Semester Akhir, Jabatan Kejuruteraan Awam, Politeknik Kota Kinabalu Rekabentuk Sistem Pengurusan Kunci Pembangunan Sistem Pengurusan Sumber Manusia Politeknik Kota Kinabalu POLIHRM Keupayaan Menyelesaikan Ungkapan Algebra: Satu Tinjauan ke atas Pelajar Kejuruteraan Peringkat Sijil Semester Dua dan Empat di Politeknik Kota Kinabalu Sistem Perolehan Bekalan Politeknik Kota Kinabalu Tinjauan Terhadap Pengetahuan Kakitangan Politeknik Kota Kinabalu mengenai Arah Kiblat serta Semakan Arah Kiblat Masjid dan Surau di Politeknik Kota Kinabalu serta Kawasan Sekitarnya Extending Teaching & Learning of an ESP Course through an Online Discussion Board Pressures Prompting Language Shift in Kadazandusun Families in Sabah Remote Lab Generator: A Software Tool to Develop a Remote Lab
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ALUAN PENGARAH
Assalamualaikum warahmatullah dan salam sejahtera. Syukur saya ke hadrat Allah S.W.T kerana dengan limpah kurniaNya kita dapat bertemu lagi di kesempatan kali ini. Lebih istimewa lagi hasrat kita untuk melihat munculnya Diges Edisi Pertama keluaran sulung Politeknik Kota Kinabalu berjaya direalisasikan. Sekalung tahniah saya ucapkan kepada seluruh Editorial Diges dan para penyumbang makalah yang telah bertungkus lumus untuk menjayakan hasrat murni ini. Sesungguhnya bidang penulisan ilmiah merupakan aspek penting dalam percambahan ilmu pengetahuan dan pembinaan sesebuah tamadun. Siapa tidak kenal ilmuan Islam seperti AlGhazali, Ibnu Khaldun, Imam As-Syafie, Dr Burhanuddin al-Helmy dan dalam Tamadun Barat seperti Shakespeare. Orang membaca tulisan Al-Ghazali misalnya sampai ke hari ini untuk mendapat panduan bagaimana mencari kedamaian dalam hidup. Begitulah peranan besar seorang penulis dan kesan hasil penulisannya kepada khalayak pembaca kerana mereka menulis tulus dari hati tanpa mengharapkan ganjaran apatah lagi pujian. Semua ini menjadi panduan bagi kita untuk terus menulis sehingga boleh menyentuh sanubari dan dapat difahami oleh masyarakat. Kehadiran para penulis ilmiah akan dapat mengembangkan lagi pengetahuan dan pemikiran baru agar masyarakat dapat membangunkan ketamadunan seseuah negara bangsa. Justeru itu Politeknik Kota Kinabalu Sabah telah menyediakan satu landasan yang baik melalui penerbitan Diges ini untuk para pensyarah mengenengahkan hasil penulisan ilmiah yang berkualiti. Dengan harapan agar penerbitan Diges ini dapat dijadikan panduan khususnya kepada para pendidik untuk meningkatkan pengetahuan, kemahiran serta minat dalam penyelidikan. Akhir kata saya bagi pihak seluruh warga Politeknik Kota Kinabalu ingin merakamkan setinggitinggi penghargaan dan terima kasih kepada semua pihak yang terlibat dalam menerbitkan Diges ini.
HAJI MUSTAFAR KAMAR BIN UJANG A.S.D.K Pengarah Politeknik Kota Kinabalu Sabah
PRAKATA
Assalamualaikum dan salam sejahtera. Alhamdulillah. Syukur kehadrat Allah S.W.T. kerana dengan izinNya, Diges PKK Edisi 1 ini dapat dihasilkan dengan jayanya. Diges PKK Edisi 1 merupakan diges pertama yang pernah dihasilkan oleh Politeknik Kota Kinabalu Sabah. Ianya merupakan kompilasi kertas kerja terpilih yang pernah dibentangkan oleh staf-staf Politeknik Kota Kinabalu sepanjang tahun 2008 hingga 2011 samada di peringkat Politeknik Kota Kinabalu, Zon Borneo, kebangsaan sehinggalah ke peringkat antarabangsa. Diges ini mengandungi 16 set makalah yang mewakili kedua-dua bidang penyelidikan Kejuruteraan dan Sains Sosial. Diges ini dihasilkan bertujuan untuk mengumpul dan merekodkan hasil penulisan terbaik stafstaf PKK agar dapat dijadikan rujukan terutamanya kepada staf PKK yang baharu melibatkan diri dalam bidang penulisan yang berbentuk ilmiah. Di samping itu juga, kita dapat berkongsi ilmu dengan ahli akademik, penyelidik, golongan profesional, pentadbir, pemimpin pendidikan, penggubal polisi, dan wakil industri yang berminat dalam bidang pendidikan teknikal khusus dalam sistem pendidikan di Politeknik seluruh Malaysia. Justeru, saya ingin merakamkan setinggi-tinggi penghargaan dan ribuan terima kasih kepada staf-staf yang telah menyumbang artikel penyelidikan, sidang editor, dan individu yang terlibat secara langsung atau tidak langsung sepanjang proses penghasilan Diges ini. Jelas sekali dengan melihat kepada artikel-artikel yang dihasilkan dalam Diges ini, sudah tentu Diges ini akan mampu menyumbang kepada hasrat kerajaan untuk menjadikan Politeknik sebagai salah satu saluran utama penyebaran ilmu dan penjanaan modal insan bagi melahirkan generasi muda yang berpendidikan, berkemahiran, kreatif, inovasif, bersikap progresif dan berfikiran kritis. Sekian, selamat membaca.
HAJJAH NOREHAN BINTI MD SHARIFF Timbalan Pengarah Akademik Politeknik Kota Kinabalu Sabah
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AHLI JAWATANKUASA DIGES POLITEKNIK KOTA KINABALU SABAH EDISI 1, 2011
PENAUNG Tn. Haji Mustafar Kamar Bin Ujang A.S.D.K PENASIHAT Hajjah Norehan Binti Md Shariff PENGERUSI Hajjah Zaliha Binti Mat Isa NAIB PENGERUSI Chow Kwai Yok SETIAUSAHA Rukinah Bt Nanang @ Samuing KETUA EDITOR Bahril Bin Balli EDITOR Esther Jawing Ali Bin Rashid Merlin Binti Dunding Azira Binti Mohd Puteh Fatimahwati Bt Hamzah Zainatul Azira Bt Ismail Muhamad Noor Bin Abu Hassan Tuan Rakiza Binti Tuan Mahmud PEREKA GRAFIK Shalizan Bin Kadir
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Esther Jawing
Diges PKK Edisi 1, 2011
Communication Strategies as Problem-Solving Mechanisms among ESP Learners

Esther Jawing
Department of General Studies Politeknik Kota Kinabalu, Sabah, Malaysia esther@polikk.edu.my
Abstract
In daily interactions, Communication Strategies (CS) are often used so we could function in various communication domains. Communication is not just what a message is about but what it wants to achieve. Sometimes, a breakdown could occur in the course of communication. Thus, CS is often used to attempt for a mutual communication process. The purpose of this study is to explore the use of CS among English for Specific Purposes (ESP) learners while speaking the English language (L2). The aims of this study are to find out the types of problems faced by the ESP learners in L2 communication, the types of CS used by these learners to solve their L2 communication problems and whether the communication strategies are used for problem-solving in L2 communication. This is a qualitative study of 20 ESP learners followed by 10 selected learners to participate in the pairdiscussion task and individual interview. The methodologies employed are focus-group interview, pair-discussion task and individual interview. A typology of CS as proposed by Dornyei and Kormos (1998) is used in dissecting the types of strategies used. The result shows that the ESP learners are experiencing two types of major problems in L2 communication, the resource deficits and processing time-pressure. Thus, it resulted in their use of CS as the Problem-Solving Mechanism (PSM). Hence,CS are mainly used to solve L2 linguistic inadequacies instead of L2 communication enhancement. The findings are applicable to the context of this study and other contexts that are similar to the setting of this study.
1. Introduction
Communication is seen as a reciprocal process because people communicate in order to deliver messages to one another. Communication as pointed
out by Halliday (1978) refers to the elementary fact that people talk to each other (as cited in Riley, 1996, p. 118). Put simply, communication means making common, sharing and it makes no more sense to talk about sharing things on your own than it does to talk about one-hand-clapping (Riley, 1996). Another school of thought views communication as the exchange and negotiation of information between at least two individuals through the use of verbal and non-verbal symbols, oral and written/visuals modes, and production and comprehension processes (Canale, 1993; as cited in Richards & Schmidt, 1993, p. 4). In this sense, communication involves the exchange and negotiation of information among individuals as long as they are able to understand one another and resume the conversation without complexity. However, the exchange and negotiation of information in conversations sometimes rely on the use of languages. Thus, the interlocutors have to resort to a language they know best as a means of communication. Communication may be at ease between interlocutors given that they are fluent in the language that is used in their conversations. However, the complexity of communication usually surfaces when the interlocutors have to resort to using their second language (L2). Their L2 level of proficiency may not be as good as their L1. As such, many strategies are used in order to sustain conversations. For instance, they use their hands, they imitate the sound or movement of things, they mix languages, they create new words, they describe or circumlocute something they do not know the word for (Dornyei, 1995, p. 56). According to Kormos (2006), conversation is one of the most frequent and fundamental means of communication and its primary and overriding function is the maintenance and establishment of social relationship (p. 1). Thus, communication in the L2 is seen as a perennial yardstick in assessing ones accomplishment to language mastery in terms of their competency in the L2. However, most L2 learners aim to attain a high level of fluency in the L2 but due to L2 Muka surat | 1
Telah dibentangkan di 20th MELTA International Conference, English Language Education and Global Learning: Policy, Practice, Performance, pada 30 Mei 1 Jun 2011 bertempat di Hotel Primula Beach, Terengganu, Malaysia.
Esther Jawing
learners lack of L2 knowledge they often lack the competence to express or negotiate their intended messages in real-life communication. The strategies employed by L2 learners should not only be restricted to resolving grammatical problems because in actual communication learners need to handle problems of a sociolinguistic and discourse nature (Canale, 1993). However, before the learners are able to handle the problems of a sociolinguistic and discourse nature they should firstly resolve the core problem in L2 communication, which is the grammatical problem. What makes an effective L2 communication particularly among L2 learners at the beginning stages of L2 learning? An effective L2 communication is when L2 learners are given an opportunity to speak the L2 despite their L2 deficiencies as to quote Terrel (1977) communication strategies are crucial in L2 learning (as cited in Canale, 1993, p. 11). The potential of communication strategies to L2 learners is it could help learners who know almost no English to communicate and be understood effectively in the L2. As such, communication strategies (CS) could help to develop the learners strategic competence to improve their ability to engage in various communicative situations as well as dealing with their L2 inadequacies. Research on CS has provided findings from previous studies that have been carried out on learners who were studying English as their L2. These learners were those who grew up having another language as their mother tongue, for example, the Hungarian, Chinese, Arab and Thai learners of English as a Second Language (ESL) and English as a Foreign Language (EFL) (Dornyei, 1995; Chimbganda, 1999; Wannaruk, 2003; Wongsawang, 2006; Rababah & Seedhouse, 2008). Research to date, however, has shown little emphasis on the learners of English for Specific Purposes (ESP) use of CS. The findings of the previous studies are open to be challenged and verified since all studies have certain limitations. There are a myriad of syllabus, classroom environment, language use and learning strategies, learners level of proficiency, teaching and learning experience in different countries. Therefore, an important area of enquiry is to identify the use of CS among ESP learners. It is vital to conduct a study on ESP learners because they need English language in order to meet the current escalating demands in human resource recruitment. Hence, the interest of the study is to investigate the nature of CS in L2 speech production, particularly among ESP learners. In view of the large numbers of learners who learn languages in non-native speaker environments, research on how the CS are used in these environments may yield different preference patterns. Besides, an
expanded understanding on how the use of CS in such contexts would be beneficial. This study aims to explore the use of communication strategies among ESP learners. The ESP learners in this study seek to enhance competence in using the English language for more authentic use in various English-speaking domains. The ability to speak the L2 could help them to perform effectively at the work place, and work related as well as social situations. Thus, it is important for this study to find out how these ESP learners cope with variety of predicaments that they probably experience to enhance their L2 competency. Therefore, this study sought to find out the following objectives: i. To identify the problems that are faced by the ESP learners in this institution in L2 communication. ii. To describe the types of communication strategies used by these ESP learners to solve their L2 communication problems. iii. To find out whether or not the communication strategies are used for problem-solving in L2 communication.
2. The problem-solving mechanisms in L2 communication: A psycholinguistic perspective

CS are used to solve communication barriers between people with varying linguistics proficiencies. This phenomenon is usually experienced by L2 learners due to limited linguistics proficiencies. Much focus has been given to CSs in the literature (Tarone et al, 1976; Tarone, 1977, 1981; Faerch and Kasper, 1983; Paribakht, 1985; Poulisse, 1990; Bialystok, 1990; Dornyei, 1995; as cited in Dornyei and Scott; 1997) since Selinkers pioneering study dated back in the 19th century. CS have been seen to include intralingual strategies such as over generalizing a grammar rule or vocabulary meaning from one context to another where it does not apply whereas the interlingual strategies include negative transfer, topic avoidance or abandonment, message reduction, codeswitching and paraphrasing (Cohen, 1997). CS are now adapted as the existing devices that could solve L2 communication problems, especially among language learners who are learning the L2 in non-native speakers environment. CS as used among ESP learners in the light of this study is largely depended on the psycholinguistics problem-solving as indicated by Faerch and Kasper (1983). Faerch and Kasper concentrate on the psychological dimension of what is going on the L2 speakers mind when they want to express something through the second language but encounter a hitch (Cook, 2001, p. 108). Moreover, Muka surat | 2
Esther Jawing
Faerch and Kasper (1984) also view CS as the solutions language learners adopt to overcome psychological problems in L2 processing. The psycholinguistic perspective defines CS as potentially conscious plan for solving what to an individual presents itself as a problem in reaching a particular communicative goal (Faerch & Kasper, 1983, p. 81). The problem-solving approach views that L2 learners want to express something through the L2 but encounter problems as a result of their limited L2 knowledge. The problems, therefore, may interrupt the achievement of a communicative goal. The lack of linguistic resources may cause uncertainty about the accuracy of the second language rules and could also affect the fluency problems. In view of that, L2 speakers tend to spend a great deal of time and effort negotiating meaning and struggling to cope with the various problems they encounter during the course of communication (Gass & Varonis, 1991; as cited in Dornyei & Kormos, 1998, p. 351). Thus, this study needs to understand the L2 problems before analysing the use of CS as the problem-solving mechanisms based on the psycholinguistic perspectives.
pressure have been identified as the major types of problems experienced by the ESP learners in this study. The resource deficits are associated with three types of problem solving processes in the planning and encoding of the preverbal message (Kormos, 2006). Table 1. The four-primary problem areas
Resource Deficits A product of L2 speakers deficient L2 competence. The resource deficits consist of the lexical problem, grammatical problem and phonological/ articulatory problem. Ownoutput problems The speakers erroneous production and accidental slip in speech processing. Otheroutput problems The reaction to problems encounter ed with regard to the interlocut ors speech. Processing time pressure L2 speech processing is (at least) partially serial, and requires more attentional resources and processing time than speech production in L1.
2.1 Problem-orientedness in Communication Strategies

L2 speakers often have to face the problem that due to limited attentional resources they cannot process their message within the time constraints of real life communication (Kormos, 2006). In reviewing the literature on CS, Dornyei and Scott (1997) has established two defining criteria of CS, namely, problem-orientedness and consciousness. Thus, the problems are drawn out in details to better understand the communication problems before looking at the strategies that followed in L2 communication. In view of the extensive definitions on the L2 communication problems, it is therefore important to establish a detailed definition on the types of problems. However, this study is much inclined to only one defining criteria of CS, which is problem-orientedness. It is important for language teachers to understand the problems their learners have to face when learning to speak the L2. Dornyei and Kormos (1998) had outlined the four main problems sources in L2 communication (see Table 1).
(Adapted from Dornyei & Kormos, 1998))
Table 2. The problems type and problem-solving mechanisms Problem-solving roblem type mechanisms (PSM) Resource Deficits Processing timepressure
(Adapted from Kormos, 2006)
Lexical PSM Grammatical PSM Phonological PSM Stalling mechanism
3. Method
3.1 Focus group Interview
The 20 participants were divided into 4 focus groups consisting of 5 members in each group. Questions were posed and the participants were encouraged for responses. The groups were treated as a whole rather than individual so that the participants were able to react to each others responses. An open and interactive discussion was encouraged. However, some controls were given to provide every participant a fair opportunity to contribute to the issue, prevent dominance, and steer the group away from irrelevant areas (Finch & Lewis, 2003, p. 182).
2.2 A framework of problem-solving mechanisms among the ESP learners

Table 2 depicted the problems types and the problem-solving mechanisms (PSM) that the L2 learners could employ to solve the problems related to resource deficits and processing time-pressure. The PSM related to resource deficits and processing time-
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Esther Jawing
3.2 Pair discussion task

The participants were then asked to perform a discussion task in pairs. The topic for discussion task was related to ESP syllabus and the participants had learned about the topic in their ESP classes. The topics for discussion were only revealed during the pair discussion phase to prevent the participants from preparing any notes or reading scripts since the study was intended to explore the CS phenomenon in an actual interaction. However, the participants were given 3 minutes to read and prepare for the discussion individually. It was rather easy to pair the participants since they were in the same course since their first year and was at the same level of proficiency. There were only 10 participants in this phase. These groups of learners were selected because they were very responsive during the focus group interview. These participants also participated in the final phase of data collection (i.e. individual interview).
Adjustments were made by re-phrasing the questions for the focus group interviews and pair discussions. This was reviewed when the pilot study revealed that the participants merely nodded their heads and said a few words when prompted. Hence, a natural discussion did not emerge.
3.4 Participants
The participants were 20 Malaysian third-year students aged between 20-22 years. They did not share the same L1 as they come from different ethnic groups (e.g. Kadazan, Iban, Malay and Bajau). However, they were proficient in Malay, which is the medium of education in school. All had studied English formally for about 13 years. The selection criteria for the study were a composite band score in the criterion-referenced Malaysian University English Test (MUET). They were less-proficient speakers and were assessed at MUET Band 3. This describes fairly fluent users of English who are usually able to communicate appropriately with noticeable inaccuracies. They spoke their first language and Malay most of the time. English was used occasionally when the need arose. The CS framework and the interview questions were prepared after the completion of pair discussions phase. The researcher needed more time to transcribe the discussions as how it was said by the participants. The discussions were transcribed accurately by including all the fillers, literal transfer, message abandonment, restructuring of words, sentences and so forth. The verbatim transcriptions were crucial as it were used along with the CS framework to elicit more retrospective comments from the participants on their actual use of CS.
3.3 Individual interview

The data obtained during the focus groups interviews and pair discussion task were validated through individual interviews. Each participants was interviewed to substantiate the noted CS which were used during discussion tasks. However, some technical terms such as restructuring, literal transfer and codeswitching were paraphrased. This step was also taken to ensure the phenomenon was studied from the participants perspectives so the data needed would not be overlooked. This method was useful to determine why they had behaved the way they did during the pair discussion tasks. It allowed the participants to give comments on their use of CS in retrospect. Besides, it also helped to make sense of the problems mentioned earlier (i.e. focus group interviews) in relation to the CS that were exhibited during the pair discussion tasks. Both Malay and English language were employed during the interviews. The participants had chosen the language they felt more comfortable with in expressing their thoughts and comments. The sessions were recorded using the MP3 player. The recording was stopped when the discussion ended. The conversations were transcribed with detail appropriate to the identification of communication strategies. As code-switching is a communication strategy for the participants, the use of other languages was clearly indicated in the transcripts: Sabah Malay dialect (eg sia- Saya), mo - mahu). Repetitions were transcribed as all of the participants had used a lot of repetitions due to their L2 inadequacies. A set of interview questions for the focus group interview and a stimulus for pair discussions were prepared.
3.5 Data Analysis

The printed transcripts were read several times. The participants were labeled as Participants (P) The problems in L2 communication were coded based on the four-primary problems area (see Table 1) and the communication strategies were coded using a typology of 10 strategies (see Appendix 1). The researcher and the inter-raters agreed on most of the communication strategies classifications for the data.
4. The types of problems faced by the ESP learners in L2 communication

The problems were divided into two categories, namely, resource deficits and processing time pressure. All of the participants mentioned their main problem in L2 communication was very much inclined to their Muka surat | 4
Esther Jawing
lack of L2 linguistic resources. Meanwhile, they also agreed on processing time pressure simply because they needed more time to process their speech whenever they speak the L2. However, only two out of the four-primary problems were addressed corresponding to the participants responses. The feedbacks from the participants were grouped together in establishing the common themes before dividing them into the types of problems. Therefore, the main problems that have been identified based on the participants responses were resource deficits and processing time pressure.
4.1 Lexical Problems

A variety of problems have been identified such as choosing the exact words, the difficulty to recall the intended words, afraid of choosing the wrong words, limited vocabulary and to think of the word in their L1 and translate them into the L2. Those problems were categorised under a common theme called the lexical problem. It supported Kormos (2006) supposition in which she stated that the knowledge of vocabulary is essential for being able to communicate in a L2 (p. 55). Widdowson (1978) further exclaimed that one might be able to speak using a few rules of grammar and might still be understood, but without using appropriate vocabulary, communication can hardly be successful (as cited in Kormos, 2006, p. 55). The participants in this study also experienced a similar predicament in which their vocabulary shortage leads to their main problem in L2 communication. The incorrect use of grammar would not affect their L2 communication. The participants claimed that it was difficult to speak the L2 due to limited vocabulary. Their lack of L2 vocabulary made them speak broken English in ESP classrooms. However, some of the ESP learners provided contradicting views on grammar usage in L2 communication. Apart from the lexical problem, the grammatical problem has usually resurfaced in their L2 communication.
way while they were in schools. To them, having a limited L2 vocabulary was very challenging and the grammatical problem in their L2 communication was equivalent to a death sentence. In response to it, they admitted that they tend to prevent some intended messages from being said. In the same vein, Dornyei and Kormos (1998) also indicated that L2 speakers are inclined to using simplified grammar hoping that the interlocutor will be able to reconstruct the grammatical meaning from context. These learners have opted for grammatical reduction to function in any impromptu L2 communication. The grammatical problems in this study referred to the participants insufficient knowledge of the grammatical form, structures and rules of the L2 (Poulisse, 1993, Dornyei & Scott, 1998; as cited in Kormos, 2006). The participants mentioned that they were uncertain of certain L2 rules, especially in structuring their sentences using the correct structures and tenses. The main problem would be they were too cautious in getting the correct structures and tenses since they were trained in such a way while they were in primary and secondary school. To them, having a limited L2 vocabulary was very challenging and the grammatical problem in their L2 communication was equivalent to a death sentence.
4.3 Phonological/Articulatory Problems

Apart from the lexical and grammatical problem, the participants encountered difficulties in their L2 pronunciation. However, they were unable to clearly describe their phonological/articulatory problem as they were actually oblivious to the processes involved in their L2 speech production. A majority of them were actually experiencing these problems. They described their phonological/articulatory problem by using the laymen terms, which was their pronunciation problem. They also stated that they were afraid of making pronunciation error and unsure of the correct pronunciation in L2 communication. Thus, it leads to some phonology and articulatory difficulties in their L2 communication.
4.2 Grammatical Problem

Grammatical encoding is a continuation of the lexical retrieval process (Dornyei & Kormos, 1998). The grammatical problem has been identified by the learners as the obstacle in their L2 communication. The grammatical problems in this study referred to the learners insufficient knowledge of the grammatical form, structures and rules of the L2 (Poulisse, 1993, Dornyei & Scott, 1998; as cited in Kormos, 2006). The participants were uncertain of L2 rules, especially in sentence construction, cautious in using the correct structures and tenses since they were trained in such a
4.4 Problems related to Processing timepressure

Another problem mentioned by the participants was the processing time-pressure. In Kormos (2006) words, the speech production for L2 speakers is less automatic than speech processing in L1 and this result in delayed production (p. 150). Thus, the L2 speakers must do their best to do whatever they could to communicate in the L2. They have agreed to the consensus that they need more time in L2 Muka surat | 5
Esther Jawing
communication. They have to think of the words and constructed the sentences in L2 before producing L2 utterances. More time for words retrieval was required in any L2 speaking situations. This finding was consistent with De Bots (1992) assertion in which the processing time-pressure resulted in delayed production as retrieval may take more time than production system will allow. The participants also experienced a similar predicament in L2 communication as they needed time to sustain the conversation and to keep the interlocutor from deterring. To sum it up, it has clearly shown that the resource deficits and processing time-pressure were the catalysts to ESP learners difficulties in L2 communication. However, they were surprisingly capable to carry out any given L2 speaking tasks despite their numerous L2
problems as described earlier. In view of that, a detailed analysis on how these learners could somehow function using the L2 was seen as beneficial for the purpose of this study.
4.5 The types of communication strategies used by the ESP learners

The distribution of strategies as shown in Table 3 varied considerably. The CS used by the ESP learners were very much related to the problems identified earlier. The CS were employed particularly among L2 learners when resource deficits and processing timepressure hinder the planning and encoding of the preverbal plan (Dornyei & Scott, 1997).
Table 3. Number of strategies used by ESP learners in pair discussion task Grammatical PSM Grammatical Substitution Grammatical Reduction Literal Translation Phonological /articulatory PSM Use of similar sounding word Tip-of-thetongue Processing timepressure Self-repetition Total no of Communicati on Strategies 96 66 38 36 80 70 63 111 64 71 695 Otherrepetition 5 4 5 3 6 4 4 6 5 8 50 7.2
Lexical PSM Message Abandonment Restructuring 11 7 15 14 5 21 10 20 18 16 134 19.3 Participants
P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 N= 10 %
21 11 4 6 23 15 13 10 9 10 122 17.5
Code switching 9 1 0 1 11 4 1 14 2 3 46 6.6
26 28 5 3 10 8 12 30 7 20 149 21.4
3 6 3 1 8 3 6 12 4 5 51 7.3
8 7 1 8 9 12 10 4 7 3 69 9.9
2 0 0 0 0 0 0 0 0 0 2 0.3
0 2 0 0 0 0 1 1 0 0 5 0.7
11 0 4 0 5 3 6 14 12 6 61 8.8
Literal transfer was widely used, followed by restructuring and message abandonment. The grammatical reduction, self-repetition, grammatical substitution, other-repetition and code-switching were common. In addition, the use of similar sounding word and tip-of-the-tongue phenomenon were sporadically used by the ESP learners. The most frequently used communication strategies was the literal transfer, accounting for 21. 4% closely followed by restructuring (19. 3%) and message abandonment (17. 5%).
A total of 451 occurrences of lexical problem solving mechanism (PSM) were used by the ESP learners as compared to 120 occurrences for grammatical PSM, phonological/articulatory PSM accounting for 7 occurrences and 111 occurrences for PSM related to processing time-pressure. As such, the lexical PSM was the most used CS followed by PSM related to processing time-pressure, grammatical PSM and the phonological/articulatory PSM. The role of CS in L2 communications have been seen as devices used to compensate for lack of knowledge and as such being the signals of lack of competence (Bialystok & Muka surat | 6
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Kellerman, 1987 as cited in Kormos, 2006). Hence, the ESP learners in this study have shown that their lack of L2 knowledge and competence resulted in their use of variety of CS during the pair discussion task. The ESP learners use of lexical PSM reflected the lexical problems which listed as the main problem faced by them in L2 communication, followed by grammatical PSM. Surprisingly, the PSM related to processing time-pressure was frequently used as compared to phonological/articulatory PSM. It showed a contradicting finding in which the ESP learners in this study stated that the phonological/articulatory problem was more prominent than the processing timepressure during the focus group interviews. However, their actual use of CS showed that they used more PSM related to processing time-pressure with minimal use of phonological/articulatory PSM. In addition, the CS in this study was mainly employed as the problemsolving mechanisms to solve the resource deficits and processing time-pressure. Thus, each PSM in this study was comprehensively described as to how it was employed by the ESP learners during the pair discussion task.
4.6 Communication strategies as problem solving mechanisms in L2 communication

4.6.1 Lexical PSM. In this study, the literal transfer was the most frequently used PSM. Literal transfer occurs when a speaker was translating literally a lexical item, an idiom, a compound word, or a structure from L1 or L3 to L2 in L2 communication (Dornyei & Kormos, 1998). In this study, the entire 149 occurrences of literal transfer involved the literal translation of a structure from L1 (Bahasa Malaysia) to L2 (English Language) due to the influence of L1 on L2 acquisition of language use and comprehension (Kormos, 2006). All of the participants in this study resorted to literal translation due to L1 influence. However, they were able to comprehend each other as they were used to translate the L1 in L2 utterances. In other instances when ESP learners experienced with limited lexical choices they were inclined to restructuring the utterances in solving L2 communication problem. Kormos (2006) stated that restructuring is the advantage of macroreconceptualization as it involves the modification of more than one single chunk in the preverbal message. ESP learners could seek an alternative manner of expressing the intended message by restructuring their utterances. A number of 134 restructuring occurrences were used by the ESP learners to compensate for their lexical problems In other instances when ESP learners experienced with limited lexical choices they were inclined to
restructuring the utterances in solving L2 communication problem. Kormos (2006) stated that restructuring is the advantage of macroreconceptualization as it involves the modification of more than one single chunk in the preverbal message. ESP learners could seek an alternative manner of expressing the intended message by restructuring their utterances. The ESP learners have employed restructuring as one of the CS, which accounting for 134 occurrences. The instances of restructuring in this study were seen as beneficial for the ESP learners as to quote Kormos (2006) restructuring was seen as an advantage for L2 speakers because by resorting to it the speaker seeks an alternative manner of expressing the intended message (p. 146). However, there were times during the discussion task when the ESP participants failed to restructure the chunks in their preverbal messages due to language difficulties. This situation leads to another usage of communication strategies, which is message abandonment. In message abandonment, the L2 speakers relinquish the whole intended message and leave it unfinished. The message abandonment was seen as an ineffective strategy used in promoting L2 communication. However, the message abandonment accounting for 122 out of 695 occurrences based on the transcripts analysis. Thus, the message abandonment was one of the most used strategies among the ESP learners. The ESP learners in this study tend to abandon their utterances and move on to the next points to keep the discussion going. In some instances the ESP learners fell back on their L1 to make their meanings understood. In this study, code-switching was employed when the learners were at loss for words and thus using the L1 words or phrases instead of L2. Myers-Scotton (1993) indicated that code-switching can also happen due to lack of competence or because the speaker thinks that the word in phrase or expression in their L1 matches his or her communicative intention better in the L2. The ESP learners retrospective comments have established two common themes, namely, L2 lexis retrieval problems and lack of L2 lexis in their mental lexicon. Hence, it leads to codeswitching in their L2 utterances. Myers-Scotton (2005) also added that one language is always the more dominant mode of communication. In the case of this study, Malay function as a more dominant language since the ESP learners often resorted to their L1 because the L1 lexcial item meets the conceptual (semantic and/or lexical) specifications better than the L2 word (Kormos, 2006). This situation has somehow forced the ESP learners to code-switching to survive their L2 discussion.
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Esther Jawing
4.6.2 Grammatical PSM. The grammatical encoding was a continuation of the lexical process. The ESP learners in this study also experienced some grammatical encoding problem in L2 communication. The insufficient knowledge of the grammatical form and the argument structure of the lemmas can prevent the message from being encoded in the way it was originally planned (Kormos, 2006), and in such cases the speaker needs to resort to grammatical PSM. In this study, the two types of grammatical PSM were identified, namely, grammatical reduction and grammatical substitution. The use of grammatical reduction in this study accounted for 69 utterances. Kormos (2006) indicated that it happened when insufficient knowledge of the grammatical form and the argument structure of the lemmas can prevent the message from being encoded in the way it was originally planned and in such cases the speaker needs to resort to certain PSM (p. 147). Apart from grammatical reduction, the ESP learners also resorted to the use of grammatical substitution. The grammatical substitution as used in this study was the instances of ESP learners in overgeneralising L2 rules. Table 4. Examples of grammatical-substitution Extract P3: But for me, I have three laptops. I have HP and the other two is Acer and Compaq. P8: She have the nails. P4: Thats the first time when he dont think about it after that he look at the TV, he look at the war at Afghanistan. The extract in Table 4 depicted the examples of grammatical substitution the ESP learners resorted to as a result of their insufficient L2 knowledge. PF3, PM18 and PM4 overgeneralised L2 rules. PF3 substituted the use of is instead of are for plural subjects. Likewise, PM18 and PM4 did the same thing. Both has and have were transitive verbs used for talking possession. However, its usage largely depended on the subject of the sentence, be it singular or plural. In the case of PM18s utterance, he substituted the use of has to have despite having a singular subject (i.e. she). PM4 also substituted the use of dont (the negative short forms of the auxiliary verb used in conversation) for a singular subject. Since the subject in PM3s utterance was singular, supposedly, the correct usage was doesnt. Thus, it was perceptible that the ESP learners in this study were inclined to using grammatical substitution due to L2 rules overgeneralisation.
4.6.3 Phonological and articulatory PSM. When phonological difficulties occur in this study, the ESP learners often resorted to restructuring their utterances. However, there were some instances of phonological difficulties during the pair discussion task which resulted in 7 occurrences of phonological and articulatory problem-solving mechanisms. It was the least strategy used in this study and yet it has confirmed the pronunciation problems as mentioned by the ESP learners during the focus group interview. The phonological difficulties did resurface during the pair discussion tasks. There were two types of phononological and articulatory PSM used in this study, namely, tip-of-the-tongue phenomenon and use of similar sounding word. Kormos (2006) indicated that the tip-of-the-tongue phenomenon occurred when a speaker attempt to retrieve an incomplete phonological information (e.g. some phonemes, usually the initial ones) was unavailable and thus the speaker experienced a tip of the tongue phenomenon and articulated several versions of the item so that by running the alternatives through to select the best version (p. 149). The use of similar sounding word has a similar analogy as to lexical and grammatical substitution, which allowed the speaker to encode and articulate the problematic lexical item by substituting certain phonological features (Kormos, 2006). Some participants knew the intended words however there were some erroneous pronunciation of words in their utterances, namely, regret and lake. They failed to retrieve the intended words. Therefore, they uttered regret for create and lake for length that bear some resemblance to the original items. It showed that some L2 words were substituted by an underspecified phonological representation (Levelt, 1995). The problem-solving mechanisms used by the ESP learners in this study were mainly to compensate for their resource deficits. The lexical PSM was largely used, followed by the grammatical PSM and the phonological / articulatory PSM. It showed that though having numerous problems in L2 lexical, grammar and pronunciation, the ESP learners were able to speak the L2 during the pair discussion tasks. The use of CS as PSM has proven to be successful in helping the learners to survive the difficulties in L2 communication. The subsequent PSM was related to processing time-pressure corresponding to the extra time needed in L2 communication which has been elevated as one of the problems in their L2 communication. 4.6.4 PSM related to processing time-pressure. The ESP learners communication in L2 tends to be less automatic than speech processing in the L1. The L1 Muka surat | 8
Esther Jawing
speech production was more automatized in terms of lexical, grammatical and phonological encoding as compared to L2 production. Thus, it resulted in delayed production. the ESP learners have employed the stalling mechanisms to sustain their L2 communication. The stalling mechanism referred to the option the L2 learners resorted to keep the communication channel open and provide more time and attentional resources (Kormos, 2006). The stalling mechanisms employed in this study involved the learners repetition during the pair discussion task, namely, own-repetition and other-repetition. Learners own-repetition mechanism required no additional processing but was inadequate in maintaining the appearance of fluency while the other-repetition was when part of the interlocutors utterance was repeated (Kormos, 2006). The learners retrospective comments have established a common theme in which it was used as the learners attempted to recall for the exact words. Thus, they were inclined to repeating the words in their utterances simply because they needed more time to retrieve the accurate L2 words. The ESP learners use of own-repetition was seen as inadequate in maintaining the appearance of fluency (Kormos, 2006). However, this study has proven a contrary finding in which the learners were able to carry out the pair discussion task as they could resort to own-repetition in seeking for more time to produce their utterance. . The other type of stalling mechanism used during the pair discussion task was the other-repetition. It has a similar analogy as to own-repetition but the focus was more on repeating the interlocutors word or speech. The other-repetition mechanism did not require much conscious encoding capacity but the ESP learners in this study depended on its use so they can speak the L2 during the pair discussion task. Repeating the interlocutors speech really helped them to think of what they would say next. It helped them to keep the interlocutors attention and to sustain the discussion.
5. Conclusion
The present study has discovered that the communication strategies used by the ESP learners were mainly employed to solve the communication problems regardless of the breakdown in message transmission. The ESP learners uses of CS were mainly for resolving their grammatical problems. These learners have not reached the ultimate aim in L2 learning in terms of their L2 communicative functions. However, these learners have somehow achieved their L2 communication as they could rely on CS. CS helped them to sustain and participate in L2 discussions. They could demonstrate a rather reversal finding if the grammatical problems were no longer the
major setback. Perhaps, their intention would be more on resolving the problems of a sociolinguistic and discourse nature. A majority of the ESP learners emphasised on the importance to participate and sustain a discussion using the L2 despite their resource deficits (lexical, grammatical, phonological /articulatory problems) and processing time-pressure. The ESP learners in this study were aware of their problems to encode messages using the L2 and language problem. Hence, CS have resurfaced as a reliable device for these learners to speak the L2. In Kormos (2006) words, its application did not actually solve the original problems but it rather helps the speaker to get over the problem situation. Thus, the communication strategies could be adapted as language devices to solve the L2 communication difficulties. Though it could never solve the original problems among L2 speakers but, at any rate, it could surface as the sole means for L2 speakers to cope with their competence and performance problems. This study has shown the potential of communication strategies as a stable and reliable device to solve the learners L2 deficiencies when communicating in a second language. The study has also supported the use of communication strategies as problem-solving mechanisms among these learners. However, the assertion pertaining to the benefits of communication strategies in L2 communication may seem rather subjective given that this study was deduced from a psycholinguistic perspective. Besides, the rationale for communication strategies as used in this study was primarily construed from Dornyei and Scott (1997) and Dornyei and Kormos (1998). This could lead to the specific aforementioned findings. The findings, however, could serve as a discovery to the problems faced by L2 learners in L2 communication as well as to draw out the advantages of communication strategies among L2 learners. As such, language teachers could be more alert with the problems faced by their learners in second language classrooms. Besides, this study could alert the language teachers on their learners use of communication strategies as its use could affect the way the L2 speech production. Some strategies could assist L2 learners in L2 communication as to prevent communication breakdown. Then again, some strategies could merely function as a device to compensate for their L2 inadequacies regardless of whether the communicative function and goal were achieved. It is clear from the existing literature that some L2 learners rely on the use of communication strategies more often than others and that each learners is different with its own significant problems that related to the use of communication strategies. The problems in L2 learning could hinder or decelerate a language learning process. Muka surat | 9
Esther Jawing
However, L2 learners could somehow rely on communication strategies to solve a myriad of L2 problems in the course of learning. Hence, it can function as the problem-solving mechanism that could accelerate L2 learning process particularly in L2 communication. It is hoped that the result of this study would alert L2 language teachers, curriculum developer, and syllabus designer to be more sensitive and receptive with the problems among L2 learners as these learners have to deal with the complexity involved in L2 speech production.
References
Canale, M. (1993). From Communiative Competence to Communicative language pedagogy. In Richards, J. C. & Schmidt, R. W. (1993). Language and Communication (pp. 2-28). London: Longman Group UK Limited. Chimbganda, A. B. (1999). A Study of Communication Strategies Used In the Writing Of Answers in Biology by First Year Science Students of the University Of Botswana. Retrieved March 3, 2008 from the Web Site: http://boleswa97.tripod.com/chimbganda.htm. Cook, V. (2001). Second language learning and language teaching (3rd Ed). London: Arnold. Cohen, A.D. (1997). Strategies in Learning and Using a Second Language. United States of America: University of Minnesota. DeBot, K. (1992). A Bilingual Production Model: Levelts speaking model adapted. Applied Linguistics, 13, 1-24. Dornyei, Z. (1995). On the Teachability of Communication Strategies. TESOL Quarterly, 29(1), pp. 55 85. Dornyei, Z., & Kormos, J. (1998). Problem-Solving Mechanisms in L2 Communication: A Psycholinguistic Perspective. SSLA 20, 349-385. United States of America: Cambridge University Press. Dornyei, Z., & Scott, M.L. (1997). Communication Strategies in a Second Language: Definitions and Taxonomies. Language Learning, 47(1), 173-210. Faerch, C., & Kasper, G. (1983). Plans and strategies in foreign language communication. In C. Faerch and G. Kasper (eds.), Strategies in interlanguage communication (pp. 20-60). London: Longman. Faerch, C., & Kasper, G. (1984). Two ways of defining communication strategies. Language Learning, 34 (1), 45-63. Finch, H., & Lewis, J. (2003). Focus Groups. In Ritchie, J., & Lewis, J. (Eds.). Qualitative Research Practice: A Guide for Social Science
Students and Researchers (pp. 170-198). London: Sage Publication. Kormos, J. (2006). Speech Production and Second Language Acquisition. USA: Lawrence Erlbaum Associates, Inc. Myers-Scotton, C. (1993). Duelling languages: Grammatical structure in code-switching. England: Clarendon. Myers-Scotton, C. (2005). Supporting a differential access hypothesis: Code-switching and other contact data. IN J. Kroll & A.M.B. de Groot (Eds.), Handbook of bilingualism: Psycholinguistic Perspectives (pp. 326-348). New York: Oxford University Press. Rababah, G., & Seedhouse, P. (n.d.). Communication Strategies and Message Transmission With Arab Learners of English in Jordan. Retrieved March 3, 2008 from the Website: http://www.ecls.ncl.ac.uk/publisj/Volume1/Ghale b&Seedhouse.htm. Richards, J. C,. & Schmidt, R. W. (1993). Language and Communication. London: Longman Group UK Limited. Riley, P. (1996). Developmental Sociolinguistics and the competence/performance distinction. In Brown, G., Malmkjaer, K., & Williams, J. (Eds). Performance and Competence in Second Language Acquisition (pp. 114-135). Great Britain: Cambridge University Press. Wannaruk, A. (2003). Communicative Strategies Employed By EST Students. SLLT, Volume 12. 1-18. Retrieved March 18, 2008 from the Department of Foreign Languages Faculty of Science Mahidol UniversityWeb Site: http://www.sc.mahidol.ac.th/sclg/SLLT. Wongsawang, p. (2001). Culture-Specific Notions in L2 Communication Strategies. Second Language Acquisition, 19(2), 111-135.
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Appendix 1
Typology of communication strategies
The task used to obtain data on communication strategies was a pair discussion. The framework used to identify the choice of communication strategies included a typology as proposed by Dornyei and Kormos (1998) based on these problems: resource deficits and processing time-pressure.
Lexical PSM Class and Type of PSM Message abandonment difficulty. Including L1 with L1 pronunciation in L2 speech; this may Code-switching Literal Translation involve stretches of discourse ranging from single words to whole chunks and even complete turns. Translating literally a lexical item, an idiom, a compound word, or a structure from L1 or L3 to L2. Abandoning the execution of a verbal plan because of Restructuring language difficulties, leaving the utterance unfinished, and communicating the intended message according to an alternative plan. Grammatical PSM Class and Type of PSM Grammatical Substitution Grammatical reduction Description Changing certain grammatical specifications of the lemma through transfer or overgeneralization. Using simplified grammar in the belief that the interlocutor will be able to reconstruct the grammatical meaning from the context. Phonological and Articulatory PSM Class and Type of PSM Tip-of-the-tongue phenomenon Description In an attempt to retrieve and articulate a lexical item, saying a series of incomplete or wrong forms or structures before reaching the optimal form. Compensating for a lexical item whose form the speaker is Use of similar-sounding words unsure of with a word (either existing or nonexisting) that sounds more or less like the target item. PSM related to processing time pressure Class and Type of PSM Stalling mechanisms Self-repetitions Other-repetitions (Adapted from Dornyei & Kormos, 1998) Repeating a word or a string of words immediately after they were said. Repeating something the interlocutor said to gain time. Description Description Leaving a message unfinished because of some language
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Shi Ing Ng
Under One Roof Second life through Facebook

Shi Ing Ng
Department of General Studies, Polytechnic Kota Kinabalu Sabah jacyln.ng@gmail.com
Abstract
The proficiency of English Language in Malaysia has always been a constant discussion from academicians to politicians and parents. There are many reasons that contribute to the lack of English Language proficiency among our Malaysian learners. However, there are methods to help improve the English Language proficiency level by utilizing the technologies from Web 2.0 especially social network sites (SNS). Under One Roof is a project utilizing Facebook group feature to help 44 semester one learners to familiarize, use and practice in order to be comfortable in using the English Language. Learners participated in this project for 3 months. The instrument to collect the data is a questionnaire and analyzing attitude, interaction and language patterns in the group. Overall, Facebook has the potential to become an English language learning platform to encourage learners to be confident in using the language.
1. Introduction
Language learning is not just learning about the rules of grammar but being able to use it and learning when to use those rules of grammar in appropriate context. According to McBride (2009: 35), selfexpression, social interaction and context (word in bold and italic is by writer) are important facets of using language as a medium of communication. The teacher in the classroom try to mimic and create that situation to encourage English Language learning among learners though usually generate minimal learning impact on learners. Learning language in a contrived manner prompts anxiety in non-native learners. The learner retreats from participating voluntarily in the lesson to minimize making mistakes by using uncertain and new phrases and words or to hide their lack of English Language proficiency (Goh
and Silver, 2004: 191). This is reflected in the behavior of Malaysian polytechnic learners where the teacher has to select the learner to participate in activities and encourage teacher-learner interaction in English Language. Not only that, the lack of language proficiency in the polytechnic learners is affected by the regular use of mother tongue in daily communication and the importance of mastering the national language for national examinations and official purposes i.e. banking, business or government correspondence. However, the technologies from Internet has provided a route for teachers to help learners to use and practice the language in real-time and beyond the walls of the classroom. Social networking site (SNS) has the potential to provide a language learning environment as it is very similar to interacting in real-life. The learner will be in an active position and develops ownership in the language learning process, as he/she will be involved in the creative communicative process of trying to understand and to be understood by the online community. One SNS capable of providing that learning platform is Facebook. This paper aims to discuss the hidden potential of Facebook as a language learning platform. Besides that, this paper will discuss how learners react towards using Facebook as a learning platform to help familiarize, use and practice English Language and to what extent has it impacted the learners.
2. Facebook and Potential

Facebook has become the hangout area for digital natives to learn, share and contribute information (Thompson, 2007). Facebook, a Zuckerberg creation, with over 500 million active users, has turned the virtual world into a second world parallel to the current world (Zuckerberg, 2010). The initial idea of creating a virtual pin board for Harvard graduates to keep abreast of their friends has manifested into an online community made real by tapping into users feelings and opinions. Facebook started with a basic wall for Muka surat | 12
Telah dibentangkan di GLOCall International Conference, pada 8 10 Disember 2010 bertempat di Hotel Le Meridien Kota Kinabalu, Sabah, Malaysia.
Shi Ing Ng
Diges PKK Ed disi 1, 2011
the user to project th houghts, emo otions and lin nking information from the e internet an nd added fea atures enabling other frien nds in the users networ rk to comment t or like the e posting. Facebook F has been able to ch hannel real-tim me emotional involvement of its users to create the a-ha moment t and the o oh-no moment despite being a virtual envi ironment (Flet tcher, 2010). Em motional inves stment is espe ecially importa ant in language learning as it determine es the intensi ity or effort in pursuing a goal or in this circumst tance, trying to communicat te meaningful lly in the En nglish Language e (MacIntyre, 2002: 46). U Users often up pdate their stat tuses to info orm their net twork on wh hat is happening g to them. In o order for langu uage learners to do the same, , they will hav ve to search f for the right words w or phrases to represe ent what the ey are feelin ng or thinking. For example, , this polytech hnic student s shares his achiev vement on acc complishing a task: Image 1. Status upd date
beh havior (McB Bride, 2009: 38). Crookes a and Schmidt (19 991) highligh hted favorable e learning co ondition can hei ighten the lea arners interes st which mak kes language lea arning relevan nt, achieving a set target and d be satisfied wit th the outco omes. Bax a agrees by me entioning a rel levant social context is a necessary y factor to det termine the success of f a languag ge learning end deavour (Bax x, 2003: 295) (word in bold and italic is by writer). It is important to a allow polytech hnic learners to be familiar a and use the English Lang guage in an alm most authenti ic environme ent, as expos sure to the lan nguage outside e of the classro oom is minimal.
3. Project
Under One Roof is a pre eliminary proj ject utilizing up feature to gauge how se emester one Facebook grou lea arners react to o a semi authentic langua age learning env vironment an nd to be co omfortable an nd familiar int teracting in English E Langu uage. The part ticipants for thi is project are e 44 first sem mester learner rs from the Ele ectrical Depar rtment. A Facebook k group was created to house the par rticipants. The e group is ent titled Under One Roof. Ea ach participan nt becomes fi ictitious tenan nts with an occ cupation in th he apartment . Learners are e allowed to dis scuss any to opic, post an ny opinions, ideas, and tho oughts on th he wall. Le earners are r required to par rticipate in dis scussion topic cs given by th he teacher or oth her learners i.e. creating a newsletter n or opinions on cur rrent issues. L Learners are encouraged e to o participate as extra marks w will be reward ded to learner rs at the end of the semester. In order to encourage e acti ive participation from the par rticipants, a guideline w was prepared d with the fol llowing points s: i i. Post a mi inimum three t times on the g groups wall ii i. Commen nt a minimum three tim mes on the tenants p post on the gro oups wall iii i. Reply a minimum thr ree times to th he topics in ssion category y the discus iv v. Commen nt on each ima age or video p posted in the group v v. Need to use proper En nglish Langua age and not text or sh hort forms e.g. b4, ttyl. Learners are e required to p post, commen nt and reply ree times as t the amount a assures a certa ain level of thr act tive participati ion from the l learners as one e time is not suf fficient and fi ive times is stressful s for le earners with low wer intermed diate English h Language level. The req quirement of using proper English Lan nguage is to hel lp learners be e aware of the e correct spell ling as most lea arners have th he tendency to o write the wo ords as how the ey are spoken e.g. three t tree or mosqu ue mosk. Mu uka surat | 13
user has to fi ind the right words, fillers s and The u punctuations to expres ss his feeling gs and develo op an emotional connection w with his netwo ork. Besides t trying ve on his Eng glish Language e, he finds using it to improv as a relev vant medium o of communicat tion. Not only o that, th he applicatio on feature i is an integral p part of Faceboo ok. The user i is allowed to in nstall a desired application to o their profile. This applica ation feature al llows users to feel connecte ed on a social level as the fu unction of the application mirrors ever ryday action. By y allowing lea arners to inter ract with Face ebook applicatio ons, they are able a to analyze e, learn and us se the language within a giv ven situation and develop their communi icative compe etence (Hyme es, 1979, La arsenFreeman 1986, Sav vignon, 2001). For exam mple, flow wers and foo od to poking someone, gifting getting compe etitive in farming, uploa ading friends, g videos an nd photograph hs to linking with w other Int ternet technolog gy i.e. blogs and tweets. A Another featu ure in Facebook k is the ability y to create gr roup. The gr roup feature ha as evolved fro om the norma al discussion la ayout to incorp porating the basic layout of f a Facebook k wall and segm menting the g group with a accessible tabs i.e. information, discussion n, photo, vide eo and events. The group feature f seems to represent a suitable lea arning platform for non-native e learners to u use and practic ce the Language. Th he group fea ature provides s and English L develops authentic social and d communic cative
Telah dibe entangkan di G GLOCall Intern national Confer rence, pada 8 10 Disember 2010 2 bertempa at di Hotel Le M Meridien Kota Kinabalu, Sab bah, Malaysia.
Shi Ing Ng
Learn ners participat ted in this project for three months fr rom July till S September 201 10. The instrum ments to collect t data are a q questionnaire and analyzing the postings, comments and d discussions in the group. The q questionnaire is divided in nto three sect tions. The first t section coll lects personal l information n, the second s section collec cts informati ion on Face ebook access an nd the third s section collec cts informatio on on learners reaction towa ards this group p. Items in the e first and seco ond section a are the selec ct and tick type whereas t three items in n the third section are 5 r range likert scal le type. The c construct of th he items in the third section is based on n Gardners (1985) affe ective variables towards lang guage learning g i.e. effort, d desire, and positi ive attitude. A An open-ended d item [Did joining Under One Roof a assist you in n improving your English Language? L If f so, how?] w was included i in the third sect tion to elicit the learners viewpoint on n the project. T The learners viewpoint wi ill be analyze ed by looking f for word patt terns and the quantitative data. The questionnaire was piloted with 10 learners fr rom a different class and nec cessary adjust tments were made before the ey were hande ed out. The p postings, com mments and d discussions wi ill be analyzed by looking a at the posting g frequency, t topics d and langu uage and in nteraction pat tterns discussed between the learners. The data from m this section n will aid me in n understandin ng the quantita ative data from m the questionn naire.
Table 1. At ttitude of Lea arners using English E Langua age
Learners find d it less intim midating to in nteract using En nglish Language in this project as the group rep presents a sa afety zone. T The zone min nimizes the anx xiety level of the learners as s it is only the e teacher and the eir friends and d strangers do not see their g grammatical mi istakes. A se ecure and sa afe environm ment lowers lea arners anxiety y level leading g to a low aff fective filter ind dicating a read diness to acce ept and learn t the language (K Krashen, 1985) ). The learner rs are able to improve at the eir own pace e, allowed to make mistak kes and be cor rrected by the eir peers and te eachers which h contributes to developing t their confiden nce in using the English La anguage. For e example, learn ners correcting g each other mi istakes in te erms of gramm mar and spell ling without ext trinsic pressur re i.e. assessm ments. Image 2. Grammar G and d spelling corr rection
4. Resu ults and Discussion

From July to Septe ember 2010, around 1118 posts were wr ritten on the groups wa all, 22 topics s for discussion ns, and plenty y of comments s, like and re eplies for posts and discussi ion topics. Th he postings ra anges from da aily commun nication (i.e. greeting, asking questions s and asking for help) to voicing thou ughts and feeli ings to askin ng deep-thinki ing questions s (i.e. how do y you forget som meone?). The e group descri iption was sligh htly altered to accommodate e the learners. The change i is from bein ng a fictitiou us tenant wit th an occupatio on to being th hemselves but t living in a h hostel block as learners cite ed confusion and difficulty to portray a fiction ambiti ion. At the end d of this projec ct, 44 naires were dis stributed to the learners and d only questionn 43 were r returned to the e teacher. There e were many interesting find dings but only y two will be d discussed due to the length h of the paper r. The first is t the learners reaction thro oughout the three months o of using Englis sh Language to communica ate in this grou up. The lear rners showed d positive att titude communi icating in Eng glish Languag ge for this pr roject despite ce ertain anxiety y i.e. embarras ssment and fe ear of making m mistakes.
The second finding is learners indicating how milar group feature is to re eal life situatio on. Learners sim are e able to use the language for a purpos se similar to com mmunicating in authentic situation i.e. asking for ins structions and small talk wit th friends. Table 2. Fa acebook grou up feature - context
Mu uka surat | 14
Shi Ing Ng
The group featur re in Facebook k provides a s semiauthentic context for learners. 63% % and 67% o of the learners a agree and stro ongly agree, b being in the g group allows th hem to inter ract with the eir friends an nd to practice t their English L Language sim milar to being i in the classroom m. This featur re shows prom mising potenti ial to expand th he learners En nglish Language practice tim me to almost 24 4/7 as it allow ws asynchrono ous talk time. This feature p potentially allo ows them to self-express in a social inte eraction withi in a given situ uation. Learner rs are able to pr ractice the lan nguage outsid de of the class sroom in a semi i-authentic situ uation and eac ch one would have a chance e to use it unlike u in the classroom where w learners time and chan nce is limited. . For example e, this learner a asks a questi ion within th he school ho oliday context. Image 3 3. Facebook group featu ure context and asynchr ronous talk ti ime
5. Conc clusion
project of using Facebooks group featu ure as The p a potentia al language le earning platfo orm shows positive feedback and reaction n from the learners. How wever, ere certain lim ch as no Int ternet there we mitations suc connectio on and compu uter and ban nned access in n the learning institution to o fully enabl le all learner rs to te in the project. Despite tho ose limitations, the participat positive o outcomes from m this project t can give tea achers other alte ernatives to h help learners to improve their language proficiency b by incorporati ing SNS into daily sons. It is giv ving the learn ners a language learning less fe by faceboo ok-ing. second lif
Motivation n. London: Arn nold. Go oh, C. C. M. . and Silver, E. C. (2004 4) Language Acquisition n and Deve elopment: A Teachers Guide. Sing gapore: Longm man. Hy ymes, D. (1 1979) Comm municative Ap pproach to Language Teaching. Ox xford: Oxford d University Press. Kr rashen, S. (1985) Input Hyp pothesis. Oxf ford: Oxford University Press. La arsen-Freeman n, D. (1986) T Techniques and Principles in Langu uage Teach hing. Oxford d: Oxford University Press. Ma acIntyre, P. D. (2002) M Motivation, A Anxiety and Emotion i in Second L Language Acq quisition in Robinson, P. (ed) Ind dividual Diffe erences and Instructed Language Le earning Amste erdam: John Benjamins Publishing Co ompany. Mc cBride, K. (20 009) Social Ne etworking Site e in Foreign Language Classes: Oppo ortunities for Re-creation ka, L. and Lord, G. (eds) ) The Next in Lomick Generation n: Social N Networking and a Online Collaborati ion in Foreign n Language L Learning San Marcos, Te exas: CALICO O. Sav vignon, S. J. J (2001) Co ommunicative e Language Teaching for f the Twen nty-First Cent tury. In M. Celce-Murcia, Teaching g English as a Second or Foreign La anguage. Bosto on, MA.: Hein nle. Th hompson, J. (2 2007) Is educ cation 1.0 rea ady for Web 2.0 st tudents? Innovate 3 (4) http://innov vateonline.info o/index.php?v view=article &id=393& &action=article e (accessed July 05, 2010). Zu uckerberg, M. M 2010 500 0 Million S Stories The Blog Facebook http://blog. .facebook.com m/blog.php?po ost=4097533 52130 (acc cessed Septem mber 09, 2010)
Referen nces
Bax, S. (2 2003) The end d of CLT: a c context approa ach to lang guage teaching g. ELT Journal l, Vol 57/3. Crookes, G. and Schm midt, R. W. ( (1991) Motiva ation: Agenda Lang guage Reopening the Research. A rning, Vol 41/4 4. Lear Fletcher, D. Friends w without borde ers TIME Ma ay 31 0. 2010 Gardner, R. (1985) S Social Psycho ology and Se econd Lang guage Learni ing: The Role of Attitude e and Mu uka surat | 15
Bahril Balli et al.
Kaedah Penilaian untuk Pengiktirafan Pembelajaran Terdahulu, dalam Institusi Berorientasikan Pendidikan dan Latihan Teknik dan Vokasional (PLTV) di Malaysia: Fokus Terhadap Pengetahuan dan Nilai Etika Profesionalisme
Bahril B. Balli
Politeknik Kota Kinabalu, Sabah bahril@polikk.edu.my
Wahid Razzaly
Universiti Tun Hussein Onn, Malaysia wahid@uthm.edu.my
Abstrak
Kajian ini menyelidik dan menganalisis kaedah penilaian dengan memberi fokus terhadap dua domain daripada empat domain utama iaitu Pengetahuan dan Nilai Etika Profesionalisme. Tujuannya adalah untuk menghasilkan set kaedah penilaian berkesan dalam Pengiktirafan Pembelajaran Terdahulu Recognition of Prior Learning (RPL) di Malaysia. Reka bentuk kaedah tinjauan dan analisis dokumen telah digunakan dan pengumpulan data dilakukan secara persampelan bertujuan terhadap 73 orang pakar terpilih sebagai responden untuk menjawab borang soal selidik. Dua orang pakar dalam pelaksanaan pembangunan kurikulum dan penilaian pembelajaran terdahulu juga telah dipilih untuk ditemubual. Institusi yang terlibat ialah Agensi Kelayakan Malaysia, Kementerian Sumber Manusia, Kementerian Pengajian Tinggi Malaysia, Universiti Tun Hussein Onn Malaysia, Universiti Teknologi Malaysia, Open University Malaysia, dan Universiti Tun Abdul Razak. Data hasil soal selidik dianalisis menggunakan kaedah statistik deskriptif, sementara data hasil temu bual pula dianalisis secara analisis matrik. Hasil analisis mendapati kedua-dua domain dan komponen penilaian adalah diperlukan dan menjadi intipati penting untuk digunakan dalam membangunkan kerangka kaedah penilaian calon RPL. Penyelidik berharap kajian lanjutan dilaksanakan dengan menjadikan golongan profesional di industri sebagai responden bagi memantapkan lagi hasil kajian ini dalam usaha membentuk panduan piawai dalam pelaksanaan penilaian RPL di Malaysia.
1. Pengenalan
Pada 27 Ogos 2007, Pelan Strategik Pengajian Tinggi telah dilancarkan bertujuan untuk mentransformasikan sektor pengajian tinggi negara bagi menghasilkan modal insan kelas pertama serta membangunkan institusi pengajian tinggi bertaraf dunia. Mei 2008 telah menempa sejarah bagi pendokong latihan kemahiran negara melalui pelancaran Pelan Induk Latihan Kemahiran Kebangsaan yang dikendalikan oleh Kementerian Sumber Manusia. Pelan induk yang bermatlamatkan membangunkan modal insan yang berpengetahuan dan berketerampilan professional akan meletakkan kerjaya bidang kemahiran bukan lagi pilihan terakhir tetapi suatu alternatif kepada kerjaya yang berasaskan akademik. Kerajaan dilihat begitu komited terhadap penghasilan guna tenaga berpotensi apabila telah menyediakan laluan-laluan pendidikan melalui Kerangka Kelayakan Malaysia (KKM) yang menghubung kait kelayakan-kelayakan di dalamnya secara sistematik bagi membolehkan individu memajukan diri dalam pendidikan tinggi melalui pemindahan kredit dan pengiktirafan pengalaman pembelajaran terdahulu (recognition of prior learning ) yang diperoleh daripada pendidikan formal, informal dan tak formal tanpa mengira masa dan tempat, dalam konteks pembelajaran sepanjang hayat. Fong Chan Ong (2008) menjelaskan bahawa pekerja di negara ini perlu mempunyai sijil kemahiran dan bukannya semata-mata bergantung kepada pengalaman berikutan kehendak pasaran kerja sekarang lebih mengutamakan tenaga kerja yang bertauliah bukan saja memberikan Muka surat | 16
Telah dibentangkan di Seminar Kebangsaan Transformasi Pendidikan Teknikal MyTEDT10, pada 3 4 November 2010 bertempat di Hotel Emerald Puteri, Sungai Petani Kedah, Malaysia.
Bahril Balli et al.
kelebihan kepada majikan, malah mengiktiraf kemahiran pekerja itu sendiri dengan adanya sijil tersebut. Musa Mohamad (2002) telah menyatakan bahawa dengan input yang diperoleh daripada pakar-pakar akademik, perlu difikirkan penetapan satu sistem bagi pekerja-pekerja berpengalaman ini untuk dinilai dan diterima ke universiti sebagai inisiatif lain, jalan ataupun cara untuk mengikuti program. Kenyataan tersebut juga secara jelas menyatakan pengalaman semasa bekerja adalah bersamaan dengan pengalaman semasa melalui proses pembelajaran di universiti patut menghasilkan pekerja yang layak bukan sahaja memasuki universiti malahan memperoleh pengecualian kredit. Pembangunan sistem pendidikan di Malaysia tidak seharusnya tersekat hanya disebabkan ketiadaan garis panduan yang boleh dirujuk bagi membolehkan seseorang itu melanjutkan pengajian ke peringkat yang lebih tinggi berbekalkan pengetahuan dan pengalaman yang dimilikinya. Persoalan yang wujud ialah apakah kaedah penilaian yang paling sesuai diaplikasikan di Malaysia untuk menilai pengalaman dan pengetahuan terdahulu yang dimiliki oleh individu ini agar mereka dapat meneruskan pengajian lanjutan khususnya dalam bidang yang melibatkan pendidikan dan latihan teknik dan vokasional. Perkara ini selaras dengan objektif utama transformasi Politeknik Malaysia yang telah dilancarkan pada awal 2010 iaitu antara lainnya melonjakkan politeknik sebagai institusi peneraju dalam bidang pendidikan dan latihan teknik dan vokasional di Malaysia. Permasalahan kepada individu yang mempunyai pengalaman bekerja dalam bidang teknikal melebihi lima tahun yang ingin melanjutkan pengajian ke peringkat yang lebih tinggi adalah dari segi kaedah penilaian yang paling sesuai diguna pakai untuk mengiktiraf pengalaman tersebut seterusnya melayakkan mereka untuk mendapat kredit berdasarkan pengiktirafan pengalaman dan pengetahuan yang dimiliki dan layak untuk melanjutkan pengajian tanpa perlu mengambil jumlah kredit yang setara dengan pelajar baru yang mengikuti program yang sama. Penyataan masalah ini disokong oleh kenyataan yang dibuat oleh Musa Mohamad (2002) yang menyatakan bahawa pengalaman yang diperoleh semasa bekerja boleh disamakan dengan pengetahuan yang diperoleh seseorang semasa menghadiri pendidikan formal di universiti. Bagi merealisasikan pendidikan sepanjang hayat serta mewujudkan peluang pendidikan terbuka dan fleksibel tetapi menekankan kualiti, pengkaji merasakan satu kewajaran untuk membuat kajian penganalisisan terhadap kaedah penilaian yang paling sesuai
digunakan di Malaysia dalam mengiktiraf pengalaman pembelajaran terdahulu. Perkara ini sangat kritikal terutamanya dalam usaha Kementerian Pengajian Tinggi Malaysia untuk mengoptimumkan prestasi setiap warganegara seperti yang telah ditetapkan dalam Hala Tuju Strategik Sektor Pengajian Tinggi Rancangan Malaysia Kesepuluh. Justeru, domain dan komponennya telah dicadangkan sebagai aspek utama yang perlu dikaji bagi membentuk kerangka kaedah penilaian untuk pengiktirafan set pengalaman pembelajaran terdahulu. Tujuan utama kajian ini adalah untuk memenuhi keperluan yang telah dihuraikan iaitu merekabentuk dan menghasilkan kerangka garis panduan kaedah penilaian untuk pengiktirafan pengalaman pembelajaran terdahulu bagi program pendidikan dan latihan teknik dan vokasional.
2. Penyataan Masalah
Bagi merealisasikan pendidikan sepanjang hayat serta mewujudkan peluang pendidikan terbuka dan fleksibel tetapi menekankan kualiti, penyelidik merasakan satu kewajaran untuk membuat kajian penganalisaan terhadap kaedah penilaian yang paling sesuai digunakan dalam mengiktiraf pengalaman pembelajaran terdahulu di Malaysia.
3. Tujuan kajian
Tujuan utama kajian ini adalah untuk mereka bentuk dan menghasilkan kerangka kaedah penilaian untuk pengiktirafan pembelajaran terdahulu (recognition of prior learning - RPL) dalam institusi berorientasikan Pendidikan dan Latihan Teknik dan Vokasional (PLTV) yang sesuai digunakan di Malaysia. Ianya berlandaskan tiga persoalan kajian utama yang telah dijadikan panduan oleh penyelidik iaitu: i. Apakah domain dan komponen yang perlu untuk menilai pengalaman pembelajaran terdahulu di Malaysia? ii. Apakah kriteria bagi setiap komponen yang sesuai bagi menilai set pengalaman pembelajaran terdahulu di Malaysia? iii. Bagaimanakah rekabentuk kerangka kaedah penilaian yang sesuai dan berkesan untuk mengiktiraf set pengalaman pembelajaran terdahulu bagi melayakkan individu untuk mengikuti program di institusi berorientasikan Pendidikan dan Latihan Teknik dan Vokasional (PLTV) yang sesuai digunakan di Malaysia? Domain dan kriteria bagi komponen penilaian yang paling sesuai telah dikaji dan dipaparkan dalam bentuk jadual matrik ringkas dan mudah difahami. Muka surat | 17
Bahr ril Balli et al.
4. Pengkaedahan
4.1. Rek ka Bentuk K Kajian
i dilakukan de engan Reka bentuk kajian kuantitatif ini menggunakan kaedah tinjauan. Men nurut Mohd M Majid (2004), k kajian tinjauan n bermatlamat untuk mengu umpul maklumat mengenai p pemboleh uba ah serta meng gukur h ubah yang b berkait dengan n sesuatu fenom pemboleh mena tanpa menyoal m meng gapa pembole eh ubah ter rsebut wujud. W Wiersma (199 95) di dalam bukunya ber rtajuk Researc ch Methods i in Education: : An Introdu uction (6th) tel lah bersetuju bahawa kaed dah tinjauan sangat sesuai un ntuk menilai si ikap, pendapa at, atau pencap paian. Chua Yan n Piaw (2006a a) pula telah menyatakan m ba ahawa kajian ti injauan adala ah kajian ya ang menggun nakan borang so oal selidik ata au temu bual sebagai instru umen kajian b bergantung k kepada jenis maklumat yang diingini. elidik telah memilih sek kumpulan sa ampel Penye daripada populasi be erdasarkan tuj ujuan kajian yang n. Kelebihan n pemilihan pe ensampelan adalah dijalankan membolehkan penyelidik menamba ah nilai makl lumat dan men ndapatkan m maklumat dar ripada respon nden, seterusny ya melakukan n analisis ke e atas makl lumat tersebut u untuk menjaw wab persoalan n kajian. Sa abitha Marican (2005) ada menyatakan m bah hawa pensamp mpelan ali dikaitkan d dengan pensam mpelan penilai i atau sering ka pakar (ju udgemental). Soal selidik digunakan seb bagai instrumen n utama dalam m kajian ini da an disokong de engan temu bual bagi men ndapatkan ma aklumat mengenai h kompleks s sekiranya perl lu, di sesuatu isu yang lebih erangkan soalan yang sukar samping dapat mene h jelas. Raja ah 1 menunju ukkan difahami dengan lebih aedah kerangka teori bagi penghasilan kerangka ka aptasi daripad da Raja Norazilla penilaian yang diada (2008).
Su umber: Diadaptasi dan diuba ah daripada Ra aja Norazilla (20 008)
Rajah 1. . Kerangka te eori bagi peng ghasilan keran ngka kaedah p penilaian RPL L. si yang telah dipilih diand daikan dapat Lokasi-lokas me ewakili semua a pusat yang bertanggungja awab dalam me embuat penila aian terhadap p pengiktirafan pengalaman pem mbelajaran te erkumpul di Malaysia da an memiliki kep pakaran dalam m PTV, kepa akaran dalam pendekatan han nds-on iaitu merangkumi i aspek pend didikan dan latihan vokasio onal, serta te eknikal dan kemahiran. opulasi dalam m kajian ini ialah pakar-p pakar yang Po ter rpilih dan m mewakili jabat tan masing-m masing iaitu dar ripada MQA, KSM, KPTM M, UTHM, U UTM, OUM, dan n UNITAR y yang terlibat secara langs sung dalam me embuat penila aian terhadap p pengiktirafan pengalaman pem mbelajaran te erkumpul di Malaysia da an memiliki kep pakaran dalam m PTV, kepa akaran dalam pendekatan han nds-on iaitu merangkumi i aspek pend didikan dan latihan vokasio onal, serta p pembangunan kurikulum lam bidang teknikal t dan kemahiran. Penyelidik dal me emilih untuk k menggunak kan kaedah ini kerana res sponden adala ah terhad dan hanya meliba atkan pakarpak kar akreditasi sahaja. g digunakan untuk kajian n ini adalah Sampel yang ser ramai 73 orang yang mewak kili keseluruhan populasi. Pem disebabkan ole eh bilangan sampel yang milihan ini d ter rhad dan hany ya melibatkan mereka yang benar-benar pak kar. Sampel terdiri daripa ada Dekan, K Ketua Pusat, Ke etua Jabatan, Pengarah, Ti imbalan Pengarah, Ketua Pen nolong Peng garah, dan Penolong Peng garah yang ter rlibat secara langsung sam ma ada dalam m penilaian PT TV, pembang gunan kuriku ulum ataupun n penilaian dal lam pengalam man pembelaja aran terdahulu u di institusi Mu uka surat | 18
4.2. Pese erta Kajian

si yang dip pilih untuk kajian ini bagi Lokas mendapat tkan data d dan makluma at adalah terdiri daripada tujuh tempat utama perlak ksanaan kurik kulum berasaska an Pendidikan n Teknik dan Vokasional (P PTV) dan peni ilaian pengal laman pembe elajaran terda ahulu iaitu: gensi Kelayak kan Malaysia ( (MQA) i. Ag ii. Ke ementerian Su umber Manusia (KSM) iii. Ke ementerian Pengajian T Tinggi Mal laysia (K KPTM) iv. Un niversiti Tun H Hussein Onn M Malaysia (UTH HM) v. Un niversiti Tekno ologi Malaysi ia (UTM) vi. Un niversiti Terbu uka Malaysia ( (OUM) vii. Un niversiti Tun A Abdul Razak ( (UNITAR)
Telah dibe entangkan di S Seminar Keban ngsaan Transf formasi Pendid dikan Teknikal l MyTEDT10, pada 3 4 November 20 010 bertempat t di Hotel Emer rald Puteri, Su ungai Petani Ke edah, Malaysia a.
Bahril Balli et al.
yang dinyatakan. Semua sampel ini akan terlibat dalam menjawab borang soal selidik. Manakala melalui temu bual pula, seramai dua orang sampel telah digunakan. Kaedah temu bual digunakan sebagai alternatif untuk mendapatkan data tambahan daripada responden. Melihat kepada keperluan kajian, pengkaji telah memilih untuk mendapatkan data dengan kaedah temu bual semi struktur secara individu. Temu bual individu telah dijalankan bersama wakil daripada MOSQ di JPK. Beliau telah lama terlibat secara langsung dengan Program Pentauliahan Pencapaian Terdahulu (PPT) yang dianjurkan oleh Jabatan Pembangunan Kemahiran, Kementerian Sumber Manusia. Selain itu, Dekan College for Open Learning (UNITAR) yang berpengalaman luas dalam perlaksanaan Sistem Kemasukan Terbuka di IPT juga telah ditemu bual. Justifikasi temu bual ini adalah bertujuan untuk melihat secara dekat tentang penilaian RPL yang telah dilaksanakan di institusi pengajian tinggi di Malaysia bagi menyokong dapatan daripada soal selidik.
4.3. Alat Kajian

Alat Kajian yang digunakan untuk mendapatkan data daripada responden dalam kajian ini ialah borang soal selidik. Penggunaan soal selidik adalah wajar memandangkan masa yang terhad dan responden tidak dipengaruhi oleh tingkah laku penyelidik. Menurut Mohd Majid (2004), penggunaan soal selidik boleh mendapatkan jawapan yang lebih konsisten. Cates (1990) turut menyatakan, penyediaan soal selidik yang baik dapat menghasilkan item-item yang konsisten dan boleh dipercayai. Selain itu, penyelidik juga menjalankan sesi temu bual bagi memperkayakan serta mengukuhkan lagi dapatan kajian yang diperoleh daripada soal selidik. Temu bual digunakan sebagai satu alternatif kepada responden yang terdiri daripada pakar-pakar yang terlibat dengan RPL dan PTV daripada UNITAR dan KSM yang telah dipilih. Mohd Majid (2004) menyatakan bahawa temu bual digunakan bertujuan untuk mendapatkan maklumat yang tepat daripada populasi yang kecil. Maklumat kajian diperoleh secara langsung oleh pengkaji daripada responden tersebut. 4.3.1. Borang Soal Selidik. Borang soal selidik telah dibina menggunakan tiga pendekatan iaitu aneka pilihan, skala Likert, dan soalan subjektif terbuka. Item yang dibina menggunakan ayat pendek, ringkas, dan dapat mewakili dengan tepat konsep yang ingin diukur. Soal selidik dalam bahagian ini mengandungi lima bahagian. Bahagian A ialah soalan-soalan yang lebih fokus kepada latar belakang responden. Penyelidik menggunakan bentuk soalan aneka pilihan
dan mengisi tempat kosong untuk mendapatkan jawapan responden. Soalan adalah merangkumi jantina, tahap pendidikan, jabatan, institusi, dan tempoh penglibatan atau pengalaman kerja dalam bidang RPL atau PTV. Bahagian B bertujuan mengenalpasti domain yang sesuai mengikut keutamaan untuk dijadikan asas utama dalam menilai RPL. Domain-domain tersebut termasuklah pengetahuan dan nilai etika profesionalisme. Bahagian C pula merupakan soal selidik untuk mengenal pasti komponen mengikut keutamaan bagi domain-domain yang diperlukan dalam melaksanakan proses penilaian RPL. Bahagian D dan E ialah kriteria bagi setiap komponen pada bahagian C mengikut domain seperti yang telah dinyatakan. Bahagian B, C, D, dan E diberi lima pilihan jawapan yang menyatakan darjah persetujuan berbentuk skala lima mata. Mohamad Najib (1999) menyatakan bahawa penggunaan skala Likert akan menyediakan responden dengan pilihan yang menggunakan skala yang telah ditetapkan melalui satu tahap ekstrem ke tahap ekstrem yang lain. Skala Likert yang telah dipilih adalah seperti berikut: 1 = Sangat Tidak Setuju 2 = Tidak Setuju 3 = Sederhana Setuju 4 = Setuju 5 = Sangat Setuju Selain itu, kesemua bahagian B, C, D, dan E juga diakhiri dengan soalan pertanyaan terbuka iaitu responden berpeluang untuk memberikan sebarang pendapat atau idea yang dirasakan penting selain daripada item dalam soal selidik. Format bagi borang soal selidik untuk kajian ini adalah seperti yang ditunjukkan dalam Jadual 1. Jadual 1. Format borang soal selidik Bahagian Bahagian A Bahagian B Nombor Item A1 A5 Perkara Profil responden. Domain bagi penilaian pengalaman pembelajaran terdahulu Komponen bagi domain penilaian untuk pengiktirafan pengalaman pembelajaran terdahulu Bil. Soalan 5
B1 B4
Bahagian C
C1 C3
Muka surat | 19
Bahril Balli et al.
Bahagian D
D1-D13
Bahagian E
E1E16
Indikator bagi proses penilaian untuk pengiktirafan pengalaman pembelajaran terdahulu. Kaedah penilaian untuk pengiktirafan pengalaman pembelajaran terdahulu
13
keupayaan item-item instrumen kajian mengukur konsep dalam kajian adalah rendah manakala nilai alpha yang terlalu tinggi menunjukkan semua item adalah serupa atau bertindih antara satu sama lain Jadual 2 menunjukkan nilai-nilai alpha yang diperoleh mengikut setiap kriteria bagi domain penilaian RPL. Jadual 2. Kebolehpercayaan item bagi setiap kriteria
16 Bil. 1 2 3 4 5 6 Kriteria RPL Domain bagi penilaian RPL Komponen bagi domain RPL Indikator Pengetahuan Indikator Etika Profesionalisme Kaedah penilaian Pengetahuan Kaedah penilaian Etika Profesionalisme
Nilai kebolehpercayaan (Alpha Cronbach) 0.8072 0.8112 0.7712 0.7467 0.6645 0.7041
Sumber: Raja Norazilla (2008)
4.3.2. Soalan Temubual. Temubual digunakan sebagai alternatif untuk mendapatkan data tambahan daripada responden iaitu dengan menemu bual pakar-pakar yang terlibat dengan penilaian RPL dan pembangunan kurikulum daripada UNITAR dan KSM yang telah dipilih. Menurut Chua Yan Piaw (2006a), temu bual boleh dilaksanakan dengan kaedah bersemuka dan tidak bersemuka. Dalam kajian ini, penyelidik merasakan kaedah bersemuka adalah lebih sesuai kerana pengkaji lebih mudah berinteraksi dengan responden bagi mendapatkan maklumat lanjut. Kaedah bersemuka boleh dijalankan secara individu ataupun secara berkumpulan. Melihat kepada keperluan kajian, penyelidik telah memilih untuk mendapatkan data dengan kaedah temu bual semi-struktur secara individu. Temu bual individu telah dijalankan bersama penolong pengarah bahagian MOSQ di JPK dan Dekan College for Open Learning, UNITAR.
Sumber: Hasil Kajian (2009)
4.5. Pengumpulan Data

Kajian ini menggunakan dua jenis kaedah pengumpulan data iaitu data primer dan data sekunder. Data primer ialah data mentah yang dikumpulkan oleh penyelidik sendiri iaitu melalui kaedah soal selidik dan temu bual. Menurut Sabitha Marican (2005), data primer juga boleh dikumpulkan dari individu, kumpulan yang dipilih ataupun panel pakar. Maka penyelidik telah memilih kaedah soal selidik dan temu bual untuk pengumpulan data. Manakala data sekunder pula diperoleh daripada pembacaan sumber rujukan yang sedia ada seperti buku, jurnal, surat khabar dan majalah. Pengyelidik menggunakannya kerana sumber rujukan ini sahih dan tidak diragui kebenarannya.
4.4. Kesahan dan Kebolehpercayaan Alat Kajian

Bagi memastikan soal selidik boleh dipercayai dan ada kesahan, penyelidik telah mendapatkan pengesahan daripada empat orang pakar yang mempunyai kepakaran dalam bidang kualiti bagi memastikan item-item yang diguna pakai memenuhi kehendak kajian. Pakar-pakar yang terlibat menilai dari segi isi kandungan, gaya persembahan bahasa dan format soal selidik yang digunakan. Kajian rintis telah dijalankan di Agensi Kelayakan Malaysia (MQA), Jabatan Pembangunan Kemahiran (JPK), Kementerian Pengajian Tinggi Malaysia (KPTM), dan Open University Malaysia (OUM). Seramai 10 orang pakar dalam bidang PTV, RPL, dan Akreditasi telah dijadikan sampel dalam set kajian rintis ini. Pengkaji telah menetapkan nilai Alpha Cronbach pada tahap 0.60 kerana menurut Chua Yan Piaw (2006b), nilai alpha 0.65 hingga 0.95 boleh dianggap memuaskan kerana nilai yang terlalu rendah menunjukkan
4.6. Penganalisaan Data

Data yang diperoleh melalui soal selidik dianalisis mengikut turutan soalan secara kuantitatif dan setiap item menjawab setiap persoalan kajian. Dapatan ini kemudiannya disusun, diringkaskan dan dipersembahkan dalam bentuk yang mudah difahami. Perisian Statistical Packages for the Social Sciences (SPSS) versi 11.5 telah digunakan untuk mempersembahkan hasil dapatan. Lanjutan daripada itu, data yang diperoleh bagi persoalan kajian pertama dan kedua dianalisis dengan menggunakan statistik Muka surat | 20
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deskriptif iaitu daripada nilai skor min yang diperoleh. Setelah diubahsuai dan diadaptasi daripada Wiersma (1995), Jadual tafsiran min yang digunapakai oleh penyelidik adalah seperti dalam Jadual 3. Jadual 3. Analisis Skala Likert (tafsiran min) Skor Min 1.00 hingga 2.40 2.41 hingga 3.80 3.81 hingga 5.00 Aras Persetujuan Tidak Setuju Sederhana Setuju Setuju Tafsiran Min Tidak Perlu Sederhana Perlu Perlu
Apakah domain dan komponen yang perlu untuk menilai pengalaman pembelajaran terdahulu di Malaysia? Penyelidik menggunakan kaedah analisis skor min untuk mengetahui domain dan komponen yang sangat diperlukan mengikut keutamaan. Jadual 5 dan Jadual 6 menunjukkan skor min bagi domain dan komponen utama yang diperlukan dalam proses penilaian RPL. Jadual 5. Skor min dan tahap keperluan domain utama Domain Pengetahuan Kemahiran Pengalaman Nilai Etika Profesionalisme Skor min 4.42 4.52 4.58 4.21 Tafsir Min Perlu Perlu Perlu Perlu Tahap Ketiga Kedua Pertama Keempat
Sumber: Wiersma (1995)
Manakala, bagi persoalan kajian ketiga, analisis data kualitatif dilakukan dan dimantapkan dengan sintesis dapatan persoalan kajian pertama dan kedua. Analisis data kualitatif secara analisis matrik dilakukan dengan melakar atau melalui gambaran kasar tentang sesuatu perhubungan ataupun perkaitan dalam bentuk rajah yang mudah untuk diperhatikan dan dilaporkan.
Jadual 6. Skor min dan tahap keperluan komponen Komponen RPL Indikator bagi proses penilaian pengalaman pembelajaran terdahulu Kaedah penilaian yang sesuai di laksanakan Justifikasi bagi setiap kaedah penilaian
4.7. Pengekodan Data Temu Bual

Dalam kajian ini, data temu bual yang telah diperoleh oleh pengkaji telah dianalisis menggunakan pengekodan. Pengekodan penting untuk membantu pengkaji melabel, menerima dan menyusun data yang diperoleh. Dalam kajian ini, penyelidik menggunakan pengekodan dalam penganalisaan data seperti Jadual 4. Jadual 4. Pengekodan dalam data temu bual Label T R 1 S 1 Perkara Temu bual Responden Nombor Responden Soalan Nombor Soalan Temu Bual
Skor min 4.38 4.40 4.25
Tafsir Min Perlu Perlu Perlu
Tahap Kedua Pertama Ketiga
Sumber: Mohd Najib (2003)
5. Keputusan
5.1. Hasil Analisis Borang Soal Selidik
Analisis pada bahagian A adalah mengenai profil responden iaitu meliputi aspek jantina, tahap pendidikan, jabatan, institusi, dan pengalaman kerja. Analisis data yang diperolehi daripada bahagian B dan bahagian C telah menjawab persoalan kajian yang pertama iaitu:
Jadual 5 menunjukkan bahawa domain Pengetahuan menduduki tempat ketiga manakala domain Nilai Etika Profesionalisme pula berada di kedudukan keempat. Fokus penyelidik adalah terhadap dua domain tersebut. Nilai skor min bagi empat domain utama yang diperoleh adalah berada pada aras persetujuan setuju iaitu di antara 3.81 hingga 5.00 dan mencerminkan bahawa kesemua domain-domain ini adalah diperlukan. Jadual 6 pula menunjukkan skor min dan sisihan piawai untuk setiap item bagi komponen yang diperlukan dalam proses penilaian untuk RPL. Merujuk kepada Jadual 6, kesemua item yang terdapat di dalam komponen utama kerangka kaedah penilaian telah mencapai aras persetujuan setuju iaitu nilai skor min berada di dalam julat 3.81 hingga 5.00. Ini bermakna item-item tersebut adalah diperlukan. Maka, didapati semua item boleh digunakan dalam proses untuk menghasilkan kerangka kaedah penilaian untuk RPL. Maklum balas yang diperoleh menunjukkan responden Muka surat | 21
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tidak memberi sebarang cadangan berkenaan komponen lain yang diperlukan dalam proses membuat penilaian terhadap RPL. Oleh itu, dapatan ini menunjukkan tidak terdapat penambahan dalam komponen yang telah dikenal pasti seterusnya mengesahkan bahawa ketiga-tiga komponen tersebut adalah diterima sebagai komponen utama dalam proses penilaian RPL. Seterusnya analisis data yang diperolehi daripada bahagian D dan E pula telah menjawab persoalan kajian kedua iaitu: Apakah kriteria bagi setiap komponen yang sesuai untuk menilai set pengalaman pembelajaran terdahulu di Malaysia? Analisis tersebut telah dijalankan dengan mendapatkan nilai purata (skor min) bagi setiap item. Di bahagian D, penyelidik membuat analisis terhadap beberapa aspek yang telah dikenal pasti merupakan indikator yang diperlukan semasa membuat penilaian terhadap calon RPL. Indikator tersebut telah di kelaskan mengikut domain utama seperti berikut: i. Indikator Penilaian bagi Domain Pengetahuan Jadual 7. Skor min dan tahap keperluan indikator penilaian (Pengetahuan) Indikator Penilaian RPL Dapat menggunakan maklumat Menunjukkan pengetahuan dalam bidang pengajian yang berlanjut daripada tahap sekolah menengah. Dapat mengguna pengetahuan untuk mengenal pasti data bagi memberi respon yang jelas kepada masalah konkrit
ii. Indikator Penilaian bagi Domain Nilai Etika Profesionalisme Jadual 8. Skor min dan tahap keperluan Indikator penilaian (Nilai Etika Profesionalisme) Indikator Penilaian RPL Mengenali kesan peraturan atau undangundang ke atas proses kerja Mempunyai kemahiran interpersonal yang bersesuaian dengan pekerjaan Menjadi individu yang bertanggungjawab sebagai ahli masyarakat
Skor min 4.26
Tafsir Min Perlu
Tahap
Ketiga
4.32
Perlu
Pertama
4.29
Perlu
Kedua
Skor min 4.33
Tafsir Min Perlu
Tahap Kedua
Merujuk kepada Jadual 8, kesemua item yang terdapat dalam indikator penilaian bagi domain Nilai Etika Profesionalisme calon telah mencapai aras persetujuan setuju iaitu dengan aras petunjuk skor min berada dalam julat 3.81 hingga 5.00. Dapat diperhatikan melalui tafsiran skor min menunjukkan kesemua item di atas adalah perlu dalam merangka kaedah penilaian untuk RPL. Di bahagian E pula, penyelidik telah membuat analisis terhadap beberapa aspek yang dikenalpasti merupakan kaedah penilaian utama untuk penilaian RPL. Kaedah-kaedah tersebut telah di kelaskan mengikut domain utama seperti berikut: i. Kaedah Penilaian bagi Domain Pengetahuan. Jadual 9. Skor min dan tahap keperluan kaedah penilaian (Pengetahuan)
4.14
Perlu
Ketiga
4.40
Perlu
Pertama
Kaedah Penilaian Penilaian terhadap sebarang dokumen Ujian Bertulis Ujian Lisan Temu bual
Skor min 4.30 4.11 4.04 4.33
Tafsir Min Perlu Perlu Perlu Perlu
Tahap Kedua Ketiga Keempat Pertama
Merujuk kepada Jadual 7, kesemua item yang terdapat dalam indikator penilaian bagi domain Pengetahuan calon telah mencapai aras persetujuan setuju dengan aras petunjuk skor min berada dalam julat 3.81 hingga 5.00. Ini menunjukkan bahawa kesemua item di atas perlu dalam merangka kaedah penilaian untuk RPL. Nilai min tertinggi yang dicatatkan ialah 4.40 manakala yang terendah ialah 4.14.
Merujuk kepada Jadual 9, kesemua item yang terdapat dalam kaedah penilaian bagi domain Pengetahuan calon telah mencapai aras persetujuan setuju iaitu dengan aras petunjuk skor min berada dalam julat 3.81 hingga 5.00. Tafsiran skor min dalam
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Jadual 9 telah menunjukkan kesemua item adalah perlu dalam merangka kaedah penilaian untuk RPL. ii. Kaedah Penilaian bagi Domain Profesionalisme. Nilai Etika
akademik selain menilai pengalaman terdahulu calon melalui portfolio.
6. Perbincangan
Penyelidik telah menggunakan maklum balas yang diperoleh daripada responden menerusi soal-selidik dan temu bual untuk menghasilkan kerangka penilaian. Kerangka penilaian yang dihasilkan bertujuan untuk dijadikan sebagai satu garis panduan atau standard dalam menyelaraskan penghasilan kerangka kaedah penilaian untuk RPL bagi program melibatkan pendidikan dan latihan teknik dan vokasional. Penyelidik telah menggunakan beberapa standard sedia ada sebagai satu penanda aras dalam menghasilkan kerangka kaedah penilaian untuk RPL. Antara standard yang digunakan adalah Panduan Pelaksanaan Persijilan Kemahiran Malaysia Melalui Kaedah Pentauliahan Pencapaian Terdahulu (PPT) dan Panduan Pelaksanaan Sistem Penilaian yang dibangunkan oleh Jabatan Pembangunan Kemahiran, Kementerian Sumber Manusia, Malaysia. Selain itu, penyelidik juga merujuk kepada standard Panduan Pelaksanaan Pemantapan Penilaian Tahap Kecekapan yang dibangunkan oleh Jabatan Perkhidmatan Awam Malaysia sebagai panduan dalam menghasilkan kerangka kaedah penilaian RPL. Manakala domain awalan yang terlibat dalam menghasilkan kerangka kaedah penilaian untuk RPL diadaptasi daripada panduan yang telah dibangunkan oleh Harisson (2005) dalam PLAR Handbook, Bateman (2003) dalam Australia Student Handbook, Academic Advising Centre (2005), Australia Life Saving Academy (2007), Marshall (2007), Maczeck (2003), Wilcox dan Brown (2003), Nelson Marlborough Institute Of Technology, NMIT (2007), SCQF (2005), SCQF (2007), dan Kraak, A. dan Harris, J. (2000). Secara rumusannya, daripada analisis dapatan kajian ini, penyelidik mendapati semua item yang dinyatakan bagi setiap domain mendapat skor min yang tinggi dan kebanyakannya berada di dalam aras persetujuan setuju. Domain dan kriteria yang telah dikenal pasti disusun mengikut tahap kepentingan masing-masing seperti mana yang boleh dilihat di dalam jadual. Di samping itu penyelidik juga telah mendapat maklum balas daripada responden berhubung dengan domain dan kriteria kaedah penilaian berdasarkan soalan terbuka yang telah disediakan. Kesemua maklum balas ini telah dipertimbangkan seterusnya diambil kira dan dianalisis mengikut keperluan. Semua kriteria yang diperoleh telah digunakan dalam reka bentuk Kerangka Kaedah Penilaian untuk Pengiktirafan Pengalaman Pembelajaran Terdahulu bagi Program Berasaskan Muka surat | 23
Jadual 10. Skor min dan tahap keperluan kaedah penilaian (Nilai Etika Profesionalisme) Kaedah Penilaian Penilaian terhadap sebarang dokumen Pemerhatian Temu bual Skor min 4.19 4.22 4.29 Tafsir Min Perlu Perlu Perlu Tahap Ketiga Kedua Pertama
Merujuk pada Jadual 10, kesemua item yang terdapat dalam kaedah penilaian bagi domain Nilai Etika Profesionalisme calon telah mencapai aras persetujuan setuju iaitu dengan aras petunjuk skor min berada dalam julat 3.81 hingga 5.00. Tafsiran skor min dalam Jadual 10 telah menunjukkan kesemua item adalah perlu dalam merangka kaedah penilaian untuk RPL.
5.2. Hasil Analisis Data Temu Bual

Penyelidik telah menggunakan hasil temu bual sebagai data sokongan kepada borang soal selidik. Setiap data dianalisis dan dimasukkan dalam bentuk jadual. Temu bual telah dijalankan bersama dekan College for Open Learning UNITAR, dan Ketua Penolong Pengarah bahagian MOSQ, Jabatan Pembangunan Kemahiran di Kementerian Sumber Manusia secara berasingan dengan menggunakan kaedah temu bual semi-struktur secara individu. Temu bual dijalankan dengan memberi fokus kepada komponen utama dalam proses penilaian. Hasil temu bual, didapati tidak banyak perbezaan sama ada domain, mahupun kriteria di dalam setiap komponen yang telah disediakan oleh penyelidik. Kedua-dua pakar bersetuju dengan domain utama yang telah penyalidik cadangkan hasil daripada kajian literatur. Kedua-dua institusi menjalankan ujian penilaian RPL tetapi pendekatan yang digunakan sedikit berbeza. Jabatan Pembangunan Kemahiran di KSM lebih memberi fokus kepada kemahiran calon dan penilaian adalah lebih kepada ujian hand on yang lebih menggalakkan calon untuk membuktikan kemahiran melalui tugasan yang diberikan. Berlainan pula dengan apa yang telah dilaksanakan di UNITAR iaitu lebih menitikberatkan calon mengambil peperiksaan mencabar (aptitude test) iaitu lebih bercorak teori
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Pendidikan dan Latihan Teknik dan Vokasional di Malaysia seterusnya telah menjawab persoalan kajian yang ketiga. Kajian ini telah menghasilkan jadual matrik seperti dalam Jadual 11. Perincian untuk setiap kriteria dalam matrik ini boleh dirujuk pada kerangka kaedah penilaian yang telah siap dibangunkan oleh penyelidik.
v.
7. Cadangan dan Kesimpulan

Berdasarkan kepada hasil dapatan kajian dan analisis yang telah dijalankan, penyelidik berpendapat sekiranya kajian-kajian lanjut dijalankan dalam usaha untuk mengumpulkan lebih banyak maklumat, maka kerangka kaedah penilaian yang telah dibina akan menjadi lebih sistematik dan terperinci. Hasil daripada kajian ini, penyelidik telah membuat kesimpulan berbentuk cadangan kepada pihak-pihak yang terlibat secara langsung berkaitan dengan Penilaian untuk Pengiktirafan Pengalaman Pembelajaran Terdahulu bagi Program Berasaskan Pendidikan dan Latihan Teknik dan Vokasional di Malaysia iaitu: i. Sistem penilaian RPL yang dilaksanakan adalah bertujuan untuk membuka laluan alternatif kepada individu yang berkelayakan. Oleh itu individu tersebut mestilah diberi peluang dan kemudahan semaksima mungkin untuk membolehkan mereka mempamerkan keterampilan yang diperolehi melalui pengalaman. Sekiranya calon gagal untuk melepasi sebarang ujian penilaian semasa sesi penilaian, calon sebaik-baiknya diberikan sesi kaunseling yang dikendalikan oleh pakar yang akan memberi nasihat dan bimbingan tentang cara untuk membangunkan atau mempamerkan kecekapan seperti yang diharapkan. ii. Calon juga sebaik-baiknya diberi peluang untuk menghadiri sesi kursus persediaan yang disediakan khas untuk calon yang tidak menunjukkan pengalaman pembelajaran yang mencukupi semasa sesi penilaian walaupun set dokumen bukti calon menunjukkan bahawa calon tersebut adalah layak. iii. Sesi penilaian yang dijalankan terhadap set pengalaman calon hendaklah memberi penekanan terhadap adaptasi daripada pengalaman lepas atau daripada tugas-tugas yang pernah dilaksanakan. iv. Calon juga hendaklah diberikan bimbingan terlebih dahulu sebelum menghadiri sesi penilaian RPL yang memberi fokus kepada mekanisme-mekanisme atau kaedah penilaian dan instrumen bagi kaedah tersebut yang akan diguna pakai serta diberikan tunjuk ajar
vi.
vii.
viii.
berkenaan cara untuk mengumpulkan dokumen dan bahan-bahan bukti tersebut. Calon sebaik-baiknya diberikan nasihat dan taklimat berkenaan perjalanan proses penilaian tersebut, jenis-jenis dokumen dan bahan bukti yang diperlukan untuk dipertimbangkan oleh pihak penilai semasa menilai permohonan calon. Calon juga mestilah dibekalkan dengan maklumat yang mencukupi untuk membolehkan mereka membuat persediaan terhadap dokumen dan bahan bukti agar memenuhi standard yang diperlukan untuk proses penilaian RPL. Pihak institusi yang melaksanakan penilaian RPL juga hendaklah menggunakan kepakaran untuk memberikan khidmat kredit dan bukannya kredit kursus. Pihak terbabit juga perlu sedar akan tujuan utama mewujudkan sistem RPL adalah untuk mewujudkan laluan alternatif kepada golongan dewasa dalam membangunkan kerjaya mereka dan menggalakkan pembudayaan pembelajaran sepanjang hayat. Walau bagaimanapun, demi memastikan keberkesanan sistem RPL di Malaysia, pihak yang terlibat haruslah memberi fokus kepada kaedah penilaian yang digunakan kerana pelaksanaan kaedah tersebut merupakan kunci utama kepada kejayaan sistem RPL yang telus dan berkualiti.
Kesimpulannya, kajian lanjutan perlu dilaksanakan dan memberi penekanan kepada beberapa aspek yang telah dikenalpasti oleh penyelidik seperti: i. Menjalankan kajian Delphi untuk mendapatkan maklumat daripada pakar antarabangsa. ii. Menumpukan kepada kaedah penilaian yang lebih memudahkan calon tetapi tetap mengekalkan kualiti. iii. Mencadangkan supaya kajian lanjutan dijalankan dengan menjadikan dua bentuk penilaian iaitu penilaian summatif dan formatif sebagai domain utama kajian. iv. Membuat kajian lanjutan dengan mengkaji kelayakan penilai, dan pandangan pihak industri.
8. Rumusan
Akhir sekali, semua pihak perlu bekerjasama dalam membentuk kriteria dan instrumen penilaian yang benar-benar sesuai, diperlukan, dan efektif di dalam penilaian RPL. Pihak bertanggungjawab perlu menetapkan polisi yang bersesuaian dan menyediakan rubrik penilaian dalam memantapkan lagi proses penilaian dalam RPL. Melalui pembangunan kaedah Muka surat | 24
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penilaian RPL ini diharapkan semua pihak mendapat faedah daripadanya dalam merealisasikan pembelajaran sepanjang hayat seperti yang telah disediakan di dalam Kerangka Kelakan Malaysia.
Rujukan
Academic Advising Centre (2005). Student Handbook Credit for Prior Learning. University of Alaska Fairbanks. Australia Life Saving Academy (2007).Guidelines for Applying for Recognition of Prior Learning (RPL), For Application. New South Wales: Surf Life Saving Bateman, A. (2003). Giving Credit: A Review of RPL and Credit Transfer in the Vocational Education and Training Sector, 1995 to 2001. Australia: NCVER. 15 44. Cates, W. M. Penterjemah: Syaharom Abdullah (1990). Panduan Amali Untuk Penyelidikan Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Chua, Yan Piaw (2006a). Kaedah Penyelidikan. Kuala Lumpur: Mc Graw Hill (Malaysia) Sdn.Bhd. Chua, Yan Piaw (2006b). Asas Statistik Penyelidikan: kaedah dan Statistik Penyelidikan. Kuala Lumpur: Mc Graw Hill (Malaysia) Sdn.Bhd. Fong, Chan Ong (2008). Syarikat Besar Utama Sijil Kemahiran. Laman Web Rasmi: Kementerian Sumber Manusia. Diperoleh dari http://www.mohr.gov.my/index.php?option=com _content&task=view&id=382&Itemid=161 diakses pada 20 Disember 2008. Harrison, C. (2005). Best Practices in Prior Learning Assessment and Recognition (PLAR) Handbook. Edmonton: Alberta Council on Admissions and Transfer (ACAT). Kraak A. dan Harris, J. (2000). RPL: Power, Pedagogy and Possibility. Illustrated. Pretoria: Human Science Research Council Press. 9 19. Maczeck, J. (2003). Recognition To Prior Learning and Articulation. South Africa: Mechanical Engineering Department, Nelson Mandela Metropolitan University. Marshall, K. (2007). The Recognition of Prior Learning (RPL) Explained Guide. Newcastle: WEA Hunter and Newcastle Vocational Education and Training Accreditation Board. Mohd Majid Konting (2004). Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Mohd Najib Abdul Ghafar (1999). Penyelidikan Pendidikan Edisi Pertama. Skudai: Universiti Teknologi Malaysia.
Mohd Najib Abdul Ghafar (2003). Reka Bentuk Tinjauan Soal Selidik Pendidikan, Edisi Pertama. Skudai: Universiti Teknologi Malaysia. Musa Mohammad (2002). Credit For Work Experience. International Postgraduate Facilitator Management CENTRE, Malaysia. Nelson Marlborough Institute Of Technology (NMIT) (2007). Guidelines for Applying for Recognition of Prior Learning (RPL). ITPNZ Academy Quality Standard : 9.0. Raja Norazilla (2008). Kerangka Portfolio untuk Pengiktirafan Pembelajaran Terdahulu (Recognition of Prior Learning) bagi Program/Kursus PLTV dalam Membangunkan Kerangka Akreditasi di Malaysia. Universiti Tun Hussein Onn Malaysia: Tesis Sarjana UTHM. Sabitha Marican (2005). Kaedah Penyelidikan Sains Sosial. Petaling Jaya, Selangor : Prentice Hall. Scottish Credit and Qualifications Framework SCQF (2005). Recognition of Prior Informal Learning RPL: Core Priciples and Key Features. Glasgow: Scottish Credit and Qualifications Framework Partnership. Scottish Credit and Qualifications Framework SCQF (2007). Guidelines for the Recognition of Prior Learning (RPL): RPL Handbook Vol. 2. Glasgow: Scottish Credit and Qualifications Framework Partnership. Wiersma, W. (1995). Research Methods in Education: An Introduction. 6th. ed. Massachusetts: Allyn and Bacon. Wilcox, J. dan Brown, R. (2003). Accreditation Of Prior And Experiential Learning. Ver. 4. Bradford College: UK Centre for Material Education (APEL).
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Jadual 11. Matrik kerangka kaedah penilaian RPL bagi program berorientasikan PLTV (Fokus terhadap Pengetahuan dan Nilai Etika Profesionalisme) Komponen bagi Proses Penilaian Domain RPL Tahap Kelayakan sehingga di Peringkat Sarjana (Kerangka Kelayakan Malaysia) Indikator (a) Sukatan Tahap Kelayakan Dapat mentafsir dan mengguna dan tahap maklumat. (b) Menunjukkan Kedalaman dan Pengetahuan kompleksiti ilmu serta pemahamannya. (c) yang berlanjut pengetahuan daripada kefahaman dalam bidang pengajian sekolah menengah dan lazimnya terdapat dalam buku teks lanjutan. Dapat mengguna pengetahuan dan kefahaman untuk mengenal pasti dan mengguna data bagi memberi Penilaian Portfolio dan Temubual respons yang jelas kepada masalah konkrit dan kompleks. (a) Mengenali kesan peraturan, undangundang dan kontrak ke atas proses kerja. Nilai Etika Profesionalisme Keluasan dan kecanggihan amalan. (c) (b) Menguasai kemahiran berpasukan dan interpersonal yang bersesuaian dengan pekerjaan. Menjadi masyarakat. individu sebagai yang ahli bertanggungjawab Pemerhatian Ujian Bertulis dan Ujian Lisan Kaedah Penilaian
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Joan Wang Yee Juen et al.
OBE Curriculum Implementation Process in Politeknik Kota Kinabalu: A Possible Evaluation Framework
Joan Wang Yee Juen
Politeknik Kota Kinabalu Sabah immaculatte@hotmail.com
Vincent Pang
Universiti Malaysia Sabah pang.ums@gmail.com
Jason William Vitales

Politeknik Kota Kinabalu Sabah jason@polikk.edu.my
Abstract
The completion of development of the OutcomeBased Education (OBE) Curriculum for semester 1 of polytechnic programs in year 2010 has initiated the implementation of OBE curriculum in all the polytechnics across the nation beginning January 2010. Basically, this curriculum is well-designed and has laudable aims to achieve. Nevertheless, in many curriculum reformation cases, their implementation has resulted undesirable outcomes since wellintentioned policies were never really translated into classroom reality and this led to waste of considerable resources, time, and effort. This paper reviews literature on OBE and evaluation, and proposes a framework for evaluation of the implementation of the curriculum change in Politeknik Kota Kinabalu. This resulted in the decision on the use of the Stakes Countenance Evaluation Model to identify the antecedent of the curriculum change, to gain insight into the understanding and experience of the implementation process (transaction), and to identify the outcomes of the curriculum change.
1. Introduction
The development of technical and vocational education in Malaysia can be traced back to early 1900s with the establishment of Teacher Technical School in 1906. In 1969, the first Malaysia polytechnic, Ungku Omar Polytechnic was established
by the Malaysian Ministry of Education; with a lending hand from United Nation Educational Scientific and Cultural Organization (UNESCO) and United Nations Development Programme (UNDP). Ever since the establishment of the Ungku Omar Polytechnic in Ipoh, Perak; the technical and vocational education in Malaysia has experienced a tremendous development and improvement with respect to the system as well as the number of establishments. In 2009, there are 27 polytechnics throughout Malaysia producing more than 305.900 graduates at diploma and certificate level in engineering, technology, trade and services program. Despite the increasing numbers of students and institution of polytechnics, the problem of polytechnics graduates employability and further study rate as shown in table 1.1 seems to bolster the vision of Polytechnics Malaysias to be the number one provider of innovative human capital through transformational education and training for global workforce by 2015 (DPE, 2010). Universities claim that majority of the Polytechnics graduates are unable to perform as good as their CGPA result. This is supported by Hafizah et al. (2008) finding that shows, majority of the polytechnics graduates who further their studies at the degree level in public universities hardly performed in their academic. Student Performance Monitoring System developed by Department of Electronic System, Universiti Kebangsaan Malaysia discovered that most of the polytechnics graduates faced various difficulties especially related to the theoretical aspects of learning. The study concludes that learning philosophy at
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J Joan Wang Yee e Juen et al.
Table 1. P Polytechnics Graduates D Destination for 2001-2008
Adopted from: f Analisis Data Kajian P Pengesanan G Graduan Politek knik, 2009.
y level requir res more criti ical thinking skills university rather tha an hands-on sk kills. The decreasing n number of e employability and tudy rate of po olytechnics students since 2001 further stu to 2008 as observed in the table 1.1 indeed am mong ad trigger the e process of transformatio on of others ha Polytechn nics educatio on quality. Th herefore revol lution such as c changing and redesign r the curriculum c con ntent, improvise e teaching and learning sty yles or approa aches and devel loping new w way of assessin ng the student ts are among in nitiatives mad de by DPE to oward meeting g the criteria a and standard ds as outline ed by Mala aysian Qualifications Agency y (MQA) (Si iti Jariah & Noor Aidi, 2010). Initial lly the role o of polytechni ic education is to produce a and fulfill the demand of sem mi-skill worke ers in the count try. Therefore e the curriculu um was devel loped according g to programs offered by each polytec chnic. The progr rams are cons sisting of certi ificate and dip ploma programs s. The curricul lum of each co ourse in a pro ogram was developed by Curr riculum develo opment Divisi ion of ent of Polyte echnic and college comm munity Departme which lat ter was change ed to Departm ment of Polytechnic Education n. Basically t the course is divided into 70% theories and 30% p practical trai ining. While e the n and assessm ment method is divided in nto a evaluation proportion of 50% for continuous as ssessment and d 50% . In the teaching and lea arning for final examination. e the center r and sourc ce of process, lecturers are information whereby they are r required to teach according g to the syllab bus and modul le, lectures are e also expected to provide lecture no otes and con nduct nt as required d in every syllabus. Basicall ly the assessmen assessmen nts questions are based on o what had been taught in the classes, in average a theory course e will uizzes, five as ssignments and d one have three tests, five qu m. If a studen nt has five of three credits h hours final exam courses i in one semes ster (one sem mester is equ ual to
fift fteen weeks o of learning tim me and two weeks final exa am), therefore e he or she will have to do f fifteen tests, twenty five quiz zzes, twenty f five assignmen nts and five nal examinat tions within fifteen weeks time. fin Ob bviously, the a assessment me ethod is not p practical and illo ogical. Apart t from it, m most of the assessments me ethods are bas sed on pen an nd paper and students are rat ted by their gr rade, therefore e the curriculu um is said to be outdated a and unable to measures s the real pabilities or co ompetencies o of the students. cap Therefore in n the year 2010, Polyte echnics are int troduced with h the new c curriculum. I In the new cur rriculum, each h program con nsists of few c courses, and eac ch program ha as its own Pro ogramme Aim ms (PAI) and Pro ogram Learning Outcome es (PLO) in which the stu udents are exp pected to ach hieve upon completion of eac ch course. W Whereas in eac ch course it h has its owns Co ourse Learning Outcomes (CLO), Gene eric Student Att tributes (GSA A) and Learn ning Domains (LD). The GS SA is consists s of seven att tributes, they are GSA 1: Co ommunication Skills, GSA 2: Critical Th hinking and Pro oblems Solvin ng Skills, GSA A 3: Team works w Skills, GS SA 4: Moral P Professional E Ethics, GSA 5: : Leadership Sk kills, GSA 6: Information Management t Skills and GSA 7: Co ontinuous L Learning an nd lastly En ntrepreneurship p Skills. As f for the LD, they are eight lea arning domain ns that has bee en identified by y the MQA, the e first LD is knowledge, second LD is Technical Sk kills, third LD is Profession nalism & Ethic cs, forth LD is social Skills, fifth LD is c communication n skills, the six xth LD is Crit tical Thinking g, the seventh h LD is Life Lo ong Learning g and the eighth LD D is the En ntrepreneurship p skills (P Polytechnic Curriculum, MO OHE). ecturers must first identify y the PLO, Therefore le CL LO and the LD D and GSA th hat need to be achieved in eac ch course and integrated it i in each lesson. . Thereafter, lec cturers are exp pected to crea ate a plan for their lesson Mu uka surat | 28
by distributing the total learning hours for one semester into context learning hours, students self learning hours, assessment and evaluation hours. The aim of each lesson is to achieve the intended CLO of a course in which will eventually contribute to the program learning outcomes. The most crucial part of this new curriculum is, on determining proper assessment and evaluation methods to measure students achievements especially in measuring the LD and GST. This will also mean lecturers need to be innovative in exploring new ways of assessing the students and in preparing teaching and learning instructions to meet the CLO, GSA and LD of each courses. The main principle of the new curriculum assessment method is; the assessment methods must be able to measure and achieve students learning outcomes. Obviously, OBE curriculum is something new to not just the lecturers but also to the administration committees, students and others units and departments in polytechnic, therefore the challenge may be in the effectiveness of implementing the curriculum changes as it involves changing the education systems and cultures in polytechnic and also lecturers beliefs and practices in teaching and learning.
With the new curriculum, lecturers are required to make great changes in preparing the lesson plan; adopt new teaching and learning instruction and approach, innovation in assessment and evaluation strategy and method, and most of all lecturers are require being competence to incorporate and promote the learning domains and generic skills in the teaching and learning process. Much of this works required extra time, energy and effort from the lecturers side in order for it to be materialize. The question is, are the lecturers ready for the changes? Secondly are the lecturers competences to teach and incorporate the learning domain and generic skill (as required in the OBE curriculum) in their lesson? Since there is a limited information base that policy makers can draw from the education reform/curriculum changes implementation process, therefore there is an urgent need for research that focus on the education reform/curriculum change implementation process in order to improve our knowledge on the actual processes of changes, the potential problems and issues that can emerge from the changes and method of addressing them (Dyer, 1999; Altinyelken, 2009).
3. Objectives of the Study 2. Problem Statement

Polytechnics curricula are reviewed since 2008 in order to comply with OBE principles as required by MQA. The new OBE curriculum was introduced to Polytechnics on January 2010. In the beginning, the OBE curriculum is only applicable to first semester students. While the rest of the semester two to six students are still using the old curriculum. Efforts to educate the organization staff of the new curriculum in PKK were conducted at the same semester of the implementation whereby selected leaders and lecturers were chosen to participate in the OBE workshops, and staff knowledge enhancement. Though OBE curriculum is favour by many International Professional Accreditation Organization including MQA itself, yet researcher believe the success of adopting OBE curriculum does not lie on how good is the product (OBE curriculum) but mostly on how to make the practitioners to buy in the product and make use of the new product to replace the old product (Jorgensen, 2006). The challenges for polytechnics in implementing the OBE curriculum are not just in adopting the new curriculum content but it is also an overall change of the organization working and social system and adaptation process of the traditional education process, system, belief and philosophy towards OBE principles. This study reviews related literature on OBE and Curriculum Evaluation in order to arrive at a framework for the evaluation of the curriculum implementation of OBE curriculum at Politeknik Kota Kinabalu.
4. Methodology
The study is conducted based on review literature consisting of primary and secondary sources. These include literature from printed media as well as digital media from reliable and credible internet sources.
5. Findings
Based on extensive reading and synthesis of literature from sources from all categories, the important concepts are summarized in the following sub-headings:
5.1. OBE Curricula

According to Kudlas (1994, in Mokhaba, 2005) OBE is not new but an age-old common sense of teaching of which the process is focused on what is to be learned, and that is the outcomes. Kudlas ideas are also supported by Spady and Marshall (1994, p. 18), as they defined OBE as high quality culminating
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demonstrations of significant leaning that happens at the end of a learning experience. This means starting with a clear picture of what is important for students to be able to do, then organising the curriculum, instruction and assessment to make sure that learning ultimately happens. Therefore, outcomes are a result of learning and are actual, visible, observable demonstrations of three things, namely knowledge, orientations and motivational and relational elements (Mokhaba, 2005).
5.2. The Principles of OBE

The principles of OBE are assumed to be the guidelines on how an outcome-based instructional system should function. Spady and Schlebusch (1999; Mokhaba, 2005) call these principles power principles, as they believe that combined, they are powerful factors in creating conditions that enable learners to learn more, to demonstrate higher levels of skills and to get credit for their accomplishments. These principles are: i. Clarity of focus on outcomes - Outcomes are to be clarified and be made known to everyone before learning takes place. ii. Design back - referring to planning from the end or backward mapping by tracing backward from the outcome. iii. High expectations - meaning that there should be an establishment of high, challenging standards of performance for learners, so that they are continuously challenged to improve as they grow and mature on the type of learning defined in the outcomes. iv. Expanded opportunity - meaning that OBE educators should vary learning rates, as not all learners learn equally fast or in the same manner.
argues that most formal evaluation activities in education has too little effort to spell out antecedent conditions and classroom transactions and too little effort to couple them with the various outcomes. Stake (1967) also emphasises the important of measuring the match between what an educator intends to do and what he does do. For evaluation of curriculum, attention to individual differences among students should give way to attention to the contingencies among background conditions, classroom activities, and scholastic outcomes. There are three important phases of curriculum components where this model revolves: antecedent, transaction, and outcome. In the antecedent phase, the consideration is the environmental factors that might affect the curriculum outcomes. The effectiveness of the curriculum during implementation is being considered by in the transaction phase on the other hand. When the curriculum has already achieved completion, its effects are being examined in the outcome phase. The evaluation procedure must take into account both judgment and descriptions, both relying on quantitative and qualitative observations. The description may either be absolute or comparative (Snyder, AckerHocevar, & Snyder, 2008). Table 2. Model behaviorist-efficientist
Method / author Achievement objectives Tyler (1940) CIPP Stufflebeam (1967) Countenance Stake (1967) CSE Alkin (1969) Educational planning Cronbach (1982) Evaluative Purpose Measurement of achieved objectives Information for making decisions Valuation of results and process Information for determination of decisions Valuation of process and product Dominant paradigm Quantitative Content of evaluation Results C (context) I (input) P (process) P (product) Antecedents, transactions, results Cantered in achievements of necessities U (evaluation units) T (treatment) O(operations) Role of the evaluator External technician External technician External technician
Mixed
Mixed
Mixed
External technician
Mixed
5.3. Curriculum Evaluation Models

In the effort to understand the different purpose and roles of each evaluation model, Castillo and Gento (1995; Escorza 2003) offer a classification of methods of evaluation within each one of the paradigms that they call conductivist-efficientist, humanistic and holistic. Table 2 to 4 summarise these classifications.
External technician
Table 3. Humanistic model

Method / author Customer service Scriven (1973) Opposition Owens (1973), Wolf (1974) Artistic criticism Eisner (1981) Evaluative purpose Analysis of the clients necessities Opinions for consensus decision Dominant Paradigm Mixed Content of evaluation All the effects of the program Role of the evaluator External evaluator of necessities of the client External referee of the debate
Mixed
Any aspect of the program
5.4. Stake Countenance Evaluation Model

Stake Countenance Evaluation Model was first introduced by Robert Stake in the year 1967 in his paper entitled The Countenance of Educational Evaluation. Teachers College Record. Stake (1967)
Critical interpretation of educational actions
Qualitative
. Context . Emergent processes . Relations of processes . Impact on context
External stimulator of interpretations
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Table 4. Holistic model

Method / author Responsive Evaluation Stake (1976) Holistic evaluation MacDonald (1976) Evaluation as Illuminatio n Parlett and Hamilton (1977) Evaluative purpose Valuation of answer to necessities of participants Educational interpretation for improvement Illumination and understanding of the programs components Dominan t paradigm Qualitati ve Content of evaluation Result of total debate on program Role of the evaluator External stimulator of the interpretation for individuals involved External stimulator of the interpretation for individuals implied External stimulator of the interpretation for individuals involved
Qualitati ve
Qualitati ve
Elements that configure educational action System of teaching and means of learning
a. Data Matrices Stake (1967) built his evaluation model based on two matrices (See Figure 1). The first matrix was a description matrix which included (a) the intentions of the program and (b) the observations. In order to evaluate, an educator will gather together certain data. The data are likely to be from several quite different sources, gathered in several quite different ways. Whether the immediate purpose is description or judgment, it should tap three bodies of information; they are the (a) antecedent, (b) transaction and (c) outcome data. The second matrix of stake evaluation model was Judgment Matrix, which is comprised of (a) a standards and (b) judgement. The standards, as referred to on model schematic, constituted the guideline against which the quality or value of the teacher education program and its outcomes are measured. Whereas judgements are statement made of effectiveness of a program and its component upon completion of the evaluation process (Nelli & Nutter 1984; Pepper & Hare, 1999). To fill in these matrices the evaluator need to collect judgments as well as descriptions. In Figure 1 it is also indicated that judgmental statements are classified either as general standards of quality or as judgments specific to the given program. Descriptive data are classified as intents and observations. The evaluator is to prepare a record of what educators intend, of what observers perceive, of what patrons generally expect, and of what judges value the immediate program to be. The record may treat antecedents, transactions, and outcomes separately within the four classes identified as Intents, Observation, Standards, and Judgments, as in Figure 1.
Program Intents Observation Standards Judgessment Rationale sources Sources Sources Sources Antecedents Students Characteristics Teachers Characteristics Curriculum Content A Curriculum Context Instructional Materials Physical Plant School Organization Community context Transactions Community Flow Time Allocation Sequence of Event Reinforcement Schedule Social climate Outcomes Students Achievement Students Attitude Students Motor skills Effects on Teachers Institutional Effects Example A: Manufacturer specification of an Instructional Material Kit Example B: Teacher Description of Students Understanding Example C: Expert Opinion on Cognitive Skill Needed for a Class of Problems Example D: Administrator Judgement of Feasibility of a field Trip Arrangement
Figure 1. Illustration of Data Representative of the Contents of Four Cells of Matrices for a Given Educational Program
Adapted from: Stake The Countenance of Educational Evaluation. Teachers College Record (7): 529; 1967.
b. Contingency and Congruence Stake (1967) further described contingencies and congruencies as aspect of the context of the program. Stake explained that to process descriptive evaluation data, there are two principal ways of processing it, they are: finding the contingencies among antecedents, transactions, and outcomes and finding the congruence between Intents and Observations. To find the congruence between the intent and the observation sources, the descriptive data of the first two columns in Figure 1, will be processed as shown in Figure 2. The data in Figure 1 is congruent if what was intended actually happened in the observation. Working horizontally in the data matrix, the evaluator will be able to compare the cells containing Intents and Observations. The evaluator will then note the discrepancies, and describe the amount of congruence for that row. Congruence does not indicate that outcomes are reliable or valid, but that what was intended did occur.
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Descriptive Data
Intended Antecedents Congruence Observed Antecedents
a. Antecedent i. What is the goal of OBE curriculum? ii. What are the contents and standard of the OBE curriculum? iii. What are the organization level of knowledge, understanding, attitude and perception to the curriculum change? b. Transactions i. How did the administrator implement the OBE curriculum in the organization? ii. What is the degree of receptivity/resistance of the implementation of the curriculum changes? iii. How did the lecturers adapt and incorporate the OBE curriculum to his/her teaching & learning? iv. Are the lecturers able to translate the OBE curriculum in their classrooms? v. What are the issues, obstacles and limitation faced by the organization in order to adapt the curriculum changes? c. Outcomes i. Does the OBE curriculum successfully produced the desired outcomes in the classroom reality? ii. Does the OBE manage to improve lecturers teaching and learning quality? iii. What are the unintended outcomes of the implementation of OBE curriculum?
Logical Contingency Intended Transactions Congruence
Empirical Contingency Observed transactions
Logical Contingency Intended outcomes
Empirical Contingency Observed Outcomes
Congruence
Figure 2. A Representation of the Processing of Descriptive Data

Adapted from: Stake The Countenance of Educational Evaluation. Teachers College Record (7): 529; 1967
Contingency is defined as the relationships among the variable (Stake, 1969). It is also called the why of the outcomes (Hastings 1966; Stake, 1969) or knowledge of what causes what obviously facilitate the improvement of instruction. To analyze the contingency of the data in the intended and observation matrix, the evaluator will work vertically. Whenever Intents are evaluated the contingency criterion is one of logic. To test the logic of an educational contingency the evaluators rely on previous experience, perhaps on research experience, with similar observables. No immediate observation of these variables, however, is necessary to test the strength of the contingencies among intents. Evaluation of Observation contingencies depends on empirical evidence.
References
Altinyelken, H. K. (2004). Curriculum Change in Uganda: Teachers Perspectives on the New Thematic Curriculum. International Journal of Educational Development. 30, 151-161. Bahagian Perhubungan Industri, Pengesanan Graduan dan Alumni (Jun 2009), Maklumat Mengenai Pengesanan Graduan Politeknik dan Kolej komuniti 2008. Jabatan Politeknik dan Kolej Komuniti. Department of Polytechnics Education (DPE), 2010Dialogue between DPCCE and Deans from various public university hosted by Bahagian Pengurusan Kemasukan Pelajar, KPTM (UPU) 28 November 2007. Putrajaya. Escorza, T. E. (2003). From Test to Current Evaluative Research. One Century, The 20th, of Intense Development of Evaluation in Education. RELIEVE, 9 (1). Hafizah Husain, Norbahinan Misran, Salina Abdul Samad, Aini Hussain & Siti Salasiah Mokri. (2008). Sistem Pemantauan Prestasi Pelajar JKEES, UKM, 4. Hala tuju, Transformasi Politeknik, 2010. Department of Polytechnic Education, MOHE. Muka surat | 32
6. Conclusion and discussion

The study and review of literature has enlightened the researchers in understanding more deeply the concepts of OBE curriculum and curriculum evaluation. It has also helped them in planning the curriculum evaluation at Politeknik Kota Kinabalu using Stakes Countenance Model. It is suggested that the study is to be followed up with an actual implementation of the curriculum evaluation based on the following research questions:
Jorgensen, O. (2006). Why Curriculum Change is difficult-and Necesarry. National Association of Independent School. Retrieved July 25, 2010, from http://www.nais.org/ ismagazinearticles sPrint.cfm?print=Y&ItemNumber=148786. Mokhaba, M. B.(2005). Outcomes-based education in South Africa since 1994: policy objectives and implementation complexities. University of Pretoria, South Africa. Pepper,K. & Hare, D. (1999). Development of an Evaluation Model to Established Research-Based Knowledge About Teacher Education. Studies in Educational Evaluation. 25, 353-377. Siti Jariah & Noor Aidi,(2010). Towards Enculturation of Systematic Quality Assurance Practices.National. Seminar on: Quality Assurance in Technical Vocational Education Training. Spady, W. (1994). Choosing Outcomes of Significance. Educational Leadership 51, (5), 18 23. Stake, R. E (1969). Language, Rationality and Assessment. Reprinted from Improving Educational Assessment and Inventory of Measures of Effective Behavior. Washington, D. C: Association for Supervision and Curriculum Development, NEA.
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Norehan et al . Diges PKK Edisi 1, 2011
Competency Standards for Polytechnic Graduates

Norehan Bt Md. Shariff
Curriculum Development and Evaluation Division Department of Polytechnic Education Ministry of Higher Education, Malaysia E-mail: norehan@mohe.gov.my
Dr. Mohd Rashahidi Bin Mohamood

Industry Liaison, Graduate Tracking and Alumni Division Department of Polytechnic Education Ministry of Higher Education, Malaysia Email: mohdrashahidi@mohe.gov.my
Abstract
The paper discusses one of the transformational initiatives undertaken by the Department of Polytechnic of the Ministry of Higher Education towards developing a highly productive and competent workforce, especially the middle level manpower and executives. This initiative, namely the development of the Competency Standards for Polytechnic Graduates, is aimed at assuring the quality of programmes in order to boost polytechnics national and international standing and increase graduates market access. Competency standards are statements of attainment in specific abilities in the workplace that graduates have to accomplish upon completing their studies in their respective programmes in polytechnics. Competency standards enable comparisons of performance that may be taken as the basis for evaluation and assessment of competencies. The paper highlights on the process of four stages of developing competencies (i.e. development, crystallisation, naturalisation and demonstration of learning), guiding principles or related philosophical rationales for the development of competency standards and the process of developing competency standards. This paper also describes the Body of Knowledge Framework and its relevant components namely Personal Development, Mathematics, Sciences, Technical and Workplace Competencies. The paper briefly discusses the integration of competency standards in the curriculum development process and the implication of development of competency standards and the implementation of the standard integrated curricula in the polytechnic education system.
1. Introduction
The main role of polytechnics is to develop human capital at the middle level in the technical, commercial and services sectors. Human capital can be understood as an individuals productive capabilities that can be used to produce goods and services (Thurow, 1970). In other words, productive capabilities are knowledge, skills, talents and potentials possessed by individuals that can be harnessed in the labour market. In view of the importance for Malaysia to fully develop its quality and competent workforce and in light of the era of new economies that the country will face in the 21st century, it is timely for the Department of Polytechnic Education (DPE), Ministry of Higher Education (MoHE), to embark on several transformational initiatives in improving the quality of polytechnic programmes and graduates. One of these initiatives is the development of the national competency standards for programmes of study in polytechnics. These standards, namely Competency Standards for Polytechnic Graduates, are compilations of statements of attainment to measure accomplishments in specific abilities, particularly in the form of knowledge, skills and attitudes in the workplace. The statement of competency standards is the summary of curriculum learning outcome statements as described by the Course Learning Outcome in the curriculum document and forms an integral part of and is embedded into the curriculum and enables comparisons of performance that may be taken as the basis for evaluation and Muka surat | 34
N Norehan et al . Diges PKK Ed disi 1, 2011
assessmen nt of compet tencies. The rest of this article consists o of following sections: Wh hat are Competency Standards s?, Guiding Principles, The Process of Developin ng Compete encies, Comp petency Stan ndards Developm ment Process, Body of Knowledge Frame ework, the Curric culum Develo opment Process and Implicat tion. em mphasis on the development of cognitive, affective and psy ychomotor do omains will result in the dev velopment of holistic, knowled dgeable and co ompetent hum man capital. 2.2 2.2. Hybrid concept of edu ucation and t training. As me entioned abov ve, the main role of polyte echnics is to dev velop human n capital at the middle level in the tec chnical, comm mercial and ser rvices sectors. . In this case, suc ch human capi ital can be und derstood as pe eople who are pro ofiled as the e minds-on, hands-on an nd hearts-on ind dividuals. The e potentials of f these individu uals can only be best develope ed to the fulles st through a hy ybrid concept of education an nd training; the concept that utilizes lea arning experie ence from the e best that ed ducation and tra aining can offe fer. In short, t this two-prong ged approach pro ovides the pol lytechnic grad duates with th he immediate ski ills required fo or the job mar rket as well as the ability to cop pe with the ac cquisition of n new skills thro ough lifelong lea arning.
2. Com mpetency Standards S f for Polytec chnic Grad duates

2.1. Wha at are the Competency Standards? S
The O Oxford Advan nced Learners Dictionary ( (1995) defines competentas s having the necessary a ability, authority, , skill and kn nowledge, and d competenc ce as being able to do som mething well (p. 232). In other words, co ompetency is the state of achieving adequate capabilities, acquiring deeper unders standing or att taining e authority, particularly in the for rm of creditable knowledg ge, skills and abilities to perform jobs, d duties, or tasks s in an em mployment position p or career advancem ment. The Oxford Ad dvanced Lea arners Dictionar ry (1995) also defines stan ndard as a le evel of quality, o or a specified level l of qualit ty or thing use ed as a test or m measure (pp. 1161-1162). To put it briefly, b standard is a statem ment of attain nment to measure m shment in the e workplace. Combining th he two accomplis terms, com mpetency stan ndards can the erefore be defi ined as statement ts of attainmen nt to measure accomplishme ents in specific abilities, a partic cularly in the form of know wledge, skills, atti itudes and abilities in the wo orkplace.
2.3 3. The Proce ess of Develo oping Comp petencies

pment of com mpetency con nsists of four The develop sta ages: developm ment, crystall lisation, natur ralisation and dem monstration of learning. In the developm ment stage, the acq quisition of k knowledge, sk kills, attitudes and abilities can n be done th hrough instruc ction (refer t to Figure 1). Ac ccording to La aks (2009), the e process of le earning starts wit th the acquisit tion of knowle edge or skill and a ends with a change c in perfo formance or
2.2. Guiding Princip ples

ng principles refer to the fu fundamental tr ruth of Guidin norms, va alues or ideals s that keep an nd direct a per rson, a group or r an organiza ation on a co ourse. The g guiding principles s for the devel lopment of co ompetency stan ndards are based d on the fol llowing philo osophical rati ionales (Departm ment of Polytec chnic Educatio on (DPE), 201 10): i. Ho olistic appro oach in the e developmen nt of po otentials of an individual ii. Hy ybrid concept of education a and training 2.2.1. H Holistic appro oach in the e developme ent of potential ls of an indiv vidual. To pol lytechnic educ cators, the Natio onal Educati ion Philosoph hy is actuall ly the supreme guiding princ ciple for any form f of educa ational programm mes in the country. Th he essence o of the philosoph hy is translated into the mis ssion of polyt technic education n and training that is to dev velop human c capital at the middle m level in n the technica al, commercia al and service sectors. Tow wards this end, a polyt technic curriculum m that is bala anced in terms s of design an nd with
Figu ure 1. The pro ocess of devel loping competencies. beh haviour. In the e crystallisatio on stage, stude ents will have to undergo a series of integ grative and d deep learning periences where informatio on from multiple sources exp and d perspective es are put together. At this stage, Mu uka surat | 35
integrativ ve learning e experiences w will result in more meaningf ful learning, t thus retaining g knowledge, skills, attitudes and abilities over a perio od of time. In the naturalisa ation stage, the developm ment of stu udents cognitive domain ena ables them to o make judg gments he value of ideas or m materials whil le the about th developm ment of studen nts affective d domain allows s them to constan ntly adopt a b belief system and philosoph hy that will guid de them to behave cons sistently with h their personal values. In addition, the developme ent of r domain will facilitate th hem to students psychomotor sly or uncons sciously master all related d skills conscious and activi ities expected d of them. In th he demonstrat tion of learning s stage, students s will have to prove that they can apply the specific set of o skills, know wledge, attitud des and abilities in n either educa ational or work kplace settings s. com mponents, dis sciplines, area as and sub-are eas. Synthesis inv volves puttin ng the releva ant information together, com mbining and d forming ne ew knowledg ge from the ana alysis and mak king sense of t the materials gathered. g 2.4 4.3. Developi ing compete ency standar rds. At this jun ncture, the lea arning outcom mes from relev vant materials or professional standards, us sually at area a or sub-area lev vels, are analy yzed from the point of their suitability to bec come the disc cipline learnin ng outcomes. A group of sim milar disciplin ne learning outcomes tha at have been ide entified are th hen collapsed into broader statements s of com mpetency. A compilati ion of the e discipline com mpetency stan ndards is referred to as the e competency sta andards for the programme. The biggest challenge in wr riting statemen nts of compete ency for a programme is to ide entify keywor rds, terminolo ogies and key ideas of the lea arning outcom mes for the are ea/sub-area (Please refer to Ex xhibit 1 for exa amples of state ements of com mpetency). 2.4 4.4. Verifying g the compe etency standa ards. At this sta age, a panel of o experts from m industries, associations, pro ofessional bod dies, institution ns of higher education e and non n-government t organisations s review and scrutinize s the Co ompetency Sta andards docum ment. Inputs fr rom the panel of experts are d discussed and d weighed bef fore they are int tegrated into th he document.
2.4. The e Competen ncy Standar rds Develop pment Proce ess
The p process of de eveloping com mpetency stan ndards consists of four stage es: Searching g for the Bo ody of Knowledg ge and Pro ofessional St tandards; An nalysis, Synthesis s and Evaluati ion of Inform mation; Develo opment of Com mpetency Sta andards and d Verificatio on of Competen ncy Standard ds (please re efer to Figu ure 2) (Departm ment of Polytec chnic Educatio on (DPE), 201 10).
2.5 5. Body of K Knowledge F Framework

A Body of K Knowledge Fr ramework (re efer to Figure 3) is a graph hical represen ntation of t the essential inf formation tha at is known and understo ood about a par rticular field of study. T The Body of f Knowledge Fra amework cons sists of severa al identifiable components, dis sciplines, area as and sub-areas. Each comp ponent in the fra amework repre esents division ns of essential l information acc cording to organised know wledge. In the e case of the polytechnic educ cation, the fra amework is sub bdivided into fiv ve compone ents, namely y Technical l, Personal De evelopment, S Sciences, Mat thematics and d Workplace Co ompetencies ( (Department o of Polytechni ic Education (D DPE), 2010). The Techni ical compone ent refers to o a specific col llection of a available know wledge dealin ng with the app plication of p principles or r rules of natural or applied sci iences. Doma ains of essent tial, core and d specialised knowledge in ea ach of the related programm mes of study rep present the ele ements of the Technical com mponent. The Per rsonal Devel lopment com mponent deal ls with the dom main of essen ntial informat tion on personal growth. The elemen nts of the Personal D Development com mponent are Languages, Religious/Mo oral Studies, Co o-curricula Modules, M Entre epreneurship Studies and So oft Skills. Mu uka surat | 36
Figure 2. T The competenc cy standards develo opment proce ess. 2.4.1. Se earching for the body o of knowledge e and professio onal standard ds. This involv ves the investi igation of the essential inf formation tha at is known n and understoo od about a pa articular field of study, inc cluding its related d components, , areas and sub b-areas. 2.4.2. A Analysing, s synthesising and evalu uating informat tion. Analysi is of the in nformation in ncludes identifyin ng interrela ationships, associations and difference es among mat terials, includi ing identificat tion of
Norehan et al . Diges PKK Edisi 1, 2011
Figure 3. The body of knowledge framework. The component of Sciences deals with the domain of systematised knowledge of nature and the physical world. The elements of the Sciences component consist of Physics, Chemistry and Biology. The Mathematics component refers to a specific collection of available knowledge dealing with quantities, magnitudes and forms through the use of numbers and symbols. Accordingly, the sub-divisions of the Mathematics component are Algebra, Calculus, Statistics, Geometry, Discrete Mathematics and Trigonometry. The component of Workplace Competencies deals with the domain of systematized knowledge of specific abilities, particularly in the form of knowledge, skills and abilities required in the workplace. Occupational Safety and Health, Industrial Training and Work-Based Learning are the elements of the component of Workplace Competencies. The development starts with examining feedback from industries, researching for government planning documents and interpreting Needs Analysis results. Results from the Needs Analysis will assist developers in understanding the profile of the future graduates, thus contributing to the development of Programme Aims (PAI). In developing PLO, or skills sets expected of students to accomplish upon completing a programme of study, curriculum developers must adhere to eight domains prescribed by the Malaysian Qualifications Agency (MQA). Once statements of PAI and the PLO are approved, the next step is to develop a programme structure for the curriculum (Department of Polytechnic Education (DPE), 2010). Learning outcomes for courses, or Course Learning Outcomes (CLO), may be identified and developed after the programme structure is approved. In the case of the polytechnic curriculum, the statement of competency standards for a particular course of study is described by the CLO in the curriculum document. Also, to ensure that domains of learning outcomes are captured in the main elements or objectives of programme, a matrix of PLO versus CLO is analyzed. After analyzing the PLOCLO matrix, the next process is to develop and write the General Outcome (GO) for the course, followed by the GO-CLO matrix analysis. The last step is to develop and write the Specific Outcome (SO) for each course.
2.6. The Curriculum Development Process

The overall curriculum design and development of a programme comprises inputs from both industries and the professionals, apart from the identified competency standards. These inputs are integrated to develop Programme Aims (PAI), Programme Learning Outcomes (PLO), Course Learning Outcomes (CLO), General Outcomes (GO) and Specific Outcomes (SO) for the curriculum (Refer to Figure 4).
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inc crease market access, incre ease individua als net worth and d enhance polytechnic grad duate mobility y in the long run n. These efforts will enhan nce the devel lopment of a pool of resou urceful and competent polytechnic gra aduates who will then co ontinuously c contribute to im mprove Malays sias competit tive advantage e towards the ach hievement of t the Vision 2020. Subsequen ntly, this will lea ad to the improvement i the nation s economic sta andards in line e with the nee eds of the Ne ew Economic Mo odel recently l launched by th he governmen nt.
Re eferences
De epartment of Polytechnic E Education (D DPE). (2010). Competenc cy standards f for polytechn nic graduates: Diploma in n information technology (N Networking). Putrajaya : Author. La aks, A. (2009). Epsilon learn ning system - The learning Online Internet. July 20, 200 09. Available: process. O http://epsil lonlearning.co om/process.htm ml Ox xford Advance ed Learners D Dictionary, 5t th ed. (1995). Oxford, UK K: Oxford Un niversity Press. Th hurow, L. (1 1970). Invest tment in hum man capital. Belmont, C CA: Wadswor rth Publishing Co.
Figure e 4. The curri iculum develo opment proce ess.
3. Impli ication
The s standard integ grated curricu ula will serve e as a guide to t those involved d in planning g, implementi ing, monitorin ng and evalua ating program mmes offered at the polytechn nics. Undoub btedly, this will facilitat te the developm ment of an eff fficient and ef ffective polytechnic education n system, thus s providing th he impetus fo or high quality p programmes and subseque ently, high q quality graduates s. However, t the success of f the developm ment of competen ncy standards and the imp plementation of the standard integrated cur rricula are dep pendent on th he total participat tion and full co ommitment of f all stakehold ders, so it is impe erative that th here is intensi ive cooperatio on and collabora ation at all leve els.
4. Conc clusion
The development d o of competency y standards an nd the implemen ntation of the e standard inte egrated curric cula in the polyte echnic educati ion system wi ill not only bo oost its national and internati ional standing g, but it wil ll also Mu uka surat | 38
Exhibit 1. Examples of statements of competen ncy for Progr ramming Fun ndamentals.
Source: D Department of Polytechnic E Education (DPE E). (2010). Co ompetency stan ndards for polytechnic gradu uates: Diploma in information technology (N Networking).
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Pembangunan Pakej Pembelajaran Multimedia Interaktif bagi Kursus Teknologi Elektrik

Haidie Bin Inun
Jabatan Kejuruteraan Elektrik Politeknik Kota Kinabalu, Sabah Email: haidie@polikk.edu.my
Shamsiah Binti Salamat

Jabatan Kejuruteraan Elektrik Politeknik Kota Kinabalu, Sabah E-mail: shamsiah@polikk.edu.my
Nor Farahwahida Binti Mohd Noor

Jabatan Kejuruteraan Elektrik Politeknik Kota Kinabalu, Sabah E-mail: wahida@polikk.edu.my
Abstrak
Kursus Teknologi Elektrik merupakan kursus yang wajib diambil oleh semua pelajar Semester 1 Jabatan Kejuruteraan Elektrik dan Jabatan Kejuruteraan Mekanikal di Politeknik Malaysia. Pembangunan Koswer kursus Teknologi Elektrik adalah satu inovasi dalam penambahbaikan kualiti pengajaran dan pembelajaran khususnya bagi topik Penjanaan Elektrik. Topik Penjanaan Elektrik adalah salah satu topik yang agak sukar untuk diterangkan tanpa bantuan multimedia. Koswer ini dibangunkan menggunakan perisian multimedia iaitu Adobe Flash CS4, Ulead Media Studio Pro 8.0 dan Adobe Photoshop CS 2 bagi memudahkan para pensyarah menyampaikan bahan kurikulum dalam bentuk yang mudah difahami oleh para pelajar, sesuai dengan peranan pensyarah sebagai pemudahcara kepada pelajar. Pelajar lebih mudah memahami jika kurikulum dipersembahkan dalam bentuk grafik dan video. Turut dipaparkan dalam koswer ini ialah rakaman petikan dari How It Works yang berkaitan dengan topik Penjanaan Elektrik supaya pelajar dapat melihat dan mengaitkan sendiri apa yang dipelajari dari kurikulum dengan aplikasi sebenar dalam teknologi semasa. Koswer dimulakan dengan montaj set induksi tentang elektrik yang dianimasikan untuk menarik perhatian pelajar. Koswer ini dibahagikan
kepada beberapa bahagian iaitu bahagian objektif, topik, kuiz, dan latihan. Setiap penerangan berkaitan topik dibantu oleh gambarajah interaktif. Setiap konsep berkenaan dijelaskan dengan animasi yang membantu pelajar menterjemahkan setiap perkataan yang terdapat dalam penerangan yang diberikan ke bentuk visual. Oleh itu, pelajar-pelajar yang terdiri dari pelbagai kecerdasan dapat memanfaatkan koswer ini secara optimum. Dengan adanya koswer ini, diharapkan semua pihak sama ada pensyarah dan pelajar dapat menjadikan topik Penjanaan Elektrik sebagai satu topik yang mudah difahami dan menarik untuk dipelajari.
1. Pengenalan
Pakej pembelajaran interaktif adalah satu bidang yang agak baru tetapi cara ini mampu menarik perhatian pelajar kerana ia mempunyai unsur-unsur teks, grafik, audio, video dan animasi. Pakej ini adalah untuk membangunkan satu bentuk cara pendidikan baru atau moden dalam kursus teknologi elektrik bagi melahirkan pelajar cemerlang. Di dalam sistem pendidikan kita, kerajaan menggalakkan penggunaan sistem elektronik di dalam proses pengajaran dan pembelajaran. Pengenalan kepada sistem pembelajaran elektronik khususnya koswer atau e-modul telah sedikit sebanyak membantu pendidik dan pelajar dalam memperolehi ilmu dengan Muka surat | 40
Telah dibentangkan di Pertandingan Inovasi Bahan Pengajaran dan Pembelajaran Berbentuk Multimedia, Peringkat Kebangsaan Politeknik KPT 2010, pada 12 14 Oktober 2010 bertempat di Hotel Goldcourse Klang, Selangor, Malaysia.
Haidi Inun et al.
cara yang cepat dan mudah tanpa mengetepikan cara tradisional yang sedia ada. Penggunaan sistem multimedia dan grafik memberikan satu dimensi baru dalam sistem pembelajaran di Malaysia. Selain ianya dapat menarik minat pengguna khususnya pelajar, ia juga dapat membantu meningkatkan sistem pendidikan negara agar setanding dengan negara-negara maju. Penyajian koswer ini dianggap wajar untuk memaparkan proses yang terlibat dalam penjanaan kuasa yang selama ini hanya diterangkan secara teori dan teks semata-mata. Koswer ini dapat membolehkan pengguna melihat dan mengawal sesuatu aplikasi multimedia yang merupakan salah satu aspek pembelajaran secara sendiri. Sebagai contoh, pengguna boleh memilih untuk ke hadapan, ke belakang, ke menu utama, main (play) dan sebagainya. Oleh kerana itulah pakej ini diharap mampu membawa perubahan kepada bidang pendidikan. Malaysia dan Kementerian Pengajian Tinggi Malaysia, institusi pengajian tinggi awam dan swasta yang menjadi teras kepada pembentukan masyarakat bermaklumat serta pembangunan teknologi, Abu Haris et al. (1998). Proses penjanaan elektrik secara teorinya susah untuk difahami. Terdapat kemungkinan para pelajar tidak dapat atau mengalami kesukaran untuk membayangkan proses yang berlaku dalam sistem penjanaan kuasa elektrik. Untuk mengatasi masalah ini, maka pembelajaran yang berbentuk visual diperlukan agar pelajar dapat memahami proses penjanaan elektrik secara simulasi. Oleh itu, demi membantu pembelajaran pelajar dalam memahami sistem penjanaan kuasa elektrik, satu koswer akan dibangunkan sebagai salah satu kaedah yang boleh digunakan dalam proses pengajaran dan pembelajaran.
1.2. Pernyataan Masalah 1.1. Latar Belakang Masalah

Penggunaan ABBM sering ditekankan dalam proses pengajaran dan pembelajaran agar pembelajaran menjadi lebih menarik, Rosni Adom et al. (2001). Oleh itu, memandangkan kaedah pendidikan menggunakan komputer dan internet telah menjadi satu keperluan dalam sistem pendidikan pada masa kini, maka satu strategi pembangunan bahan P&P berasaskan elektronik yang berkesan perlu dilaksanakan. Perkara ini adalah kerana kaedah ini banyak disokong oleh penggunaan animasi yamg pelbagai dalam pembelajaran melalui komputer. Dengan kebolehan untuk menyampaikan permainan, animasi yang menarik dan kepelbagaian mesej, maka komputer dapat menggalakkan pengajaran yang kondusif kerana unsur-unsur tersebut dianggap dapat meningkatkan motivasi pembelajaran, Taylor R. (1980). Tidak dapat dinafikan bahawa ramai pensyarah berjaya dalam kerjaya mereka sebagai penyebar ilmu pengetahuan berpandukan kaedah pengajaran tradisional. Walau bagaimanapun, menurut Yusup Hashim (2000), perkembangan Teknologi Maklumat dan Komunikasi (ICT) telah mengubah cara pensyarah mengajar dan pelajar belajar. Revolusi teknologi maklumat jelas mempengaruhi gaya persekitaran pendidikan masa kini. Beberapa kajian kes melaporkan bahawa persekitaran pembelajaran maya ini adalah lebih berkesan sebagai kaedah pembelajaran berbanding kuliah secara tradisional, Koskela M. et al. (2005). Kini kebanyakan institusi pengajian sama ada awam ataupun swasta giat mengorak langkah menuju ke arah penggunaan sepenuhnya teknologi maklumat. Ia merupakan satu cabaran besar yang menuntut komitmen semua pihak terutama Kementerian Pelajaran Sistem pembelajaran yang diamalkan di politeknik pada masa kini merupakan sistem pembelajaran berasaskan teks. Satu masalah dalam pembelajaran berasaskan teks menurut Kanuka H. (2005) ialah ketidakmampuan untuk menangani maklumat yang berlebihan ataupun mentafsirkan maksud elemenelemen yang signifikan dalam proses pembelajaran. Manakala menurut Vrasidas C. et al. (2000) keburukan utama komunikasi berasaskan teks ialah kekurangan visual dan bunyi semasa berkomunikasi. Sehubungan itu, menurut Baharuddin Aris et al. (2000) penggunaan ABBM dapat meningkatkan keberkesanan proses pengajaran dan pembelajaran (P&P) dengan melibatkan penggunaan pancaindera pelajar seperti penglihatan (75%), pendengaran (13%), sentuhan (6%), rasa (3%) dan bau (3%). Dalam [9] juga menerangkan berkenaan Edgar Dale Cone of Learning yang menyatakan bahawa selepas dua minggu kita hanya dapat mengingat 10% apa yang baca dan 20% apa yang kita dengar berbanding 50% apa yang kita dengar dan lihat. Ini menunjukkan penggunaan teks sahaja kurang berkesan kerana tidak merangsang pancaindera pelajar secara optimum berbanding dengan video yang menggabungkan penglihatan dan pendengaran. Oleh yang demikian, penggunaan teknologi animasi, bunyi dan video merupakan satu kaedah untuk meningkatkan keberkesanan P&P kerana ia mengoptimumkan penggunaan pancaindera pelajar iaitu gabungan penglihatan dan pendengaran.
1.3. Kumpulan Sasaran

Koswer ini dibangunkan untuk faedah 3 kumpulan iaitu pelajar, pensyarah dan juga pihak pembangun Muka surat | 41
Haidi Inun et al.
kurikulum. Bagi kumpulan pelajar, koswer ini disasarkan untuk pelajar diploma dan sijil kursus kejuruteraan elektrik di politeknik yang mengambil kursus Teknologi Elektrik. Manakala untuk kumpulan pensyarah, koswer ini boleh digunakan sebagai mempelbagaikan mood dalam kaedah pengajaran mereka. Pembangunan koswer ini juga mensasarkan pihak pembangun kurikulum iaitu sebagai garis panduan dalam membentuk kurikulum yang berasaskan multimedia. ii. Mudah untuk install Sebarang perisian multimedia perlu mudah diinstall ke komputer yang akan digunakan oleh pengguna. Mudah diguna dan senang untuk faham Perisian multimedia perlu mudah diguna dan senang untuk difahami. Ini kerana perisian yang mesra pengguna adalah sebuah perisian yang terbaik. Dapat menggunakan perisian mengikut rentaknya sendiri (flexible) Pengguna boleh merujuk kembali ke bahagian tertentu berulang kali jika pengguna tidak memahami sesuatu yang dipelajari. Bersepadu dan berinteraktif Pengguna diajar dengan berinteraktif dengan perisian. Ini penting untuk mewujudkan suasana pembelajaran yang harmoni. Persekitaran yang kooperatif Sesuatu perisian multimedia perlu mempunyai persekitaran yang kooperatif. Pengguna boleh membuat sesuatu dan perisian itu dapat memberi maklumbalas yang cepat. Kit pembelajaran kendiri Perisian kursus multimedia hendaklah merupakan satu kit pembelajaran kendiri supaya sesiapa sahaja dapat belajarnya tanpa bantuan daripada orang lain.
iii.
iv.
1.4. Objektif Koswer Dibangunkan

Objekif pembangunan koswer ini ialah diharapkan agar di akhir pembelajaran dengan menggunakan koswer ini, pelajar dapat: i. Menyenaraikan sumber tenaga elektrik seperti minyak, arang batu, diesel, gas dan nuklear. ii. Menerangkan prinsip umum penjanaan hidroelektrik. iii. Menerangkan secara ringkas bentuk asas dan rajah skematik empangan dan steseen hidroelektrik.
v.
vi.
2. Sorotan Literatur
2.1. Elemen-elemen Multimedia
Multimedia terdiri dari dua kata, multi yang bererti lebih dari satu dan media yang bererti bentuk komunikasi. Pakej perisian multimedia yang baik mestilah lengkap mempunyai kelima-lima elemen media. Media yang mesti dimasukkan ke dalam aplikasi multimedia ialah animasi, grafik, video, audio dan teks. vii.
3. Metodologi Kajian
Pembangunan koswer untuk topik Penjanaan Elektrik ini telah melalui beberapa fasa yang termasuk dalam kitar hayat perisian berdasarkan model air terjun. Rajah 1 menunjukkan prosedur pembangunan koswer yang merangkumi lima (5) fasa penting iaitu perancangan, analisis penentuan spesifikasi keperluan, reka bentuk koswer, pengujian koswer dan seterusnya pengoperasian dan penyenggaraan.
2.2. Ciri-ciri Yang Perlu Ada Dalam Perisian Multimedia Dalam Pendidikan
Perisian dibina dengan tujuan untuk menghasilkan persekitaran kaya maklumat bagi memberi peluang kepada pelajar untuk browse dan menjelajahinya. Terdapat banyak tajuk-tajuk CD-ROM di pasaran yang boleh digunakan untuk memperkayakan aktiviti pengajaran dan pembelajaran. Ciri-ciri yang perlu ada dalam perisian kursus Multimedia dalam Pendidikan adalah seperti berikut: i. Carian menggunakan kata kunci, indeks atau senarai kandungan hendaklah mudah dilaksanakan Apabila hendak mencari sesuatu, pengguna boleh menggunakan katakunci supaya terus ke bahagian yang dikehendaki. Ciri ini perlu dilaksanakan dengan mudah.
3.1. Fasa I: Penyiasatan Awal

Fasa ini merangkumi penyiasatan awal secara umum terhadap sistem yang akan dibangunkan. Fasa ini adalah penting bagi mengenalpasti masalahmasalah yang timbul melalui penggunaan sistem sedia ada. Elemen-elemen yang diambil kira adalah menyenaraikan objektif pembangunan sistem, mengenalpasti skop kajian yang terlibat dan seterusnya mengkaji sumber atau maklumat yang diperolehi.
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Haid di Inun et al.
Di dalam membangunkan m n antaramuka a KOSWER ini i, perisian Ado dobe Flash CS S4 dan Adobe e Photoshop CS S 2 digunak kan. Perisian n ini diguna akan untuk me enimbulkan u unsur-unsur an nimasi pada antaramuka yan ng dihasilkan. .
ologi pembang gunan sistem Rajah 1. Metodo
h 3. Antaramu uka KOSWE ER Rajah
3.2. Fasa a II: Analisa a Sistem yan ng Dibangun nkan

m fasa ini ka ajian dilakuka an lebih tertu umpu Dalam kepada k kajian kepada sistem yang dibangunkan serta perbandin ngan yang dibuat pad da sistem yang dibangunkan sebelumn nya. Ianya merangkumi m ke epada beberapa bahagian penting iait tu mengenalpasti perancanga an kajian dan masalah, membina tkan makluma at yang diperlu ukan. mendapat
3.4 4. Fasa IV: I Implementasi Sistem

Bahan-bahan n yang terdap pat di dalam m KOSWER hubungkan ag gar setiap b bahan dapat berinteraksi dih ant tara satu sama a lain. Setelah h segala aktivi iti telah siap dil lakukan, sem mua antaram muka dikomp pilkan dan me elakukan sint tesis sebelum m digabungk kan dengan bah han-bahan KO OSWER.
3.5 5. Fasa V: P Pengujian 3.3. Fasa a III: Rekab bentuk Sistem m

apat dua (2) aktiviti a yang terdapat di d dalam Terda fasa ini iaitu rekab bentuk senib bina koswer dan rekabentu uk antaramuk ka koswer. Di dalam p proses merekabe entuk KOSW WER ini, keperluan s setiap bahagian dikenalpasti. Bahagian n-bahagian yang asti termasuk klah kerja-ke erja pembahagian dikenalpa topik-topi ik di dalam k kursus Teknol logi Elektrik, kuiz, latihan da an sebagainya a. Bahagian di i dalam KOSW WER dikenalpa asti supaya se etiap bahagian n akan berinte eraksi antara sat tu sama lain se ewaktu proses s link dilakuka an. Pengujian pe erlu untuk me enentukan kes sahihan dan an untuk mampuan sistem yan ng dilakuka kem me enyelesaikan m masalah yang g timbul. Fasa pengujian ini i boleh dibaha agikan kepada a mesra pengg guna, grafik ant taramuka dan n persembaha an dan seterusnya fungsi pau utan.
3.6 6. Keperluan n Pembangu unan Koswer

Pembanguna an pakej mu ultimedia ini i disokong sep penuhnya ole eh perkakasan n komputer kerana era tek knologi multim media kini ber rkembang selaras dengan per rkembangan teknologi komputer. Jadual 1 me enunjukkan sp pesifikasi perk kakasan yang digunakan. Ma anakala peris sian utama y yang diguna akan untuk me embangunkan pakej multi imedia ini ia alah Adobe Fla ash CS4, Ule ead Media Stu udio Pro 8.0 dan Adobe Ph hotoshop CS 2. .
R Rajah 2. Kan ndungan utam ma koswer Mu uka surat | 43

Telah dibe entangkan di P Pertandingan Inovasi I Bahan n Pengajaran dan Pembelajar ran Berbentuk k Multimedia, Peringkat Kebangsaan Politeknik KP PT 2010, pad da 12 14 O Oktober 2010 bertempat di Hotel Goldco ourse Klang, Selangor, Malaysia.
Haid di Inun et al.
Jadua al 1. Jadual spesifikasi per rkakasan yan ng d digunakan Spesif fikasi komputer CPU U Inga atan utam ma (Mem mory) HDD D Graf fik Soun nd Unit t papa aran FDD D Stor ran optik Siste em peng goperasi an ntel Core 2 Duo D 2.26 GHz z In 2 GB DDR3 20GB 32 N NVIDIA GeF Force 12 28MB 12 280 x 1024 res solusi 2-bit stereo 32 1-inci LCD Co olor 21 12 280 x 1024 res solution .5" 1.44MB 3. D DVD writer W Windows XP Service S Pack 3
4. Keputusan n
Bagi memudahkan peng gguna menggu unakan CD teraktif ini, sa atu carta alir p perisian dised diakan untuk int me enunjukkan pe erjalanan peris sian dan hubu ungan setiap ant taramuka peri isian. Ia meng ggambarkan secara grafik hub bungan di ant tara antaramuk ka yang terdap pat di dalam per risian ini. Ra ajah 5 menun njukkan carta a alir pakej pem mbelajaran ya ang dibangunk kan.
Pembangunan kosw wer ini adalah h mengambil masa ang tujuh bulan. selama lebih kura Secara hannya rangka a kerja berkai itan dengan kajian k keseluruh ini seperti i yang ditunju ukkan di dalam m Rajah 4.
Rajah 5. Ca arta alir kosw wer yang diba angunkan
4.1 1. Antaramu uka Output dan Peneran ngan

Koswer ini mengandung gi lima (5) antaramuka uta amanya. Setia ap antaramuka a menerangkan n fungsinya yan ng tersendiri i. Rajah 6 di bawah merupakan ant taramuka per rtama sebelum m memasuki antaramuka uta ama halaman n web ini. Antaramuka ini boleh dik klasifikasikan sebagai ant taramuka pen ngenalan di ma ana ianya terd diri daripada e elemen-elemen n muzik dan jug ga klip video. Mu uka surat | 44
ah 4. Metodologi pembangunan perisian n Raja
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Rajah 6. An ntaramuka pe engenalan h 7 di bawah m menunujukkan antaramuka utama u Rajah laman we eb ini. Antara a menu yang terdapat di dalam d antaramuka ini adalah: bjektif m menerangkan kepada peng gguna i. Ob me engenai objek ktif koswer ini. . ii. To opik - Senar rai topik-topik k yang terkan ndung da alam penjanaan n elektrik (4 to opik). iii. Ku uiz Kuiz yang berkena aan dengan sistem pe enjanaan elektr rik (3 kuiz ). iv. La atihan Lat tihan yang b berkenaan de engan sis stem penjanaa an elektrik (3 latihan). v. Ke eluar Menu ini memboleh hkan pelajar k keluar ter rus dari koswer jik ka tidak ingin me enggunakanny ya lagi. Raja ah 8. Antaram muka objektif f
4.3 3. Paparan T Topik

nunjukkan kan ndungan topik k-topik yang Rajah 9 men dis sediakan dal lam koswer ini. Topik k-topik ini dip persembahkan n dalam ben ntuk gambar rajah yang ber rgerak dan sed dikit nota ring gkas. Terdapat t empat jenis sis stem penjanaan n yang disedia akan iaitu: i i. Stesen Ja ana Kuasa Hid droelektrik ii i. Stesen Ja ana Kuasa Nuk klear iii i. Stesen Ja ana Kuasa Turb bin Gas iv v. Stesen Ja ana Kuasa Ara ang Batu
Rajah 7. M Menu utama k koswer
Raj jah 9. Antara amuka topik 3.1. Papara an Topik Stesen Jan na Kuasa 4.3 Hi idroelektrik. Dalam top pik stesen jana j kuasa hid droelektrik, koswer ini memaparkan nota yang ber rbentuk gamb barajah bergera ak dan nota-n nota ringkas. Te erdapat enam nota dan bol leh di click p pada butang sep perti pada Raj jah 10. Penget tahuan lanjuta an mengenai ste esen jana kuasa hidroelektr rik boleh dida apati semua den ngan meneka an butang lan njutan dan la anjutan nota ada alah seperti da alam Rajah 11.
4.2. Pap paran Objektif

h 8 di baw wah menunj jukkan makl lumat Rajah mengenai i kursus ini ia aitu objektif yang y ingin di icapai bagi kosw wer ini.
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Ra ajah 9: Antara amuka stesen n jana kuasa hid droelektrik
R Rajah 12. Anta aramuka lanj jutan stesen j jana kuasa nuklea ar 4.3 3.3. Paparan Topik Stese en Jana Kua asa Turbin Ga as. Bagi topik k stesen jana k kuasa turbin gas, g koswer ini i memaparkan n nota yang g berbentuk gambarajah ber rgerak dan nota-nota ringkas r juga. . Ini bagi me emudahkan pa ara pelajar m memahami den ngan mudah bag gi setiap jeni is sistem penj janaan elektri ik. Terdapat ena am nota dan b boleh di click pada butang seperti pada Ra ajah 13. Penge etahuan lanjut tan mengenai stesen jana kuasa turbin gas boleh didapat ti semua deng gan menekan but tang lanjutan dan lanjutan n nota adalah se eperti dalam Ra ajah 14.
uka lanjutan s stesen jana ku uasa Rajah 10. Antaramu hid droelektrik 4.3.2. Pa aparan Topik k Stesen Jana Kuasa Nuk klear Dalam to opik stesen ja ana kuasa nuk klear, koswe er ini memapar rkan nota yang g berbentuk ga ambarajah berg gerak dan nota-nota ringkas. Terdapat ena am nota dan b boleh di click pada buta ang seperti pada Rajah 11. uan lanjutan mengenai s stesen jana k kuasa Pengetahu nuklear b boleh didapati semua denga an menekan bu utang lanjutan dan d lanjutan n nota adalah se eperti dalam R Rajah 12.
ajah 13. Anta aramuka stese en jana kuasa a turbin gas Ra
Rajah 11. 1 Antaramu uka stesen jan na kuasa nukl lear
R Rajah 14. Anta aramuka lanj jutan stesen j jana kuasa turbin gas Mu uka surat | 46
Haid di Inun et al.
4.3.4. Pa aparan Topik k Stesen Jan na Kuasa A Arang Batu. Untuk topik s stesen jana k kuasa arang batu, koswer ini memapa arkan nota yang berbe entuk gambarajah bergerak d dan nota-nota a ringkas juga a. Ini bagi mem mudahkan pa ara pelajar m memahami de engan mudah b bagi setiap je enis sistem p penjanaan elektrik. Terdapat enam nota d dan boleh di click pada bu utang seperti pa ada Rajah 15. Pengetahuan lanjutan mengenai stesen ja ana kuasa ara ang batu bole eh didapati semua dengan m menekan buta ang lanjutan dan lanjutan nota adalah sep perti dalam Ra ajah 16. me enjawab soala an ini. Segala a paparan kui iz satu, dua dan n tiga ditunjuk kkan seperti Rajah R 17 hingg ga Rajah 20.
Raj jah 17. Antar ramuka kuiz
muka stesen ja ana kuasa ara ang Rajah 15. Antaram batu
Raja ah 18. Antara amuka kuiz 1
uka lanjutan s stesen jana ku uasa Rajah 16. Antaramu a arang batu
4.4. Pap paran Kuiz.

n menguji pe emahaman pe elajar Paparan kuiz akan i keempat-emp mpat topik ini. Terdapat tiga a kuiz mengenai utama yang y menguj ji berkaitan topik penja anaan elektrik. P Pelbagai bent tuk kuiz yang disediakan se eperti soalan memadansuai g gambarajah da an soalan subjektif. g menarik dalam aktiviti ku uiz ini, ia mem mberi Apa yang jumlah m markah dan ja awapan bagi setiap penglib batan pelajar da alam kuiz ini. Untuk kuiz 3, terdapat pula 6 soalan be erasingan. Terd dapat juga mu uzik iringan se emasa
Raja ah 19. Antara amuka kuiz 2
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Rajah 20. A Antaramuka kuiz 3
Rajah 2 22. Antaramu uka menu keluar
4.5. Pap paran Latiha an

guji ingatan dan Paparan latihan akan meng man pelajar me engenai keemp pat-empat topi ik ini. pemaham Terdapat tiga latihan dan setiap latihan disert rtakan awapan selepa as setiap latiha an. Paparan la atihan dengan ja ditunjukk kan seperti Raj jah 21.
Ra ajah 23. Antaramuka sena arai nama pem mbangunan koswe er
5. Kesimpula an dan Cad dangan

Koswer ini merupakan satu perisian yang y dibina me elalui pendek katan multim media secara a interaktif. Pen ndekatan mul ltimedia intera aktif dilihat se ebagai salah sat tu cara yang berkesan b dalam m mewujudka an hubungan dua hala antara pelajar p dan pe erisian. Ia juga a merupakan lah satu tekn nik yang berk kesan untuk memastikan sal dap patan yang b baik diperol lehi oleh pen ngguna. Ini ker rana, pengli ibatan peng gguna adala ah melalui pen nglihatan, bun nyi, suara dan n juga sentuh han daripada tetikus dan papa an kekunci. Secara kesel luruhannya, p pembangunan koswer ini matlamat dan objektifnya. Koswer ini telah mencapai m me empunyai emp pat topik utam ma di mana kes semua notanot ta bagi topik k-topik ini dip persembahkan n. Selain itu jug ga kuiz dan latihan berse erta jawapan disediakan unt tuk para pelaja ar menguji pemahaman mer reka. Dengan terh hasilnya kosw wer ini, wujud d satu cara bar ru dalam sis stem pembel lajaran yang berasaskan Mu uka surat | 48
Rajah 21. A Antaramuka latihan
4.6. Pap paran Keluar r

Paparan keluar membolehkan m n para peng gguna memilih samada s ingin terus atau kelu uar dari kosw wer ini sepert bertanyakan Adakah and da ingin kelu uar? awapan adalah h seperti dala am Rajah 22. . Jika pilihan ja pengguna a menekan b butanng YES S, maka pap paran senarai n nama pemban ngun koswer r ini akan k keluar seperti R Rajah 23. Jik ka pengguna menekan bu utang NO, m maka menu m muka depan akan dipapa arkan semula. D Dalam paparan n keluar ini, te erdapat muzik yang mengiring gi paparan ini. .
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elektronik. Pengguna khususnya pelajar dapat memanfaatkannya sebagai bahan ilmiah dan boleh didapati bila-bila masa sahaja tidak kira sama ada di luar kampus mahupun di dalam kampus. Perisian ini dibina untuk memudahkan pengguna khasnya golongan sasar pelajar-pelajar yang mengambil kursus Teknologi Elektrik. Pakej ini amat diharapkan menjadi satu alternatif baru ke arah mempelbagaikan media pengajaran di institusi-institusi pendidikan khususnyadi Politeknik, sebagai alat bantu mengajar pensyarah dan menambahkan bahan rujukan bagi pelajar-pelajar melalui pendekatan multimedia yang menarik. Koswer ini juga diharap dapat menarik minat pelajar terhadap kursus Teknologi Elektrik yang selama ini dianggap membosankan dan terlalu teknikal. Namun demikian, pakej ini hanyalah sebagai satu alat bantuan sahaja seperti juga internet, buku teks, nota dan rujukan. Perlu ditekankan bahawa ia bukan sebagai pengganti pensyarah, tetapi sekadar menambahkan media pengajaran di institusi pendidikan.
Rujukan
Rosni Adom & Nor Aishah Buang (2001). Aplikasi model pembelajaran penceritaan dalam reka bentuk instruksi perisian pendidikan multimedia subjek Ekonomi Asas Tingkatan 4. dlm. Razmah Man dan Yusup Hashim (Editor). Potensi dan cabaran dalam pembelajaran maya elektronik. Konvension Teknologi Pendidikan Ke-13. Ipoh: Persatuan Teknologi Pendidikan. 79-99. Taylor, R. (1980). The Computer in the school: Tutor, tool, tutee. New York: Teachers College Press. Yusup Hashim (2000). Gaya dan amalan pembelajaran elektronik di institusi pengajian tinggi: Satu cadangan. dlm Razman dan Yusup Hashim(Editor). Potensi dan cabaran dalam pembelajaran maya dan elektronik. Konvension Teknologi Pendidikan Ke-13. Ipoh: Persatuan Teknologi Pendidikan. 61-68. Koskela, M., Kiltti,P.,Vilpola, I. & Tervonen,J. (2005). Suitability of a virtual learning environment for higher education. Electronic Journal on eLearning. 3 (1).21-30. Retrieved from http://www.ejel.org. Abu Haris Abu Hassan dan Shaharimah Ibrahim (1998). Kecemerlangan akademik melalui teknologi maklumat dan multimedia: Pengenalan unitele. Seminar Pendidikan Kebangsaan. Kanuka, H. (2005). An exploration into facilitating higher levels of learning in a text-based internet learning environment using diverse instructional strategies. Journal of Computer-Mediated Communication, 10(3), article 8. Retrieved from http://jcmc.indiana.edu/vol10/issue3/kanuka.html. Vrasidas, C. dan McIsaac, M.S. (2000). Principles Of Pedagogy And Evaluation Of Webbased Learning. Educational Media International. 37(2). 105-111. Baharuddin Aris, Noraffandy Harun, Jamaluddin Yahya dan Zaidatun Tasir (2000). Teknologi Pendidikan: Modul Pembelajaran. UTM: Modul. Tidak diterbitkan. Bell, M., Martin, G. dan Clarke, T. (2004). Engaging in the future of e-learning: a scenarios-based approach. Education and Training Journal. 46 (6/7). 296307.
5.1. Kebaikan Koswer Ini

Di antara kebaikan projek yang dihasilkan adalah: Menghasilkan pembelajaran secara elektronik kepada pelajar khasnya yang mengambil subjek teknologi elektrik dengan mudah dan efektif. ii. Mesra pengguna dan mudah difahami. iii. Menjimatkan masa i.
5.2. Cadangan
Koswer ini merupakan satu sumbangan dalam memenuhi tuntutan keadaan kini yang banyak bergantung kepada penggunaan komputer. Setelah menghasilkan projek ini, terdapat beberapa kekurangan yang dikenalpasti dalam perisian ini. Beberapa perubahan boleh dibuat di masa akan datang agar pakej ini lebih efektif. Antara perubahanperubahan tersebut adalah : i. Menambahkan interaktiviti pakej agar lebih menarik dan menyeronokkan. ii. Melengkapkan kesemua topik dalam kursus teknologi elektrik. iii. Menyediakan video sendiri dengan merakamkannya dari loji yang berkaitan. iv. Kandungannya hendaklah selalu diperbaharui mengikut perubahan silibus kursus. v. Menambah topik-topik dalam koswer ini seperti contoh lain sistem penjanaan elektrik.
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Chow Kwai Yok
Socioaffective Strategies to Reduce English Language Anxiety

Chow Kwai Yok
Politeknik Kota Kinabalu chow@polikk.edu.my
Abstract
This research employed a mixed method design to find out the reasons why students in a polytechnic do not like to speak in English even in the English class. The Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires were administered to 181 first semester polytechnic students and a sample of students was interviewed. The analysis of the quantitative and qualitative data revealed that they had built up emotional and social barriers that caused them to suffer from language anxiety. These barriers had its root cause in their lack of competency in the English language. In view of this, socioaffective strategies were employed to help dismantle the emotional and social barriers. The FLCAS questionnaire was administered a second time after the implementation of the socioaffective strategies. A Pearson correlation of 0.651 was obtained indicating a moderately high positive correlation between the pre-test and post-test. A paired sample t-test of the pretest-posttest scores yielded a significant score of t=2.926, df=180 indicating that there was a significant difference between the pretest-posttest scores of the sample. The affective strategies like lowering their anxiety, encouraging themselves and getting in touch with their feelings have helped the students. Through the social strategies students learnt to ask for clarification and correction, cooperating with others and having empathy towards others in their English Language class.
1. Introduction
There is a common complaint among teachers or lecturers in universities that the students performance and abilities have been deteriorating in terms of communication skills, level of confidence, thinking and problem solving skills, and motivation and participation in classes activities. All these have affected their readiness for employment (Koo, et al. 2008) and as a result, the marketability and
employability of the fresh graduate decreases. This is a cause for great concern and alarm especially to policy makers and educationists when the students inability to communicate in English appropriately. It is crucial that these students acquire adequate speaking and writing competency before entering the marketplace. This inability to communicate fluently and effectively in English should be tackled when these students are still undergoing their formal education. Hence, this study is aimed to find out the causes of students reluctance to speak English in the classroom. Its second purpose is to employ language learning strategies to encourage students to use the target language (English) and hopefully build their competency in speaking English. Lee (2009:62-64) mentioned about many recent studies that investigated the relationship between language learning strategies and success in language learning of English as second language or English as foreign language learners. Lee discovered that higher level students frequently used more learning strategies of all kinds than lower level students. Thus, the researcher hopes that by exposing and training her students with socioaffective strategies, it would help them to improve in their interaction with others while at the same time able to lower their anxiety and to encourage them to speak more in English during English class. Self-encouragement and anxietyreducing strategies help students to cope with ambiguity in language learning. According to Oxford (1990:143) these strategies are useful for the vast majority of language learners who have ordinary hangups and difficulties. Anxiety is defined as a state of uneasiness and apprehension or fear caused by the anticipation of something. When students have to speak in front of the class it makes them more anxious. Once they are anxious they will encounter difficulties in discriminating sounds and structures or in catching their meaning. This will result in further cause errors in speaking or in tests (Scovel & Horwitz et al in Koba, Ogawa & Wilkenson, 2000). Macintyre and Gardner in Bekleyen, (2009) suggested that anxiety can interfere
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Cho w Kwai Yok
with the acquisition, r retention and production o of the guage. It has a negative effect e on lang guage new lang learning a and production n of the new la anguage. The F Foreign Langu uage Classroo om Anxiety Scale (FLCAS) ) developed by y Horwitz et a al, 1986 menti ioned in Hashi imoto (2002) ) is designed d to assess three componen nts of anxiety y: communica ation apprehen nsion, test anxie ety, and fear of negative e evaluation. To o the researche ers knowledg ge most of th he researcher rs on language anxiety use ed FLCAS in their research s & Andrade e:2008, Zhao Na :2007, M Ming (Williams Wei:2007 7, Goshi:2005 5 and Burde en:2004). Th his is because F FLCAS has sh hown satisfact tory reliability y and validity. I It is a standar rd instrument for the purpo ose of testing an n individuals response to th he specific stim mulus of langua age learning. H Hence, for thi is present study to uncover t the students unwilling u to speak s in Engli ish in the class sroom, the re esearcher use ed this instru ument (FLCAS) ).
Fig gure 1: Theor retical model l of strategy e employed in this research
2.0 0 Methodol logy

2.1 1 Research Q Questions
1. What is th he anxiety lev vel of the PKK K students in their learn ning of Englis sh? 2. Why are e PKK studen nts reluctant t to speak in English? t extent are socioaffective strategies 3. To what effective in enabling P PKK students to be more o speak in Eng glish? willing to
1.1 Affec ctive strateg gies

Affect tive strategies s are strategie es that learner rs can use to gain g control over their em motions, attit tudes, motivatio ons and values in their l language lear rning. Three ma ain sets of aff ffective strateg gies are: Low wering Your Anx xiety, Encoura aging Yoursel lf and Taking Your Emotiona al Temperature e. The acrony ym is LET (Ox xford, 1990:140 0). In this study y, the research her used the p phrase LET yo our hair do own to cre eate a condu ucive environm ment in the clas ss for speaking g.
2.2 2 Research H Hypothesis

There is no o significant difference b between the willingness of th he students to o speak in English before d after applyin ng socioaffecti and ive strategies.
1.2 Socia al strategies

Since language is communicatio on and is use ed in nteraction, th hus students s need to learn social in appropria ate social strat tegies as they y interact with h one another in n class and wi ith their lectur rers. Oxfords three set of soc cial strategies a are: i. As sking Question ns ii. Co ooperating wit th Others iii. Em mpathizing wi ith Others. a is ACE. The phra ase ACE stu udents The acronym ask quest tions, cooperate with othe ers and empa athize with othe ers is a guide e to students as a they learn i in the class. Th he strategy em mployed is summarised s in n the theoretica al model in Fig gure 1.
2.3 3 Research d design

This study was w a mixed method rese earch which allowed the re esearcher to obtain both descriptive formation and d empirical da ata and thus have h a more inf holistic picture e of the sample and a better of research problems p com mpared with understanding o her quantitat tive or qual litative appro oach alone eith (Cr reswell & Cla ark, 2007:5). T There were tw wo phases in thi is study. In n phase one e, researcher r collected quantitative and d qualitative da ata. The quan ntitative data ere collected in phase on ne whereby the t Foreign we La anguage Cla assroom An nxiety scale (FLCAS) questionnaires w were administ tered. This w was followed by focus group i interviews. In phase tw wo, the social and affectiv ve strategies we ere taught to t the students. T The qualitative e data came fro om the studen nts report at the end of the English lan nguage class. The purpose of them wri iting was to giv ve room for th hem to process s their thought ts, emotions
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Chow Kwai Yok
and self-talk. The researcher wrote her observation notes after her class. Using the mixed method helped her to learn more from the students through their view point and hopefully gain a deeper understanding of the students process of learning and what she could do to facilitate their learning in the English language class, especially in the area of speaking English.
3.0 Results and findings

3.1 Research question 1: What is the anxiety level of PKK students in learning of English?
After eliminating the incomplete questionnaires from the pool of 219, 208 remained for analysis. The overall findings yielded a high Cronbach Alpha reliability coefficient of 0.884. A high score would mean high anxiety. The theoretical range of this scale in this study was the lowest score of 33 to the maximum possible score of 132. After the quantitative data were analyzed, the participants of this study had anxiety scores ranged between 54 and 118. Table 1: The levels of anxiety Levels Low Anxiety Middle Anxiety High Anxiety Scores 33-66 67-99 100-132
2.4 Participants
The participants for this study were the first and second semester students taking English For Commercial Purposes in Politeknik Kota Kinabalu (PKK). They are doing either certificate and diploma in the commerce field or diploma in Hospitality and Catering. They formed a convenient sample as they were in the researchers classes. A total of 219 students, age ranging from 19-23 years old took part in answering the questionnaires. They were told that there were no correct answers and therefore they need not have to think too deeply before responding.
2.5. Instruments
In this research two set of questionnaires were used. In phase one, the FLCAs questionnaires on the anxiety of students in language class was used. This questionnaire were adapted and modified from Williams & Andrade (2008), Zhao Na (2007), Ming Wei (2007), Goshi (2005) and Burden (2004) which they in turn had adapted it from Horwitz. The FLCAS was translated into Bahasa Melayu, our national language in Malaysia. The Bahasa Melayu version was proof read by a head of department of Malay Studies in a teachers education institute. A pilot test was carried out on 50 students and the reliability coefficient (Alpha Cronbach) was shown was .782 for the 33 items. The quantitative results of the study obtained by the administration of the FLCAS were evaluated by the use of the Statistical Package for Social Sciences (SPSS). This questionnaire was to find out the level of anxiety in the PKK students in their learning of English. It also uncovered the factors affecting PKK students reluctance to speak in English with their classmates during English Language class. Open-ended questions were used on focus-group interview. The students were asked questions about their foreign language classroom anxiety. Students reflections, teachers observation notes and field notes were used for triangulation purposes. In Lees writing on Language Learning Strategies in English Language Teaching (2002: chapter 13), students reflections and teachers reflection are quoted as avenues to find out if the strategies introduced were useful or not to students. Table 2: The overall average (mean) anxiety level of the participants. N Min. Max. Mean Std. Deviation 10.609
Total 208 54.00 118.00 90.365 Valid N (listwise)
From the quantitative data analysed, the anxiety scores of the participants of this study ranged between 54 and 118. The mean is 90.365 and standard deviation is 10.609. Based on the scores it can be said that the anxiety level of the majority of participants are on the middle range and leaning towards the high anxiety range. The break down of the FLCA into the three categories: communication apprehension, test anxiety and general feeling of anxiety are shown in Table 3 Table 3: The overall situation of anxiety in the English classroom Standard Anxiety Variable Mean Deviation Communication 2.903 .501 Apprehension Fear of negative 2.740 .390 evaluation General feeling of 2.573 .250 anxiety
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Anxiety due to problems related to communication apprehension is for example having difficulty in understanding what the teacher/lecturer is saying. It was found that students had communication apprehension or speaking anxiety, as indicated by the highest mean of 2.903. Fear of correction and fear of making mistakes are related to fear of negative evaluation and it has a mean of 2.740. General feeling of anxiety for instance the fear of failing in the class has a mean of 2.573. All these readings of mean reflect that the anxiety level of the students are above the normal which is 2.5.
3.2 Research question 2: Why are PKK students reluctant to speak in English?
The findings through interviews about the problems faced by students in speaking English showed that there were various reasons why students were reluctant to speak in English in the researchers class. Table 4 shows some of the reasons gleaned from their sharing during interviews include having difficulty in finding the right words in English, limited vocabulary, fear of being laughed at or shy, afraid of making mistakes, difficulties in understanding what has been said by the lecturers, afraid to speak, dislike towards English subject and failing in the target language. Table 4: The reasons behind the fear of speaking in English Reasons Focus interview (INT) Participant A: ...very hard to 1.Difficulty in finding the right speak- I also very hard what words to speak, words Participant Aq: very hard in my grammar part, in my writing very hard to remember how words what word be used when writing composition. Participant N :Becos- I scared if I pronounce something wrong. I also scared I speak something which I dont know the words.(INT/26/8/09/SPP1) 2.Afraid to RT:Takut salah. [Afraid I am make mistakes wrong](INT/28/8/09/DAT1) Ju: I ashamed to speak english because I afraid wrong. 3.Afraid of M: If I say again, I will make bad being laughed at thing like a bad thinglahliketambah teruk punya cakapan-tambahlah lagi kasi ketawa. What she meant was that if she spoke more she would make more
4. Not able to speak properly in English, have problem in vocabulary
5.Difficulties in understand what has been said by the lecturer/
mistakes and other people would laugh at her more and this was a bad thing which she did not want to happen to her. Participant RT (INT/28/8/09/DAT1) faced the same problem too: RT: Malu diketawakan oleh kawan-kawan.[shy when friends laugh at me] Participant A in INT/28/8/09/DPM1 A little bit I speak a bit only but for some part we just called words power words cannot be used therelah because...some...some...some my friends, they asked how to speak, and then they are so weak , they laughed at me when I speak in English. N: When they are laughing it make my spirit go down. S: Stop... bcos if I speak to them in English my friends will think like- I action. So I stopped .They say: Stoplah if I speak. M : Like when I say in Englishthey say Ha? apa kau cakap tu?[what are you saying?] M: I dont knowwhen I said to them in English- they like really dont understand what I am talking. M: So I must translate in Malay. C: Terbalik tongkang balik adalah [upside down- reversed manner of speaking](INT/26/8/09/SPK1) S: I cant speak English properlyI speak broken English.. Just speak like translate from Malay to English.My grammar is very bad and I have problem with vocab. Which is the best vocab? So: I dont have vocabulary.And some time I dont understand what madam talk. My pronunciation is so weak. Low vocabulary and I am weak in primary school. His: Many of words that i dont understand.(INT/28/8/09/DPM1) So: I dont have vocabulary.And some time I dont understand what madam talk M : Like when I say in English-
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Chow Kwai Yok
others.
6.Afraid to speak
7.Dislike the target language.
8.Failing in the target language
they say Ha? apa kau cakap tu?[what are you saying?] M: I dont knowwhen I said to them in English- they like really dont understand what I am talking. Mh: And then when madam speak in English - Many of the words I hear I dont understand. I also shy to speak in English. (INT/28/8/09/DAT1) Sd: Yes, ah...I dont understand sometimes I not understand what I listen. N:I understand what the teacher says but I couldnt speak English correctly when asked by lecturer. I cannot speak more correctly. I...I want to say but I ...aaa..I afraid.(INT/28/8/09/DPM1) Participant His (INT/28/8/09/DAT1) confessed that: Hmm...m. My problem is I dare not speak in English. Aaa...l dont like English... I dont understand question- erm...m -I dont know more about English. Emm...I very weak about English-Okay and I very weak in English since I was primary school. Many of the words I dont understand... I always fail. (INT/26/8/09/SPK1) I dont like English I always fail... I dont understand... boring... Emm...I very weak about EnglishOkay and I very weak in English since I was primary school. Many of the words I dont understand... I always fail.(INT/28/8/09/DAT1)
Table 5: Paired samples statistics Std. Deviation 10.548 10.909 Std. Error Mean .784 .811
Mean Pair 1 Pretotal 87.453 posttotal 85.503
N 181 181
As shown in Table 5, Total pretest mean score was 87.4530 (N=181; S.D. = 10.548) and Total posttest mean score is 85.5028 (N=181; S.D.= 10.909). The standard deviation (S.D.) is perhaps of interest here this shows that the posttest deviates slightly more than the prestest, i.e. 10.909 against 10.548 for pretest. A higher deviation means that the scores are more dispersed. In Table 6 the Pearson correlation (r) between the pretest and posttest is .651 (N=181). This means that the two tests are moderately high and posititvely correlated with a p-value of less than .000 (p< .05). This means that those students who score high on the pretest tend to also score high in the posttest. This further shows that pretest and posttest is significantly correlated. Table 6: Paired samples correlations N Pair 1 pretotal & posttotal 181 Correlation .651 Sig. .000
3.3 Research question 3: To what extent are socioaffective strategies effective in enabling PKK students to be more willing to speak in English?
FLCAs were administered to the students for the second time. A t-test was carried out to the same sample and it showed that the socio affective strategies do make a difference in the students willingness to speak in English in the class.
The paired samples test (Table 7) indicates that the difference in the pretest and posttest is significant (p<0.05; t=2.926; df=180). The hypothesis null proposed in the beginning of the research, that is, there is no significant difference between the willingness of the students to speak in English before and after applying socioaffective strategies, is thus rejected.
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Table 7: Paired samples t-test Paired Differences Std. Error Std. Deviation Mean 8.96740 .66654 95% Confidence Interval of the Difference Lower Pair 1 pretotal - posttotal 1.95028 .63504 Upper 3.26552 2.926 180 .004 t df Sig. (2-tailed)
Mean
3.4 The qualitative data reveals factors that help to encourage speaking in the class.
Based on the data from the interviews and students reflection and the researchers observation notes, there seemed to be a few factors that helped to encourage the students to speak more in class. It is quite interesting to note that the patterns identified in the data fell into the categories of the socio affectives strategies implemented in the class. The affective categories were lowering ones anxiety, encouraging oneself, and taking ones emotional temperature. The social strategies were asking questions, cooperating with others and empathizing with others. The role of the lecturer was to give students more responsibility, providing more opportunities to use the language naturally in the class and teaching them to use affective and social strategies besides providing them with larger quantities of input in the English (Oxford;1990: 141146). It was good to note that among the students there was a sense of wanting to help others who had difficulty in finding the word in English while speaking. The weaker ones too were willing to learn from their peers. That kind of cooperation reflected a certain level of empathy among the students whereby the other proficient students were seen helping the others as noted in the lecturers and students reflection: Their classmates were very helpful-giving them the help they need by the side-translating for them good team spirit. (TON/21/1/10/DPR2) Trying to get them to use polite phrases: Excuse me. I beg your pardon,etc. They seem to be using it now and reminding their classmates to do so. They have the tendency to say: what?, ah? Just want to instill in them the common courtesy since they will be relating with people in the front desk in future. (TON/25/1/10/DHK2B) Then, I will ask my friend when I dont know the meaning of the word. (SJ/SPK2/23/3/2010/F1042) When Madam Chow teaching I cant understand what teach madam in class. But I ask to my frend
what madam Chow discuss the class. (SJ/SPP2/23/2/10/F1041) Im happy to Irnah because shes try to give the best in speaking in English. I know shes nervous but with all of our support she do it very best. (SJ/DPR2/8/4/10/F1019) Asking for clarification and correction is another specific set of strategy in the social strategies whereby students are advised to use. It is good to note that the students are positive about it as reflected on their writing: Today I feel verry happy because many mistake that madam correct on. (SJ/SPK2/23/2/10/F1037) I also hope, somebody can correct me when I am mistaken. Then I learn from mistake. I try to be a positive when somebody sound to me. (SJ/SPK2/23/3/10/F1042) In the participants journal writing, several of the students commented positively on fun learning in the class: I like English class, because madam Chow will do any activities, so we do not felt borink. In the end class, we felt so happy. (SJ/DPR2/4/3/10/F1029) I have learn to louder speak, happy and like madam chow learning english is so fun ... (SJ/DHK2B/8/3/10/F1030) After a few month with MaDaM Chow in English class, I feel my englisH impRove. Madam Chow has teach so many things that I didt no. I feel so enjoy went enter this class. (SJ/DHK2B/8/3/10/F1023) I feel so happy because Madam Chow is so fun person. She still like semester 1 during she teach us together very energetic person. (SJ/SPK2/20/4/10/F1004) Such observation was noted by a fellow lecturer: The lecturer was very dedicated, loving, and full of energy. These personality could be the reason why the students were very attentive towards the learning process... I truly admired at the liveliness of the class throughout the teaching-learning (LON/8/3/10/569). In the students journal, some participants were grateful that opportunities were given to them to speak
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in English in class and expressed their hope to improve themselves in the learning of English especially in the skill of speaking. Thank you to my lecturer because give we all oppurtinity to speak in english and I hope my english more improve. (SJ/DPR2/7/4/2010/F1010) Honestly, I feel like Im become more bold to speak English in Madam Chows class. Thanks for encourage us to speak in English. (SJ/DHK2B/22/2/10/F1028) The researcher needed to give students more opportunity to speak English as a way of preparing them to face the real world when they seek for job. She was trying to explain to them the importance of speaking English in the class and hoped that they would see the need to do so. This was noted in: Class is alert and alive even though it is in the afternoon. They are willing to try to speak in English after much coaxing and explaining the rational of using the language since they are in the hospitality line. (TON/25/1/10/DHK2B) In the class, there were times songs were taught and sung and jokes were made. Dance like Poco-poco was demonstrated by students as an avenue for the dance leaders to use English in class when demonstrating the steps. These brought in the element of fun to the class which helped lower the anxiety they faced in learning the language. Furthermore, it also broke the monotony of learning and teaching of English in the class. Some of the students enjoyed such recreational activities very much as it also helped them to learn new words. The positive effect of songs in bringing happiness and fun was reflected in their journal writing: We also had a good experience today which is singing a Do-ray-me song and is is fun. All of the girls were laughing at us because of our bad voices. But we are happy to see all of them are happy. (SJ/DPM2/8/3/10/F1005) The students expressed that through the songs, they also learnt new words: Before we start the class, we sing 1 song. I do not know what are tittle of the song, but when we sing the song, we felt so happy. Though the song, I have learns a few of the new words of today. (SJ/DPR2/4/3/10/F1029) Participants Nu and No do not think that the songs are childish when they shared, kami belajar juga dari senikata itu. [ we also learn from the wordings of the song] Saya suka ikut kelas madam.[I like to attend madams class] (INT/6/4/10/DPR2) The researcher noted the students behaviour in the class and was glad that they were able to be themselves
and trying to make fun of their friends. That in itself was fun to them. Some were cheeky trying to tease each other by volunteering others to answer the questions. At least they showed signs of trying to speak to each other in English. (TON/9/2/10/SPK2) Quite amazing to hear K saying, Louder please! to his friend who was answering his question so softly. The joke was when he asked L to give him a piece of paper L answered sheepishly, Go to Giant! [ supermarket]. We all had a good laugh when she repeated it loudly to K. (TON/9/3/10/SPK2) Several students shared that they used the technique of positive self-talk to encourage themselves: But nevermind, I have learn the mistake and make sure the mistake will not be repeat next time. (SJ/DPM/1/3/10/F1003) The conclusion is, I learn more by my mistake and I will try to avoid it to happen again. (SJ/DAT2/11/02/10/F1034) Before this, I feel scared to talk in front of my classmates, but now, I have a bolder to speaker to them. Im not afraid when my English went wrong, because that just the way to improve my self. Its better have than never. (SJ/DHK2B/1/3/10/F1028) In this class, I always say the wrong word, but never mind Ive learned from the mistakes. (SJ/DHK2B/25/1/10/F1039) Breakthrough in students: And today I very happy because I can speak in english. HaHaHa. But my english very broken speak. Hehehe. So I must try to speak in english next time with more good english. (SJ/DPR2/1/4/10/F1009) Today Ive learned many new vocabularies (again). I felt learning English is very excited cause Ive started speaking English with my friends, Vvy and Olga... Ive also learned new phrases. (SJ/DPR2/4/2/10/F1022) I feel I am more confident to speak in english with all my friend and Madam Chow (SJ/DHK2B/8/3/10/F1036). My experience for today is, I have learned to start speaking in english because previously Im so rare to speak in english. (SJ/DHK2B/25/1/10/F1039) Observations by fellow students in the class concerning their classmates/coursemates progress were found in three students journal: I observed that Hisham had started to talk a lot in English. (SJ/DAT2/28 /3/2010/F1026) The oral presentation finished today. Everyone had done the best and I observe there is an improvement in every person the class. Im so happy for that. I hope that everyone improve from
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time to time and do our best for our MUET on our semester 5. (SJ/DAT2/4-4-10/F1028) Ive observed that my team members of English classes have improved their english languages. They are trying to talk in english even its broken english. So funny.. Hehe.. (SJ/SPP2/6/04/10/F1004) In an interview, when participants were asked what made them speak more compared to last time, some of them felt that the lecturer wanted them to do so and also the lecturer was talking to them in English in the class. Another reason was the awareness that they needed to use it in future. Participants Ma and La answered, In class maam want us to speak in English and we have to future. (INT/11/3/10/DHK2B) Participant Mz felt that madam talk to us in English. Madam always teaching in English. (INT/11/3/10/SPK2) What the participants shared in the interview was in line with the researchers observation note: By this time, they know that I am serious about them using the English Language in the class since we have only short time together in a week. Hopefully they will get used to it and keep trying for thats the way to go to improve their English speaking ability... (TON/21/1/10/DPR2)
in learners and target language cultures, differences in social status of the speakers and interlocutours, and from the fear of losing self-identity. During the interviews the students expressed that difficulty in finding the right words, not being able to speak properly in English and having problems in vocabulary and not able to understand what the lecturer or others are saying in English were some of the reasons they were reluctant to speak in English. This constituted the competency barrier to using English in class. This could simply be visualised in Figure 2
Using English in the Classroom Competency Social Barrier Barrier Emotional Barrier
Figure 2: The three barriers The pathway to using English in the classroom for these students was an uphill climb strewn with all kinds of entrapments that impeded them from achieving that seemingly elusive goal. The researcher needed a strategy to remove these barriers which cannot be done overnight. Nor will it happen without a fitting strategy to break down the barriers. The goal of this research was thus appropriately set to remove the first two barriers, namely the emotional barrier and the social barriers. Therefore it is the researchers duty as an educator to make her students aware of the learning strategies like socioaffective strategies and how and when to use them. The whole point of sharing the socioaffective strategies with the students was to encourage a collaborative spirit between students and the researcher. Both quantitative and qualitative data indicated that anxiety was lowered through the use of socioaffective strategies. Strategies like the use of songs, jokes and other fun activities that were loaded to one end of the see-saw of emotions helped to equalise and even overcome the once heavily laden end of language anxiety. Apart from this, the application of positive self-talk by the students themselves, have a positive impact on enhancing self-esteem and personal acceptance, especially in the area of speaking English. This self-removal of emotional barriers is a powerful tool to help overcome this emotional barrier. Encouraging oneself, speaking positively to oneself, and rewarding oneself were self-talk that the students shared had helped them build positive vibes towards reducing anxiety and dismantling emotional barriers.
4.0 Discussion and conclusion

The anxiety scores of the participants in the usage of English from the FLCAS questionnaire in this study which ranged between 54 and 118 with a mean of 90.365 and a standard deviation of 10.609 indicated that the anxiety level of the majority of participants of this research are on the middle range and leaning towards the high anxiety range. This explained the reluctance of the students to use English even in the English class. The emotional barrier that had been erected through the years of educational experience in school while learning the English language was clearly still intact and weaved a strong influence on the behaviour of the students when they reached the researchers class in Polytechnic. This concurs with the other research findings carried out in similar settings (Bekleyen, 2009; Williams & Andrade, 2008; Finch, 2008, Ardi Marwan, 2007; Zhao Na, 2007; Burden, 2004; Chan & Wu, 2004; Casado & Dereshiwsky, 2001). The two barriers, emotional and social, were however grounded in a deeper root cause: a distinct lack in competency and proficiency in the English language. In Muhammad Tanveer (2007), his findings suggested that language anxiety can originate from learnerss own sense of self, their self-related cognitions, language learning difficulties, differences
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The power of social learning if harnessed properly can play a significant role in dismantling social barriers. A safe atmosphere of learning that is created make conducive for even adult learners to make mistakes and being open to be corrected by friends in public, that is, in the classroom while the lesson is going on. This willingness that was evident when the students sharing that helping and encouraging one another to speak in English helped them break down the social barriers. The teacher through acceptance and friendly relation provides ample safe opportunities in the class to speak English. He or she is the engineer of a conducive atmosphere that encourages the speaking of English in the class. The teacher plays the vital role of managing students response towards mistakes made by their friends, facilitating the correction of mistakes made in a constructive manner both by teachers and peers, and prodding gently the students to try again. Protecting students who are self-conscious and providing the scaffolding for learning are key roles that teachers can play in the process of using socioaffective strategies. A few researchers ascribed to this important role of a teacher to be aware of anxiety-provoking situation and help reduce students learning anxiety (Koba et al., 2000, Williams & Andrade, 2008, Bekleyen, 2009) This research could now be expanded to find out how the competency barriers could be dismantled once the emotional and social barriers have been removed. Suffice to say, though, that it is wise to remove these two barriers, that is, the emotional and the social barriers first before the more fundamental competency barrier is tackled. Without doing so, it is doubtful if efforts to rebuild the foundation of the students in the area of English language competency and proficiency could progress to any significant level. The use of socioaffective strategies however had been found in this research to be one of the successful instruments in this endeavour of dismantling emotional and social barriers before the attempt to remove competency barriers.
References
Marwan. (2007). Investigating Students ForeignLanguage Anxiety. Retrieved on April 25, 2009 from http://www.melta.org.my/modules/tinycontent/Do s/ardi_2_09012008.pdf Berkleyen, N. (2009). The influence of teachers and peers on foreign language classroom anxiety. Retrieved April 25, 2009, from http://www.tomer.ankara.edu.tr/dildergileri/123/4 9-66.pdf Ardi
Burden, P. (2004).The teacher as facilitator: Reducing anxiety in the EFL anxiety in the EFL university classroom. [Online Journal] JALT Hokkaido Journal, 8, 3-18. Retrieved February 21, 2010. Casado, M.A & Dereshiwsky M.I. (2001). Foreign language anxiety of university students. College Student Journal. December 2001.Retrieved July 13, 2009, from http://findarticles.com/p/articles/mi_m0FCR/is_4 _35/ai_84017191/pg Chan & Wu (2004) . A study of Foreign LanguageAnxiety of EFL Elementary School Students inTaipei County. Retrieved April 25, 2009, from http://academic.ntue.edu.tw/public/journal/vol172 Creswell, J.W. & Clark, V.L.P. (2007). Designing and Conducting Mixed Method Research. United States of America: Sage Publications. Inc. Finch, A. (2008). An Attitudinal Profile of EFL Learners in Korea.Electronic Journal of Foreign Language Teaching 2008.5, 2, 206-219 Centre for Language Studies. National University of Singapore. Retrieved April 29,2009, from http://e-flt.nus.edu.sg/v5n22008/finch.htm Goshi, M. (2005). Foreign Language Classroom Anxiety: How Should the Classroom Teacher Deal with it? Journal of The School of Marine Science and Technology, 3(2), 61-66, 2005. Retrieved April 25, 2009, from http://www2.scc.utokai.ac.jp/www3/kiyou/pdf/2005vol3_2/goshi.go shi.pdf Hashimoto, Y.(2002). Foreign Language Learning Anxiety in Japanese EFL Retrieved September 4, 2008fromhttpwww.hawaii.edu/sls/uhwpesl/20(2) /Hashimoto.doc Koba, N., Ogawa, N.,& Wilkerson, D. (2000). Using the Community Language Learning Approach to Cope with Language Anxiety. The internet TESL Journal, 6(11), November 2000. Retrieved September 4, 2008 from http://iteslj.org/ Koo et al. (2008). Employer Perceptions on Graduate Literacies in Higher Education in Relation to the Workplace . Retrieved November 1, 2008 from http:// www. world.info/Articles_20/DOC/Koo_vp_employer_ Journal18Oct09.pdf Lee K.W. (2002). Chapter 13: Language Learning Strategies in Malaysian ESL Classrooms in Pemikiran Dalam Pendidikan. UMS: Kota Kinabalu. Lee K.W. (2009). Chapter 3: What can we learn about How Students in Premier Secondary Schools in Malaysia Achieve Success in English Language
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Learning in Learner Autonomy:Research and Practice in Malaysia and Singapore. Malaysia: Pearson Malaysia Sdn.Bhd. Ming Wei (2007). The Interrelatedness of Affective Factors in EFL Learning: An Examination of Motivational Patterns in Relation to Anxiety in China. TESL-EJ.,11,(1), June 2007. Retrieved on April, 29 2009 from http://tesl-ej.org/ej41/a2.pdf Muhammad Tanveer (2007). Investigation Of The Factors that Cause Language Anxiety forESL/EFL Learners in Learning Speaking Skills And The Influence It Casts On Communication In The Target Language. Retrieved July 30, 2008 from http://www.asianefl-journal.com/thesis.php Oxford, R.L. (1990). Language Learning Strategies: what every teacher should know. USA: Heinle & Heinle Publishers. Williams, K.E.& Andrade, M.R.(2008). Foreign Language Learning Anxiety in Japanese EFL University Classes: Causes, Coping, and Locus of Control. Electronic Journal of Foreign Language Teaching., 5(2), 181-191, 2008 . Retrieved April 28,2009 from http://eflt.nus.edu.sg/v5n22008/williams.htm Zhao Na. (2007). A Study of High School Students English Learning Anxiety. The Asian EFL Journal, 9(3). Retrieved on April 25, 2009 from http://www.asian-efl-journal.com/
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Hazlan Abdullah et al.
Kajian Sifat Mekanikal Komposit UF dan MUF berasaskan Sisa Ketaman Kayu Acacia Mangium
Hazlan Abdullah
Jabatan Kejuruteraan Awam, Politeknik Kota Kinabalu Hazlan@polikk.edu.my
Nurul Hasana Jaafar

Jabatan Kejuruteraan Awam, Politeknik Kota Kinabalu
Noorsalbintan Salleh
Imelda Bugis
Abstrak
Kajian sifat mekanikal komposit UF dan MUF berasaskan sisa ketaman kayu acacia mangium spp telah dikaji bagi mengetahui sifat mekanikal papan komposit termoset yang dihasilkan. Kajian ini dijalankan dengan menggunakan dua jenis perekat iaitu urea formaldehid (UF) dan melamin urea formaldehid (MUF) untuk penghasilan papan komposit pada ketumpatan 700 kg/m3. Nisbah peratusan kandungan pengisi (halus:kasar) yang digunakan adalah 100:0, 80:20, 60:40, 40:60, 20:80 dan 0:100. Secara umumnya, keputusan yang diperolehi memperlihatkan bahawa penghasilan papan komposit dengan menggunakan perekat MUF pada nisbah pengisi 40% halus dan 60% kasar menghasilkan sifat mekanikal yang lebih tinggi bagi ujian internal bonding dan ujian lenturan. Manakala bagi ujian kekuatan tensil dan ujian screw holding pula, keputusan menunjukkan bahawa penggunakan komposit menggunakan perekat MUF pada nisbah pengisi 20% halus dan 80% kasar menghasilkan sifat mekanikal yang lebih tinggi. Melalui keputusan juga, penggunaan perekat MUF secara umumnya, menunjukkan kekuatan mekanikal yang lebih tinggi berbanding perekat UF pada kesemua nisbah peratusan pengisi yang digunakan untuk penghasilan papan komposit.
1. Pendahuluan
1.1. Penyataan Masalah
Sektor perhutanan merupakan salah satu sektor komoditi negara yang penting. Penebangan kayu balak secara berleluasa dalam industri berasaskan kayu telah menggangu keseimbangan alam sekitar. Demi memastikan industri perkayuan mempunyai bekalan kayu balak yang mencukupi untuk diproses secara berkekalan, Kerajaan Malaysia telah menyusun beberapa strategi dalam pengurusan hutan dengan menubuhkan kawasan-kawasan ladang hutan. Penubuhan ladang hutan ini berupaya menghasilkan lebih banyak kayu seunit kawasan dalam jangka masa yang singkat (M. Dahlan dan Ashaari, 1993). Melalui pemerhatian, penggunaan kayu ladang hutan secara efektif adalah penting bagi menjamin tidak berlakunya pembaziran sumber kayu. Ini merupakan langkah yang terbaik bagi mengurangkan bahan buangan sisa industri di negara ini. Di samping itu, kadar pencemaran terhadap alam sekitar juga dapat dikurangkan dengan pengurangan kawasan sisa-sisa buangan industri berasaskan kayu dan indusrti berasaskan pertanian. Selain itu, pencemaran udara dan pemanasan global dapat dikurangkan akibat daripada pembakaran sisa-sisa kayu (Abdul Khalil dan Rozman, 2004).
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Telah dibentangkan di Seminar Penyelidikan dan Inovasi Peringkat Zon Borneo, pada 20 21 Julai 2010 bertempat di Politeknik Kota Kinabalu Sabah, Malaysia.
1.2. Pers soalan Kajia an

i. dakah terdap pat perbezaan n sifat keku uatan Ad me ekanikal pap pan komposit daripada sisa ke etaman kayu acacia mang gium spp de engan me enggunakan resin urea formaldehid dan me elamin urea fo ormaldehid? Ad dakah terdap pat perbezaan n ketara de engan pe enggunaan n nisbah perat tusan kandu ungan pe engisi (halus:k kasar) yang d digunakan terh hadap sif fat-sifat mekan nikal komposi it yang dihasilkan ?
ii.
am mmonium klor rida (NH4Cl) yang berfun ngsi sebagai pen ngeras bagi mempercepat tkan proses pematangan per rekat. Kaedah-kaed dah perlaksan naan kajian ini terdiri dar ripada proses penyediaan b bahan, proses s penapisan, pro oses pencamp puran, proses pembentukan n hamparan, pro oses penekan nan sejuk, pr roses peneka anan panas, pro oses penyediaan sampel ujian dan kaedah h pengujian. Ba agi proses pe enyediaan sam mpel ujian dan d kaedah pen ngujian, piaw waian yang di igunakan iala ah Japanese Ind dustrial Stand dard Particlebo oard (JIS A59 908 1994). rta Alir Prose es Penghasila an Papan Rajah 1: Car Komposit T Termoset
1.3. Objektif Kajian n

i. Menggunakan sisa ketama an kayu Acacia ma angium spp sebagai pen ngisi utama d dalam pe enghasilan pap pan komposit t termoset. Menghasilkan p papan kompo osit termoset sisa etaman kayu Acacia ma angium spp pada ke ke etumpatan 700 0 kg/m3 pad da nisbah (ha alus : ka asar). Mengkaji sifat-s sifat mekanik kal papan kom mposit rmoset yang d dihasilkan. ter Membuat perba andingan sifat t mekanikal antara a erekat Urea F Formaldehid (U UF) dan Mel lamin pe Ur rea Formeldeh hid (MUF).
ii.
iii. iv.
1.4. Bata asan Kajian n

Kajian n sifat meka anikal kompos sit UF dan MUF berasaska an sisa ketam man kayu aca acia mangium m spp adalah te erbatas kepad da kajian sifa at mekanikal yang merangku umi ujian kekuatan tens sil, ujian int ternal bonding, ujian screw h holding dan ujian lenturan s sahaja tanpa me elibatkan ujia an sifat fizika al. Disamping g itu, kajian ini i tertumpu han nya kepada sis sa ketaman sp pesies acacia m mangium spp. Selain itu, k ketumpatan p papan komposit t yang dihasilk kan ialah 700 kg/m3 pada n nisbah an pengisi (ha alus:kasar) 10 00:0, 80:20, 6 60:40, kandunga 40:60, 20 0:80 dan 0:100 0.
3. Dapatan K Kajian
3.1 1 Ujian Kek kuatan Tensi il
Rajah 2 men nunjukkan per ratusan nisbah h antara saiz hal lus:kasar sisa a ketaman kay yu acacia ma angium spp yan ng berbeza ke atas sifa at kekuatan tensil bagi kom mposit UF dan MUF. Kekuatan ten nsil adalah me erujuk kepada a daya teganga an yang diper rlukan untuk me emutuskan kom mposit yang d diuji. Secara umum mnya, keputus san menunjuk kkan bahawa kom mposit yang mengandungi i peratusan ni isbah antara 80% halus dan 20% 2 kasar hin ngga 20% halus dan 80% sar menunjuk kkan kekuatan n tensil yang lebih tinggi kas ber rbanding deng gan peratusan n nisbah 100% % halus dan 100% kasar bag gi kedua-dua sampel s kompo osit UF dan UF. Pengguna aan nisbah 100 0% halus dan 100% kasar MU me enunjukkan nilai n yang lebih rendah h. Hal ini dis sebabkan, ika atan antara sa aiz halus dan n saiz kasar ber rsama perekat t tidak dapat disebarkan se ecara sekata. Pen nggunaan sis sa ketaman k kayu bersaiz lebih kasar aka an mewujudk kan rongga-ro ongga kosong g. Manakala pen nggunaan sisa a ketaman kay yu bersaiz lebih h halus pula Mu uka surat | 61
2. Meto odologi Kajian

n pengisi yang g digunakan ad dalah sisa ketaman Bahan kayu aca acia mangium m spp yang d diperolehi daripada kilang K Koshi Acacia a Industries Sdn. Bhd. Kota Kinabalu. Bahan pengi isi ini akan dia ngikut asingkan men us : kasar) de engan menggu unakan mesin Sieve julat (halu Shaker. Julat J pengisi halus yang digunakan adalah 2.36mm-3 3.35mm. Man nakala julat p pengisi kasar pula adalah 5.0mm-10.0m mm. Perekat termoset yang n adalah urea Formaldehid (UF) dan Mel lamin digunakan Urea Formaldehid (MUF) dip perolehi dar ripada ar Chemical In ndustri Sdn. Bhd B Kota Kina abalu. Sepangga Manakala a, bahan tambah yang digunakan ialah
Telah dibe entangkan di S Seminar Penye elidikan dan In novasi Peringk kat Zon Borneo o, pada 20 21 Julai 2010 0 bertempat di i Politeknik Ko ota Kinabalu Sabah, Malaysi ia.
akan m menyebabkan partikel-part tikel kayu akan bergumpa al antara satu sama lain. Ma aka ikatan dalaman bagi samp pel komposit y yang dihasilka an adalah lema ah.
Rajah h 3: Ujian int ternal bonding g
3.3 3. Ujian Scre ew Holding/P Pemegangan n Skru

Rajah 4 menunjukkan m kesan peratu usan nisbah ant tara saiz hal lus:kasar sisa a ketaman k kayu acacia ma angium spp ya ang berbeza k ke atas sifat p pemegangan skr ru bagi kompo osit UF dan M MUF. Rajah 2: Ujian kekuat tan tensil
3.2 . Ujia an Internal B Bonding

Kesan n peratusan nisbah antara sa aiz halus:kasa ar sisa ketaman kayu acacia mangium spp p yang berbez za ke ernal bonding bagi komposit UF atas sifat kekuatan inte F dapat dilihat pada Rajah 3. . dan MUF Secara a umumnya, komposit k yang g dihasilkan de engan peratusan n nisbah anta ara 80% halu us dan 20% kasar hingga 40 0% halus dan 60% kasar me empunyai keku uatan Internal B Bonding yang g lebih tinggi berbanding b de engan 100% hal lus dan 100% kasar. Keadaan ini berlaku u bagi kedua-dua perekat jeni is UF dan MU UF. Ujian Int ternal n bagi mengk kaji kekuatan daya Bonding ini dilakukan ntara partikel-partikel kayu. . lekatan an
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Rajah 4: U Ujian screw holding Secara a umumnya, k keputusan men nunjukkan ba ahawa campuran n nisbah halu us dan kasar m menunjukkan nilai yang leb bih tinggi be erbanding de engan penggu unaan 100% hal lus dan 100% % kasar terutam ma pada pera atusan nisbah 2 20% halus dan n 80% kasar. . Keadaan ini juga berlaku p pada kedua-du ua jenis pereka at yang di gun nakan iaitu UF dan MUF. K Keputusan p pada Rajah 4 juga kkan bahawa a penggunaa an perekat M menunjuk MUF menghasi ilkan kekuata an yang lebih h tinggi terh hadap ketahanan n penggunaan n skru berband ding UF. Kea adaan ini juga b berlaku pada semua nisba ah halus dan kasar yang di gunakan g untuk k penghasilkan n sampel kom mposit termoset.
Rajah 5: Ujian keku uatan modulu us lenturan mnya, keputus san menunjuk kkan bahawa Secara umum cam mpuran peratu usan nisbah 80% halus dan n 20% kasar hin ngga 20% halus h dan 80 0% kasar m menunjukkan kek kuatan mod dulus lentura an yang le ebih tinggi ber rbanding nisb bah 100% h halus dan 10 00% kasar. Pen ningkatan kekuatan modu ulus lenturan ini berlaku bag gi kedua-dua jenis perekat yang digunak kan iaitu UF dan n MUF. Ke eputusan juga a menunjukk kan bahawa pen nggunaan pe erekat MUF menghasilkan n kekuatan len nturan yang leb bih tinggi berb banding denga an komposit yan ng dihasilkan n menggunaka an perekat UF F. Terutama pad da campuran nisbah 40% % halus dan 60% kasar hin ngga 20% hal lus dan 80% kasar. k Kekuat tan modulus len nturan dikaji bagi menget tahui kekuata an komposit yan ng terhasil. Be eban secara maksimum m dik kenakan bagi me elenturkan sam mpel komposi it hingga sam mpel tersebut gag gal.
3.4 Ujian Kekuatan n Modulus L Lenturan (MOE)

Rajah h 5 menunju ukkan kesan peratusan n nisbah antara sa aiz halus:kasa ar sisa ketam man kayu acacia mangium spp yang berbeza b ke at tas sifat keku uatan gi komposit U Urea Formald dehid modulus lenturan bag ea Formaldehid d (MUF). (UF) dan Melamin Ure
3.5 5 Ujian K Kekuatan (MOR)
M Modulus
K Kepecahan
Rajah 6 menunjukkan m kesan nisb bah antara sar:halus sisa a ketaman kay yu acacia ma angium spp kas yan ng berbeza u untuk ujian m modulus kepe ecahan bagi kom mposit yang di d hasilkan de engan menggu unakan resin Ur rea Formald dehid (UF) dan Mela amin Urea Fo ormaldehid (M MUF). Secara umu umnya, di da apati penggun naan nisbah 40% halus dan n 60% kasar kasar menca atatkan nilai kuatan modu ulus kepecah han yang le ebih tinggi kek ber rbanding den ngan sampel 100% halus dan 100% kas sar. Keputusa an juga men ndapati bahaw wa semakin sei imbang pengg gunaan pencam mpuran peratu usan nisbah hal lus dan kasa ar, semakin kuat kompos sit yang di has silkan. Keada aan ini berlak ku pada kedu ua-dua jenis per rekat yang di g gunakan iaitu UF dan MUF F. Ini kerana, cir ri-ciri saiz par rtikel kayu ac cacia mangium m spp yang Mu uka surat | 63
bersaiz le ebih sekata m mempengaruhi kekuatan kom mposit yang di h hasilkan.
h 6: Ujian kek kuatan modu ulus kepecaha an Rajah
4. Perbi incangan
a keseluruhan, kajian sifat meka anikal Secara komposit t termoset berasaskan sis sa ketaman kayu dikaji bagi me engetahui kom mposit acacia mangium spp d punyai kekuat tan dan ketah hanan yang dihasilkan memp nggi terhadap p ujian meka anikal. Kepu utusan yang tin menunjuk kkan penggun naan bahan pengisi daripada a sisa ketaman kayu acacia mangium spp p ini sangat sesuai s bagi pen nghasilan ko omposit. Ini disebabkan sisa ketaman kayu mempun u dan nyai hujung yang berbulu yai pengika atan dalama an yang t tinggi mempuny berbandin ng dengan pa artikel kayu yang lain (A Abdul Khalil dan n Rokiah, 200 04). Daripada kajian in ni, ujian meka anikal merang gkumi kuatan tensil, ujian intern nal bonding, ujian ujian kek screw ho olding dan uji ian lenturan. Secara umum mnya, ujian ini i dilakukan bagi b menguji i papan kom mposit
ma ampu menang ggung beban d dan mengetah hui kekuatan sam mpel komposi it tersebut. Dari segi kekuatan mekanikal, keputusan me enunjukkan ba ahawa campur ran penggunaa an peratusan nis sbah halus da an kasar men nunjukkan nilai kekuatan yan ng lebih tingg gi bagi kesem mua ujian sifat t mekanikal. Te erutamanya pa ada campuran n nisbah 40% % halus dan 60% kasar bag gi ujian inter rnal bonding g dan ujian nturan. Manak kala pencampu uran nibah 20% % halus dan len 80% kasar pula a menghasilka an kekuatan lebih tinggi bag gi ujian kekua atan tensil dan n ujian screw holding. Ini dap pat dilihat mel lalui Rajah 2 hingga h Rajah 6 6. Hal ini keran na penggunaan n campuran sa aiz halus dan kas sar menghasil lkan komposi it yang seimb bang kerana rua ang-ruang kos song terdapat pada saiz pa artikel yang kas sar akan diis si oleh parti ikel-partikel yang y halus. Int teraksi antaram muka di antar ra pengisi den ngan perekat dap pat mengikat t partikel-part tikel kayu de engan lebih bai ik dan membolehkan komp posit menjadi i lebih kuat. Oleh itu, interak ksi antaramuk ka yang bany yak ini akan me embenarkan te egasan dipinda ahkan daripad da perekat ke pen ngisi berlaku dengan d lebih b baik. atan mekanik Selain itu, d dari segi kekua kal komposit jug ga didapati pa ada Rajah 2 bagi ujian keku uatan tensil, Ra ajah 3 bagi ujia an internal bo onding, Rajah 4 bagi ujian scr rew holding, Rajah 5 bagi ujian kekuat tan modulus len nturan dan R Rajah 6 bagi ujian kekuata an modulus kep pecahan men nunjukkan pen nggunaan perekat MUF me empunyai nila ai kekuatan me ekanikal yang lebih tinggi ber rbanding deng gan pengguna aan perekat U UF. Hal ini jelas menunjukk kan bahawa p penggunaan pe erekat MUF alah lebih sesu uai untuk men nghasilkan kom mposit yang ada me empunyai keku uatan yang leb bih tinggi. Ini kerana sifat MU UF mempun nyai kekuata an terhadap pengaruh lem mbapan dan m mampu memeg gang partikel k kayu dengan leb bih kukuh ser rta mempuny yai ikatan ant tara partikel yan ng lebih kuat d dan sukar untu uk dileraikan.
5. Kesimpula an
at mekanikal pada pera atus nisbah Kajian sifa pen nggunaan 40% % halus 60% k kasar dan 60% % halus 40% kas sar adalah lebih tinggi berbanding nisbah pen nggunaan 100 0% halus dan n 100% kasar. . Keputusan ini i didapati pada kedua-dua a jenis perek kat yang di gun nakan iaitu pe erekat Urea Formaldehid da an Melamin Ur rea Formald dehid. Bagai imanapun,, penggunaan per rekat Melam min Urea Formaldehi id (MUF) me enunjukkan s sifat yang lebih baik berbanding pen nggunaan perekat p Urea a Formalde ehid (UF). Ke etumpatan pap pan komposit y yang digunak kan iaitu 700 kg/ /m3 adalah sesuai untuk k penghasilan n komposit ter rmoset.
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Rujukan
Abdul Khalil Shawkataly dan Rokiah Hashim. (2004). Komposit Panel Berasaskan Sumber Kayu. Pulau Pinang: Universiti Sains Malaysia. Abdul Khalil Shawkataly dan Rozman Hj. Din. (2004). Gentian dan Komposit Lignoselulosik. Pulau Pinang: Universiti Sains Malaysia Anonymous (1994). Japanese Industrial Standard Particleboard (JIS A5908-1994). Japan: Japanese Standard Association. Forest Product Laboratory. (1999). Wood Handbook: Wood as an Engineering Material. Wisconsin: USDA Forest Service, Madison Hazlan Abdullah. (2004). Komposit Polister Hibrid Berasaskan Sekam Padi dengan Gentian Kaca. Master Dissertation. Universiti Sains Malaysia Mohamad Dahlan Jantan dan Ashaari Haji Amin. (1993). Industri Kayu-Kayuan. Kuala Lumpur: Dewan Bahasa dan Pustaka.
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Tahap Pengetahuan Penulisan Rujukan dalam Kalangan Pelajar Semester Akhir, Jabatan Kejuruteraan Awam, Politeknik Kota Kinabalu
Noriza Mat Hashim
Politeknik Kota Kinabalu noriza@polikk.edu.my
Syarifah Adawiah Syed Ahmad

Politeknik Kota Kinabalu adawiah@polikk.edu.my
Halina Hamid
Politeknik Kota Kinabalu halina@polikk.edu.my
Abstrak
Kajian ini telah dilaksanakan untuk mengenal pasti tahap pengetahuan penulisan rujukan menggunakan gaya penulisan yang betul serta mengenalpasti kepentingan penulisan rujukan dalam kalangan pelajar semester akhir Jabatan Kejuruteraan Awam, Politeknik Kota Kinabalu dan mengenalpasti langkahlangkah bagi meningkatkan mutu penulisan rujukan. Pengedaran borang kaji selidik iaitu seramai 127 responden telah digunakan dalam instrumen kajian ini. Hasilnya, 99.6% responden tidak dapat menjawab soalan pemahaman. Ini menunjukkan pengetahuan responden dalam penulisan rujukan adalah lemah. Namun begitu, pelajar mengetahui tentang kepentingan penulisan rujukan yang betul terutama dalam penghasilan laporan projek akhir. Keputusan kajian juga menunjukkan bahawa sebagai langkah bagi mengatasi masalah ini, pihak Politeknik Kota Kinabalu perlu menyelaraskan buku panduan penulisan rujukan untuk kegunaan pelajar. Hasil kajian memberi implikasi bahawa tindakan segera perlu diambil untuk mengatasi kelemahan pelajar dalam penulisan rujukan dari terus berulang.
1. Pengenalan
Pelajar semester akhir Jabatan Kejuruteraan Awam (JKA) diwajibkan untuk menyiapkan laporan projek akhir sebagai syarat penganugerahan diploma. Dalam menyiapkan laporan projek tersebut pelajar perlu
memperolehi data sekunder daripada sumber-sumber rujukan seperi buku, jurnal, artikel, surat khabar, majalah, buku panduan, manual, ensiklopedia dan sumber-sumber daripada internet. Sumber-sumber rujukan ini penting terutamanya dalam menyokong penyataan masalah, kajian literatur dan perbincangan pelajar. Sumber-sumber yang dicatatkan dalam laporan ini perlu direkodkan dengan betul dalam bahagian rujukan. Penulisan sumber harus disenaraikan untuk memberi pengiktirafan kepada penulis, membuktikan laporan disokong oleh fakta yang sah, mengelakkan tuduhan plagiarisma serta sebagai panduan kepada penyelidikan yang lain (Perpustakaan Universiti Malaya, 2008). Menurut Kamus Dewan Bahasa dan Pustaka (2007), sumber rujukan adalah sebarang terbitan yang dijadikan rujukan atau panduan dalam tujuan pembelajaran, pengkajian dan sebagainya yang menganalogikan rujukan tersebut dalam penulisan. Oleh itu, penulisan rujukan mesti mengikut format dan susunan yang betul. Format rujukan yang biasanya digunakan oleh pengkaji ialah format APA (American Psychological Association). Format-format lain seperti Turabian, CBE (Council of Biology Editors), MLA (Modern Language Association) dan ACS (American Chemistry Society) juga boleh digunakan. Walau bagaimanapun, penulisan rujukan haruslah selaras, iaitu hanya menggunakan satu jenis format sahaja dalam satu laporan kajian (Chua, Y.K., 2006).
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2. Latar belakang masalah

Masalah penulisan rujukan berlaku dalam kalangan pelajar terutamanya bagi pelajar semester akhir yang perlu menyiapkan laporan projek penyelidikan. Walaupun pelajar telah diberi pendedahan dengan memberi taklimat dan contoh format penulisan rujukan yang betul, tetapi pelajar masih keliru dan membuat kesilapan. Ini dibuktikan melalui penulisan laporan projek semester akhir yang lepas (Julai 2009) menunjukkan bahawa pelajar masih kurang mahir dalam menulis rujukan. Sebanyak 15 kumpulan pelajar diambil sebagai sampel dan didapati 100% menunjukkan pelajar membuat kesilapan dalam penulisan rujukan. Keadaan ini amatlah menyedihkan kerana laporan akhir ini menjadi rujukan kepada pelajar lain untuk menjalankan penyelidikan. Ini menggambarkan bahawa pelajar Politeknik Kota Kinabalu (PKK) tidak mencari sumber rujukan dengan betul. Hal ini juga menggambarkan kelemahan pensyarah dan sistem pembelajaran yang tidak mementingkan penulisan rujukan. Selain itu ia mendedahkan pelajar kepada aktiviti plagiatrisme. Isu plagiatrisme merupakan nanah dalam penghasilan harta intelek. Jika keadaan ini dibiarkan ia boleh mencemarkan imej politeknik dalam mengejar status universiti pada tahun 2015. Selaras dengan transformasi politeknik maka wajarlah masalah penulisan rujukan dalam kalangan pelajar Kejuruteraan Awam ini diatasi segera. Pelajar tidak sepatutnya terlalu bergantung kepada pensyarah dalam menulis dan menyemak rujukan. Pelajar ini seharusnya mempunyai pengetahuan untuk menulis rujukan tanpa mengharapkan bantuan pensyarah. Disebabkan penekanan tidak diberi pada peringkat awal pengajian, maka kesilapan dan kekeliruan dalam menulis rujukan berlanjutan sehingga semester akhir. Perlaksanaan projek secara berkumpulan menyebabkan keprihatinan pelajar terhadap penulisan rujukan semakin berkurangan. Jika masalah penulisan rujukan dalam kalangan pelajar dapat diatasi maka ia akan meningkatkan nilai tambah pelajar dan memberi imej yang baik kepada politeknik apabila pelajar tersebut melanjutkan pengajian. Oleh itu, tujuan kajian ini adalah untuk mengetahui tahap pengetahuan pelajar, untuk mengenal pasti kepentingan penulisan rujukan dan mengenal pasti langkah-langkah bagi meningkatkan mutu penulisan rujukan dalam kalangan pelajar. Ini bertujuan agar kajian tindakan dapat dilaksanakan pada masa akan datang.
3. Objektif kajian
Objektif kajian ini ialah untuk mengenal pasti tahap pengetahuan pelajar dalam menulis rujukan, mengenal pasti kepentingan rujukan dalam kalangan pelajar semester akhir menurut perspektif pelajar dan mengenal pasti langkah-langkah meningkatkan mutu penulisan rujukan menurut perspektif pelajar.
4. Rekabentuk kajian
Kajian tinjauan ini merupakan kajian deskriptif yang menggunakan data-data kuantitatif dan kualitatif di mana data dipungut melalui soal selidik.
4.1 Subjek Kajian

Populasi kajian ini terdiri daripada seramai 181 orang pelajar diploma semester akhir sesi Januari 2010 di JKA, PKK. Berdasarkan Jadual Krejcie dan Morgan, (Chua, Y.K., 2006), sampel kajian sebanyak 127 orang telah diambil yang terdiri daripada 3 program iaitu Diploma Kejuruteraan Awam (DKA), Diploma Teknologi Berdasarkan Kayu (DBK) dan Diploma Ukur Bahan (DUB)
4.2 Instrumen Kajian

Instrumen yang digunakan dalam kajian ini berbentuk pengedaran borang soal selidik yang mengandungi 5 bahagian iaitu Bahagian A: Demografi Responden, Bahagian B: Kefahaman Pelajar, Bahagian C: Kepentingan Penulisan Rujukan, Bahagian D: Langkah-langkah Peningkatan Mutu Penulisan Rujukan dan pendapat serta cadangan dari subjek kajian. Soal selidik ini menggunakan kaedah ujian kefahaman dan menggunakan skala likert.
4.3 Prosedur Kajian

Subjek kajian menjawab soalan-soalan dalam borang kaji selidik di dalam kelas secara individu di bawah pengawasan pensyarah yang mengajar kelaskelas yang berkenaan. Masa yang diperuntukan untuk menjawab ialah 45 minit.
5. Analisis data
Kajian rintis telah dijalankan sebelum kajian sebenar dilakukan terhadap 10 orang responden. Analisis tersebut berdasarkan prosedur analisis Alpha Crombach bagi mendapatkan nilai pekali kebolehpercayaan. Hasilnya telah memperolehi nilai alpha sebanyak 0.85. Nilai Alpha Crombach yang Muka surat | 67
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melebihi daripada 0.6 membolehkan borang soal selidik itu digunakan sebagai instrumen kajian dalam mendapatkan maklum balas yang sebenar (Mohd Majid Konting, 1990). Sekiranya nilai kebolehpercayaan yang diperolehi rendah daripada 0.6, maka instrumen tersebut dianggap mempunyai kebolehpercayaan yang rendah. Oleh yang demikian, berdasarkan nilai yang diperolehi, maka tiada item yang perlu dibuang atau diperbaiki dan ianya boleh digunakan dalam mendapatkan data yang sebenar. Bagi kajian sebenar, data-data yang dikumpul telah dianalisis mengikut urutan soalan secara kuantitatif. Analisis ini adalah bergantung kepada bentuk soalan yang dikemukakan kepada responden. Data-data yang diperolehi telah dianalisis menggunakan pakej perisian komputer Statistical Packages for Sosial Sciences Series (SPSS) versi 16.0. Bagi data latar belakang responden dan ujian kefahaman, data dihuraikan secara deskriptif dengan menggunakan kaedah kekerapan dan peratus serta merujuk kepada pemeringkatan tahap pengetahuan penulisan rujukan seperti dalam Jadual 1a. Manakala bagi kepentingan penulisan rujukan dan langkah-langkah peningkatan mutu penulisan rujukan, data di analisis berdasarkan skor min seperti Jadual 1b dan Jadual 1c. Jadual 1a. Pemeringkatan tahap pengetahuan penulisan rujukan Peratus jawapan salah 0 - 49 50 - 69 70 - 100 Pengetahuan Baik Sederhana Lemah
seramai 127 orang terdiri daripada 51.2% lelaki dan 48.8% perempuan. Iaitu program DKA (18.9%), DUB (35.4%), DBK (21.3%), PKA (4.7%), PUB (18.1%) dan PBK (1.6%). Jadual 2. Taburan responden mengikut pembolehubah latar belakang Pembolehubah JANTINA Lelaki Perempuan Jumlah PROGRAM DKA DUB DBK PKA PUB PBK Jumlah Kekerapan 65 62 127 24 45 27 6 23 2 127 Peratus 51.2 48.8 100.0 18.9 35.4 21.3 4.7 18.1 1.6 100.0
Berdasarkan kepada Rajah 1a, didapati seramai 117 responden menggunakan internet sebagai jenis rujukan yang sering digunakan untuk memperoleh maklumat. Jenis rujukan yang lain ialah buku (83), tesis (48), jurnal (39), surat khabar (32), majalah (14) dan lainlain (8). Manakala Rajah 1b menunjukkan jumlah responden bagi kaedah memperolehi maklumat untuk menulis rujukan. Jumlah tertinggi ialah internet (98) diikuti pula oleh pensyarah (77), perpustakaan (73), buku panduan (58), rakan (54) dan manual rujukan (36).
JENIS RUJUKAN YANG SERING DIGUNAKAN 140
Jadual 1b. Pemeringkatan tahap kepentingan penulisan rujukan Skor Min 3.91 4.246 4.247 4.414 4.415 4.75 Kepentingan Kecil Biasa Utama
120 100 BIL. PELAJAR
117
83 80 60 40 20 0
BUKU SURAT KHABAR TESIS JURNAL INTERNET MAJALAH LAIN-LAIN
Jadual 1c. Langkah-langkah peningkatan mutu penulisan rujukan Skor Min 4.03 4.23 4.24 4.33 4.34 4.53 Langkah-langkah Kecil Biasa Utama
48 39 32 14 8
5.1 Demografi Responden

Maklumat mengenai latar belakang responden adalah seperti di dalam Jadual 2. Responden adalah Rajah 1a. Jenis Rujukan
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KAEDAH MEMPEROLEHI MAKLUMAT MENULIS RUJUKAN 120 100 B IL. PELA JA R 80 60 40 20 0 58 54 36 77 73 98
3.
4.
In te rn M et an ua lR uj uk an
pa nd ua n
B uk u
P en sy ar ah P er pu st ak aa n
R ak an
5.
6.
Rajah 1b. Kaedah memperolehi maklumat untuk menulis rujukan
Rujukan kepada buku yang pengarangnya Badan Korporat Rujukan kepada artikel dalam jurnal Rujukan kepada artikel dalam surat khabar Rujukan kepada sumber elektronik
118
92.9
7.1
0.8
118
92.9
6.3
114
89.8
13
10.2
114
89.3
13
10.2
5.3 Kepentingan Penulisan Rujukan 5.2 Ujian Kefahaman

Berdasarkan Jadual 3, didapati seramai 60 responden (47.2%) tidak merujuk apa-apa gaya dalam penulisan rujukan. Manakala 39 (30.7%) responden mengetahui tentang gaya APA dan 28 (22.0%) responden mengetahui gaya MLA. Jadual 3. Taburan pengetahuan pelajar tentang penulisan rujukan Bil 1. 2. 3. Item Gaya APA Gaya MLA Tidak merujuk apa-apa gaya Bilangan 39 28 60 127 Peratusan 30.7 22.0 47.2 100
2.
Jadual 5 menunjukkan kepentingan penulisan rujukan mengikut perspektif pelajar. Berdasarkan jadual tersebut didapati bahawa kepentingan yang utama yang tertinggi ialah item 1 (min skor 4.75) iaitu penulisan rujukan amat penting kepada saya terutama penghasilan laporan projek. Manakala item 3 dengan min skor terendah (3.91) ialah penggunaan gaya MLA dalam penulisan rujukan amat penting kepada saya. Jadual 5. Kepentingan penulisan rujukan menurut perspektif pelajar
Bil Item Penulisan rujukan amat penting kepada saya terutama penghasilan laporan projek Penggunaan gaya APA dalam penulisan rujukan amat penting kepada saya Penggunaan gaya MLA dalam penulisan rujukan amat penting kepada saya Penulisan laporan tugasan memerlukan penulisan rujukan yang betul Penulisan rujukan dengan betul dapat mengelakkan unsur peniruan (plagiat) Saya dapat menghasilkan penulisan laporan yang berkualiti jika mempunyai pengetahuan dalam penulisan rujukan Penulisan rujukan dengan betul dapat Min S.Piawai Kepentingan
1.
4.75
0.471
Utama
Seterusnya berdasarkan Jadual 4, didapati peratusan pelajar yang menulis rujukan dengan jawapan yang salah dan tidak mampu menjawab iaitu 100% bagi item 1 (Rujukan yang ada satu pengarang), item 3 (Rujukan kepada buku yang pengarangnya Badan Korporat), item 5 (Rujukan kepada artikel dalam surat khabar) dan item 6 (Rujukan kepada sumber elektronik). Item 2 menunjukkan peratusan tertinggi jawapan yang betul iaitu 1.6%. Jadual 4. Kefahaman pelajar tentang penulisan rujukan
3.96
0.83
Kecil
3.
3.91
0.791
Kecil
4.
4.57
0.585
Utama
5. Bil. Item Rujukan yang ada satu pengarang Rujukan yang ada lebih satu pengarang Jawapan Betul Bil % 0 0 Jawapan Salah Bil. % 121 95.3 Tidak Menjawab Bil. % 6 4.7 6.
4.52
0.635
Utama
1.
4.47
0.640
Utama
2.
1.6
118
92.9
5.5 7.
4.50
0.616
Utama
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8.
9.
menghargai harta intelek penulis yang lain Penulisan rujukan dengan betul adalah merupakan kriteria permarkahan dalam tugasan Penulisan rujukan dengan betul dapat memudahkan pembaca untuk membuat rujukan lanjutan berkaitan maklumat yang telah dinyatakan oleh penulis
4.43
0.685
Utama
5.
4.59
0.671
Utama
6.
5.4. Langkah Peningkatan Mutu Penulisan Rujukan

Jadual 6 menunjukkan langkah-langkah peningkatkan mutu penulisan rujukan mengikut perspektif pelajar. Berdasarkan jadual tersebut didapati bahawa langkah utama ialah item 1 (min skor 4.47) buku panduan penulisan rujukan perlu diselaraskan di PKK dan item 3 (min skor 4.53) Perpustakaan Politeknik perlu menyediakan Buku Panduan Penulisan Rujukan. Min skor terendah ialah item 6 (4.03) iaitu bengkel mengenai penulisan rujukan perlu diadakan kepada pelajar. Jadual 6. Langkah-langkah peningkatan mutu penulisan rujukan
Bil Item Buku panduan penulisan rujukan perlu diselaraskan di Politeknik Kota Kinabalu. Seminar mengenai penulisan rujukan perlu diadakan kepada pelajar semester pertama. Perpustakaan Politeknik perlu menyediakan Buku Panduan Penulisan Rujukan. Pensyarah perlu lebih menitikberatkan penulisan Min S.Piawai Langkahlangkah 7.
8.
rujukan dalam penulisan laporan tugasan/makmal pelajar Penulisan rujukan perlu diwujudkan di dalam sukatan kursus pelajar. Bengkel mengenai penulisan rujukan perlu diadakan kepada pelajar Latihan dan kumpulan (LDK) mampu meningkatkan kefahaman pelajar tentang penulisan rujukan Mewujudkan hari Penulisan Rujukan di Jabatan
4.09
0.909
Kecil
4.03
0.951
Kecil
4.28
0.897
Biasa
4.07
0.956
Kecil
6. Perbincangan dan kesimpulan

Hasil kajian menunjukkan bahawa tahap pengetahuan pelajar dalam penulisan rujukan adalah lemah iaitu berdasarkan item ujian kefahaman, 4 daripada 6 jenis bahan rujukan ditulis dengan 100% cara penulisan yang salah. Hanya item rujukan yang ada lebih satu pengarang (1.6%) dan rujukan kepada artikel dalam jurnal (0.8%) dijawab dengan betul. Secara keseluruhan 99.6% responden tidak dapat menjawab soalan dengan betul. Ini dapat dikaitkan dengan dapatan kajian yang menunjukkan 47.2% pelajar tidak merujuk apa-apa gaya dalam penulisan rujukan. Seterusnya membuktikan bahawa pelajar tidak mengetahui tentang jenis format penulisan rujukan sedia ada. Antara kesalahan penulisan rujukan yang dikenalpasti adalah seperti susunan kedudukan tidak tepat, penggunaan tanda noktah, koma dan kurungan yang salah, tidak mencatat nama pengarang, tahun & tempat diterbitkan, tiada nama penerbit dan tidak tahu bagaimana untuk menulis rujukan. Dapatan kajian seterusnya mendapati bahawa pelajar mengetahui kepentingan penulisan rujukan dalam penghasilan laporan projek dan laporan tugasan yang berkualiti. Pelajar juga berpendapat bahawa penulisan rujukan dengan betul dapat memudahkan pembaca lain untuk membuat rujukan lanjutan. Pelajar juga tahu penulisan rujukan yang betul dapat
1.
4.47
0.805
Utama
2.
4.34
0.819
Biasa
3.
4.53
0.665
Utama
4.
4.38
0.755
Biasa
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mengelakkan unsur plagiat dan dapat menghargai harta intelek penulis yang lain. Manakala bagi hasil kajian untuk langkah-langkah peningkatan mutu penulisan rujukan, kajian mendapati bahawa pelajar amat memerlukan buku panduan penulisan rujukan. Buku panduan tersebut perlulah di selaraskan di PKK. Selain itu, pensyarah perlu lebih menitikberatkan tentang penulisan rujukan dalam penulisan laporan tugasan dan makmal pelajar. Seminar mengenai penulisan rujukan juga perlu diadakan kepada pelajar semester pertama dan Latihan Dalam Kumpulan (LDK) mampu meningkatkan kefahaman pelajar tentang penulisan rujukan. Implikasi dari kajian ini menunjukkan bahawa tindakan segera perlu diambil untuk mengatasi kelemahan pelajar dalam penulisan rujukan bagi meningkatkan mutu laporan penyelidikan pelajar. Peranan perpustakaan dalam menyediakan panduan sumber-sumber rujukan perlu dipertingkatkan. Pensyarah juga diminta memainkan peranan lebih aktif untuk memastikan pelajar dapat menulis rujukan dengan betul. Pendedahan tentang penulisan rujukan juga perlu diberikan kepada pelajar bermula dari semester satu lagi. Oleh itu, dicadangkan satu kajian tindakan dijalankan terhadap pelajar semester akhir untuk mengatasi masalah ini.
Rujukan
Chua, Y.K. (2006). Kaedah dan Statistik Penyelidikan: Kaedah Penyelidikan. Kuala Lumpur: McGrawHill. Kamus Dewan Bahasa dan Pustaka. (2007). Kamus Dewan (4th Ed). Dalam http://prpm.dbp.gov.my. Dicapai pada Jun 29, 2010 Mohd Majid Konting. (1990). Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Perpustakaan Universiti Malaya. (2008). Buku Panduan GXEX 1401 Kursus Kemahiran Maklumat. Kuala Lumpur: Universiti Malaya.
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Ahmad Razimi et al.
Rekabentuk Sistem Pengurusan Kunci

Ahmad Razimi Bin Mat Lazim
Jabatan Kejuruteraan Mekanikal Politeknik Kota Kinabalu, Sabah razimi@polikk.edu.my
Muhamad Noor Bin Abu Hassan

Jabatan Kejuruteraan Mekanikal Politeknik Kota Kinabalu, Sabah mdnoor@polikk.edu.my
Aliudin Bin Aziz

Jabatan Kejuruteraan Mekanikal Politeknik Kota Kinabalu, Sabah aliudin@polikk.edu.my
Norashady Bin Mohd Noor

Jabatan Kejuruteraan Mekanikal Politeknik Kota Kinabalu, Sabah
norashady@polikk.edu.my
Abstrak
Kajian Rekabentuk Sistem Pengurusan Kunci ini dijalankan bertujuan untuk membina satu sistem pengurusan kunci yang lebih cekap daripada yang sedia ada untuk mengawal pergerakan kunci pintupintu utama bilik kuliah, makmal dan bengkel dan juga untuk melindungi harta milik Politeknik Kota Kinabalu daripada sebarang kes-kes kecurian, salah guna, vandalisma dan ketidakcekapan pengurusan kunci. Dengan mengambilkira kaedah dan sistem yang digunakan di setiap jabatan dan mengenalpasti permasalahan yang sering berlaku serta perbandingan di antara kaedah yang digunakan, satu kaedah yang baharu telah direkabentuk iaitu sistem pengurusan kunci yang dinamakan sebagai Mechanical Key Management System. Kaedah ini berfungsi apabila kunci utama yang ingin digunakan perlulah dikeluarkan menggunakan Access Peg Mechanical Key yang dibekalkan kepada setiap pensyarah bersamasama tag nama masing-masing. Rekabentuk kaedah ini
telah direka menggunakan perisian Autodesk Autocad dan Autodesk Inventor oleh beberapa orang pensyarah mekanikal. Walaupun model bagi rekabentuk kajian ini belum dibangunkan, namun prinsip operasinya adalah sebagai cadangan penambahbaikan kepada kaedah yang sedia ada.
1. Pengenalan
Kawalan Pengurusan kunci adalah sistem pengurusan sistem kawalan yang teratur yang perlu ada pada setiap organisasi. Tanpa sistem kawalan yang teratur keselamatan kunci akan menjadi kurang berkesan dan akan membenarkan sesiapa sahaja bebas memasuki sesebuah kawasan tanpa pengawasan. Sistem kawalan kunci yang berjaya memerlukan kerjasama daripada semua orang dalam organisasi tersebut. Menurut (Bemelen dan Heaton, 1995) daripada University of Denver kejayaan pengawalan pengurusan kunci merangkumi kawalan daripada:
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Ahmad Razimi et al.
i.
ii.
iii.
Kemudahan Pengurusan; iaitu yang mengawal dan merekabentuk integriti sistem tersebut. Jabatan; yang mengawal selia kemudahan pengurusan kunci dan sistem keselamatan serta bertangungjawab terhadap setiap kos penyediaan kunci, ciri-ciri kawalan dan penggunaan. Staf dan pelajar; yang mengawal selia dan bertanggungjawab untuk menjaga perjalanan kunci daripada dicuri, dan melaporkan sebarang permasalahan yang berlaku.
iii. iv. v. vi.
vii. viii. ix. x. xi.
Dengan wujudnya sistem kawalan pengurusan kunci akan membolehkan proses keluar masuk segala dokumen, peralatan dan barang-barang berharga dari makmal dan bengkel dapat dikawal dengan sistematik. Kebiasaanya setiap makmal, bengkel dan bilik kuliah akan dibekalkan dengan kunci pada setiap pintu yang disimpan di dalam sesebuah peti simpanan kunci yang diletakkan di pejabat induk organisasi tersebut. Proses penggunaanya adalah bergantung kepada organisasi tersebut, samada dengan cara merekodkan penggunaan ataupun mewakilkan kepada setiap penyelia dan ketua bagi bilik kuliah, makmal dan bengkel tersebut. Walaubagaimanapun sering wujud permasalahan hasil daripada sistem yang digunakan ini, samada kunci lupa dipulangkan atau pun tidak diketahui individu yang menggunakannya sehingga menyebabkan masalah kepada individu berikutnya yang ingin menggunakan kunci tersebut. Antara masalah-masalah yang sering berlaku dalam pengawalan kunci ialah; i. Mengenalpasti setiap kunci pada setiap bilik, makmal dan bengkel. ii. Mengenalpasti kunci yang betul untuk setiap key holder. iii. Menguruskan setiap kunci yang ada termasuklah identiti kunci, nombor kunci, lokasi, pemilik, di mana dan ke mana kunci itu berada.
xii. xiii. xiv.
Tiada pendekatan yang berkesan dalam pengurusan kunci. Tiada sokongan dari pihak pentadbiran dalam sistem pengurusan kunci. Prosedur rekod penyimpanan yang kurang sempurna. Dokumentasi yang kurang cekap apabila berlakunya kes-kes kecurian atau kehilangan kunci. Terlalu banyak kunci utama pada satu-satu pintu. Polisi atau sistem pemulangan kunci yang kurang efektif. Kunci yang digunakan tidak dipulangkan mengikut jadual yang sepatutnya. Pembuatan kunci pendua tanpa kebenaran. Terdapat pintu-pintu yang tidak dikunci selepas digunakan dan terdedah kepada kecurian serta kehilangan. Kunci utama yang tidak seragam dan dari pelbagai syarikat yang berlainan digunakan. Kawalan keselamatan yang longgar. Tidak mengamalkan atau menggunakan sistem pengurusan kunci sebelum ini.
3. Kajian Literature
3.1. Latar Belakang Kunci
Kunci ditakrifkan sebagai peralatan daripada besi yang digunakan untuk membuka kunci (lock). Kunci terbahagi kepada dua bahagian bilah (blade), yang menghubungkan laluan kunci dan membezakan di antara pelbagai jenis kunci, dan hujungnya yang membonjol untuk membolehkan pengguna memutarkanya. Bilah ini direkabentuk untuk membuka kunci-kunci yang tertentu, walaupun terdapat kunci utama (master) yang digunakan untuk membuka beberapa kunci yang sama. Kunci merupakan satu alat yang murah, walaupun kurang sempurna konsepnya tetapi membolehkan individu memasuki bangunan atau pun kenderaan. Oleh yang demikian, kunci telah menjadi satu alat yang penting dalam dunia hari ini. Kepentingannya boleh dilihat kepada kebanyakan individu kerana ia merupakan salah satu alat yang menjadi keperluan utama dalam kehidupan seharian (Bemelen dan Heaton, 1995). Jenis-jenis kunci boleh di kategorikan kepada House keys, Car key, Master key , Control key, Transponder key, Double-sided key, Foursided key, Paracentric key, Skeleton key, Tubular key, Zeiss key, Do Not Duplicate key, Restricted key, dan Keycard.
2. Masalah Pengawalan dan Pengurusan Kunci

Menurut (Blaze, 2003), masalah yang sering berlaku dalam pengurusan kunci di kebanyakan institusi adalah seperti berikut: i. Tiada perancangan menyeluruh dalam sistem pengawalan dan penyimpanan kunci. ii. Sistem yang dibentuk kurang sesuai dengan persekitaran kerja.
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3.2. Kajian-Kajian B Berkaitan Sistem Pen ngurusan Ku unci

Keban nyakan ins stitusi mem mpunyai sistem pengawal lan yang terse endiri dalam menguruskan m k kunci dalam or rganisasi me ereka ada ya ang menggun nakan sistem do okumentasi ia aitu sistem yang y lebih ke epada merekodk kan proses keluar k dan masuk m kunci yang digunakan n, ada juga a sesetengahn nya menggun nakan sistem k kad warna ia aitu meningg galkan kad warna w ditempat kunci itu di iambil sebaga ai petunjuk kunci k tersebut sedang digun nakan, tidak kurang juga yang h sistematik iaitu menggunakan sistem yang lebih menggunakan s sistem perisian n, sistem rangk kaian dengan m (menerusi internet), s sistem kad, dan sistem kunci k mekanika al (Blaze, 2003 3).
Rajah 1. Ra angkuman sis stem kawalan n kunci. 3.3 3.2. Sistem Kunci K Meka anikal (Mech hanical Key Sys stem). Sistem m yang palin ng popular di igunakan di keb banyakan inst titusi. Kebany yakan pintu bilik, makmal dan n bengkel m menggunakan sistem kunci i mekanikal ker rana lebih sen nang digunaka an dan banyak k terdapat di pas saran serta pe enyelenggaraa an yang mudah h, dan tidak ban nyak memberi i masalah (Ab bloy, 2006).
3.3. Kaw walan Kunci i

Meruj juk kepada s sistem pengaw walan kunci yang digunakan n oleh bebera apa institusi d di luar negara a dan kajian-kaj jian yang dil lakukan antar ranya Sioux Falls School D District Southe est Technical I Institut, Wisconsin University ty, telah men ngkategorikan n Sistem Kaw walan kunci terb bahagi kepada 4 bahagian (Keytracer, 2 2008) iaitu, Ka awalan Lalua an Sistem K Kad (Card Access Control), Sistem Kunc ci Mekanikal (Mechanical l Key i (Lockbox Sy ystem) dan Sistem System), Kotak Kunci Merekod (Record Syste em). awalan Lalua an Sistem Ka ad, Perisian, Cap 3.3.1. Ka Jari, Pap pan Kekunci (Card Access s Control, Th humb, Keyless Access, and d Software System). Op perasi menggunakan siste em kawal lan kemas sukan menggunakan kad berkompute er. Sistem ini membena arkan kemasuk kan ke bilik, makmal atau u pun bengkel dengan hanya a memaparka an kad pada pintu n peranti yang g boleh meng gesan yang dipasang dengan engguna dan s secara automa atik membuka pintu identiti pe tersebut. Manakala sis stem perisian (software sys stem) mberikan mak klumat kepad da pusat pengk kalan akan mem data (ce entral databa ase) yang b beroperasi me elalui internet a atau rangkaian (network) teru us ke email, sistem pesanan r ringkas (SMS S) mahupun ko omputer di pe ejabat (Locksmi ith, 2009).
Rajah h 2. Sistem ku unci mekanika al. 3.3 3.3. Kotak K Kunci (Lockb box System). Sistem ini me erupakan kawalan sistem k kunci menggun nakan kotak ata au peti simpa anan kunci ya ang diletakkan n di tempat yan ng boleh dipan ntau oleh Ketu ua Jabatan, ke etua bengkel dan n pegawai y yang diperta angungjawabkan (Abloy, 2006). Sistem ini banyak d digunakan di i Politeknik sek karang di ma ana kunci bili ik, makmal d dan bengkel ser rta termasuk k kunci pendua a disimpan di dalam peti sim mpanan kunci ini.
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Telah dibe entangkan di S Seminar Penye elidikan dan In novasi Peringk kat Negeri Saba ah 2009, pada 5 No ovember 2009 bertempat di Hotel H Novotel, Kota Kinabalu u Sabah, Malay ysia.
seb barang kehila angan atau kelewatan p pemulangan. Na amun sikap cu uai dan lalai ini sukar unt tuk dikawal seh hingga mem merlukan satu u alternatif lain untuk me engatasi masal lah ini.
Rajah h 3. Kotak ku unci. 3.3.4. Sis stem Mereko od (Record Sy System). Sistem m ini memerluk kan pengguna a merekodkan penggunaan kunci k dengan mencatatkan maklumat-m maklumat se eperti waktu, nombo or yang bole eh dihubungi dan tarikh, w tempat di igunakan. Ter rdapat juga sis stem menggun nakan sistem w warna iaitu me enggunakan k kod warna ter rtentu bagi setia ap pintu bengk kel, makmal, d dan bilik serta a kod warna b bagi penggun na yang me enggunakan k kunci tersebut (Abloy, ( 2006). . R Rajah 4. Buku u rekod keluar r masuk kunc ci di JKM.
4. Kaed dah yang di igunakan d di Jabatan Keju uruteraan M Mekanikal (JKM)

Kaeda ah penyimpanan kunci yang g sedang diam malkan pada ma asa sekarang adalah deng gan menggun nakan kotak pen nyimpanan ku unci. Ia telah digunakan d di s setiap jabatan d di Politeknik Kota Kinaba alu (PKK). S Setiap kunci dila abelkan denga an warna-warn na tertentu. W Warnawarna tersebut mew wakili bilik kuliah, ben ngkel, bagainya. makmal, tandas dan seb p kunci juga t telah ditanda dengan nama bilik Setiap masing-m masing unt tuk memu udahkan p proses pengecam man oleh p para pensya arah yang ingin menggunakan kunci-k kunci tersebut t. Kotak kunc ci ini pi dengan cir ri-ciri keselam matan di man na ia dilengkap dapat dik kunci agar d dapat mengel lakkan berlak kunya sebarang kecurian. lah ini timbul l kerana tidak k semua pensy yarah Masal yang m menggunakan kunci me encatatkan r rekod pengguna aan kerana t terdapat kele emahan dari segi pengawas san penggun naan buku rekod ters sebut. Pensyarah h yang lew wat dan te ergesa-gesa untuk u memulak kan kelas mu ungkin terlup pa untuk me engisi sebarang butiran pada b buku rekod ter rsebut. Masal lah kehilanga an kunci tid dak akan ti imbul sekiranya a para pen nsyarah atau u sesiapa yang menggunakan kunci mematuhi ar rahan yang telah ditetapkan n iaitu mere ekodkan seba arang penggu unaan pada buk ku rekod. Seg gala malumat t yang terkan ndung dalam bu uku rekod t tersebut telah h memadai u untuk dijadikan rujukan atau u bahan bukti sekiranya be erlaku
Rajah 5. Ka aedah sedia ad da kotak pen nyimpanan kunci di J JKM.
5. Metodolog gi Kajian
5.1 1. Membina Sistem Kaw walan Kunci i
Sistem kawa alan kunci be ermula dengan n rancangan kaw walan. Menur rut (Blaze, 200 03), terdapat 3 cara utama yan ng perlu ada dalam membi ina sistem kaw walan kunci dal lam sesebuah institusi iaitu: : i i. Mengkaji i kemudahan y yang ada untu uk membina sistem ka awalan kunci. ruskan dokum ii i. Membina a dan mengur mentasi dan mengump pul maklumat. . iii i. Merekabe entuk dan membina po olisi dalam mengawa al kawalan kun nci. Mu uka surat | 75
5.2. Cad dangan Siste em Kawalan Kunci di JK KM

ah mengkaji dan d mengamb bikira sistem yang Setela sedia ada a di JKM dan n sistem pengu urusan kunci yang diamalkan n di jabatan-j -jabatan lain di PKK bers samasama de engan permas salahan yang g sering ber rlaku, dicadangk kan satu siste em yang lebi ih sistematik yang mungkin boleh menye elesaikan masa alah-masalah yang telah diny yatakan di atas. Mechanical l Key Manage emant System t telah direkab bentuk meng ggunakan per risian Autodesk k Inventor dan AutoCad 200 09. Sistem m ini meng ggunakan ko otak kunci yang mengandu ungi sepasang g slot masuka an kunci iaitu u satu slot untu uk kunci uta ama (Master Key Peg) k kunci bengkel, makmal dan bilik serta satu slot pelep pasan ng akan d digunakan untuk u (release slot) yan arkan kunci utama menggun nakan tombol k kunci mengelua (key peg) di dalam kota ak kunci terse ebut. Tombol k kunci (key peg) g) untuk slot pelepasan (r release slot) akan diletakkan n di bawah ko otak kunci di mana m setiap re elease slot aka an disertaka an bersama-sama tag yang mengandu ungi nama bag gi setiap staf d di jabatan ters sebut. Apabila ada dikalanga an staf yang ingin menga ambil enggunakan kunci utama a, mereka perlu atau me menggunakan slot pelepasan (rel lease slot) untuk u arkan kunci u utama tersebu ut. Tombol kunci k mengelua (key peg) untuk slot pel lepasan (relea ase slot) akan k kekal bersama-sama a dengan tag n nama di dalam kotak kunci b akan kunci uta ama tersebut. pekerja yang mengguna s pengawala an pengguna aan kunci yang Proses digunakan n oleh pengg guna dapat dikawal sepenu uhnya kerana p pengguna yan ng mengguna akan kunci utama u dapat dik ketahui melalu ui tag nama ya ang kekal bers samasama rele ease slot di kotak kunci tersebut (KEY Yper, 2008).
Rajah 7. La akaran wirefr frame 3D mek kanisme Mechan nical Key Man nagement Syst tem.
6. Lakaran 2D D mekanisme e Mechanical K Key Rajah 6 Manag gement System m. Rajah 8. Kaedah pengendalian serta fu R ungsi bagi nical Key Man nagement Syst tem. Mechan
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6. Perbincangan
Kajian rekabentuk sistem pengurusan kunci dijalankan adalah hasil daripada permasalahan yang sering berlaku di JKM. Beberapa langkah telah diambil untuk mengatasi masalah ini samada melalui perbincangan dalam mesyuarat mingguan jabatan ataupun mengetatkan lagi peraturan namun hasil yang diperolehi kurang memberangsangkan. Oleh itu, dengan mengambil ikhtibar daripada permasalahan yang berlaku ini pengkaji cuba memikirkan cara lain yang mungkin boleh digunakan untuk mengatasinya. Hasil daripada perbincangan kumpulan, tinjauan terhadap sistem yang digunakan di Politeknik serta tinjauan ke beberapa syarikat yang membekalkan dan membuat kunci serta kajian melalui pembacaan terhadap jurnal-jurnal yang sebelum ini, pengkaji telah mendapat idea untuk merekabentuk satu sistem Access Peg Mechanical Key yang menggunakan kaedah slot pelepasan (release slot). Hasil daripada tinjauan yang dijalankan kaedah ini masih lagi belum digunakan di mana-mana tempat di negara ini.
Stewart Crescent Maple Ridge. Locksmith, M. (2009) LOCK, Metropolitan Locksmith 165 Seventh Ave., South New York City, NY. USA.
7. Kesimpulan
Secara kesimpulannya, rekabentuk hasil daripada kajian ini telah dihasilkan melalui perbincangan di dalam kumpulan dengan menggunakan perisian Autodesk Autocad dan Autodesk Inventor. Namun prototaip bagi rekabentuk yang dihasikan ini tidak dapat dibangunkan disebabkan ketiadaan peruntukan disediakan. Walau bagaimanapun diharap agar rekabentuk bagi kajian ini boleh diketengahkan sebagai cadangan kepada penambahbaikan sistem pengurusan kunci di seluruh jabatan di PKK mahu pun mana-mana institusi luar.
Rujukan
Abloy, S. (2006) Key Control. Abloy Security, Inc. Bemelen, J. dan Heaton, K. (1995) Lock and Key Control Facilities. Management Department, Colorado, USA. Blaze, M. (2003) Cryptology and Physical Security: Rights Amplification Master-Keyed Mechanical Locks. IEEE Security & Privacy. CA USA. KEYper, S. (2008) The KEYper Mechanical Key Control System. KEYper Systems 5679 Harrisburg Industrial Park, Harrisburg, USA. Keytracer (2008) Key Control, Key Tracking, Key Security, Key Storage, Key Cabinets, Key Rings, Retrieved from info@keytracer.com 501 20170 Muka surat | 77
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Pembangunan Sistem Pengurusan Sumber Manusia Politeknik Kota Kinabalu POLIHRM

Julkifli Bin Awang Besar
Jabatan Kejuruteraan Elektrik Politeknik Kota Kinabalu, Sabah Email: julkifli@polikk.edu.my
Shamsiah Binti Salamat

Jabatan Kejuruteraan Elektrik Politeknik Kota Kinabalu, Sabah E-mail: shamsiah@polikk.edu.my
Donna Patrick Apan

Unit Teknologi Maklumat Politeknik Kota Kinabalu, Sabah E-mail: donna@polikk.edu.my
Abstrak
Pembangunan Sistem Pengurusan Sumber Manusia Politeknik Kota Kinabalu yang dikenali sebagai POLIHRM merupakan suatu inovasi yang bertujuan untuk menguruskan sumber manusia di jabatan ini secara online dengan lebih berkesan. Sehingga Oktober 2009, seramai lebih kurang 400 orang kakitangan awam termasuk pensyarah, pegawai dan kumpulan sokongan yang bertugas di Politeknik Kota Kinabalu dan dijangka jumlah ini akan bertambah setiap tahun. Oleh itu, pembangunan sistem POLIHRM adalah sangat diperlukan bagi memastikan pengurusan sumber manusia di jabatan ini dilaksanakan dengan lebih komprehensif. Pembangunan sistem POLIHRM adalah berdasarkan kepada tiga (3) faktor keperluan yang utama iaitu menguruskan maklumat peribadi kakitangan, menguruskan maklumat cuti dan menguruskan maklumat kehadiran kakitangan. POLIHRM merupakan suatu sistem dan pusat data utama yang boleh dimanfaatkan bukan sahaja kepada pihak pengurusan malah kepada kakitangan di semua peringkat jabatan di Politeknik Kota Kinabalu.
ditambahbaik mengikut keperluan pengguna di politeknik ini. Inovasi yang dihasilkan ini membolehkan semua maklumat peribadi, maklumat cuti dan maklumat kehadiran diuruskan secara online dengan lebih berkesan.
1.1. Pernyataan Masalah

Politeknik Kota Kinabalu menguruskan semua maklumat kakitangan secara manual. Pengurusan maklumat yang tidak berpusat menyebabkan kerjakerja pengemaskinian dilakukan secara berulang-ulang dan terdapat kemungkinan di mana perubahan kepada maklumat kakitangan lambat dikemaskini. Oleh itu, suatu sistem online berpusat amat diperlukan untuk membolehkan pengurusan sumber manusia dilakukan dengan lebih berkesan.
1.2. Objektif Kajian

Pembangunan Sistem Pengurusan Sumber Manusia Politeknik Kota Kinabalu POLIHRM adalah untuk mencapai objektif-objektif seperti berikut: i. Memantau aktiviti keluar masuk kakitangan di setiap jabatan dan unit di Politeknik Kota Kinabalu; ii. Menguruskan cuti kakitangan di setiap jabatan dan unit di Politeknik Kota Kinabalu; dan
1. Pengenalan
Sistem Pengurusan Sumber Manusia Politeknik Kota Kinabalu POLIHRM dibangunkan untuk memudahkan urusan sumber manusia di Politeknik Kota Kinabalu. Ianya dibangunkan berasaskan teknologi Open Source OrangeHRM yang
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iii. Menguruskan maklumat peribadi kakitangan di setiap jabatan dan unit di Politeknik Kota Kinabalu. dibangunkan berfungsi dengan baik dan integrasi dengan sistem sediada berjalan dengan lancar.
2.4. Implementasi Sistem 1.3. Skop Kajian

Pembangunan Sistem POLIHRM adalah terbatas kepada kajian keperluan pengguna di Politeknik Kota Kinabalu sahaja. Oleh itu, tidak ada sebarang kajian dibuat ke atas keperluan pengguna di cawangan Politeknik yang lain. Sistem ini adalah untuk memenuhi tiga (3) faktor keperluan yang utama iaitu pengurusan maklumat peribadi kakitangan, pengurusan maklumat cuti kakitangan dan pengurusan maklumat kehadiran kakitangan. Dalam fasa implementasi, sistem POLIHRM akan beroperasi dalam keadaan persekitaran yang sebenar. Ia juga melibatkan pemasangan pangkalan data iaitu pengisian data sebenar ke dalam pangkalan data. Seterusnya, latihan yang berkaitan akan diberikan kepada semua pengguna dan operator sistem.
2.5. Penyelenggaraan
Fasa penyelengaraan melibatkan penambahbaikan yang dilakukan dari masa ke semasa mengikut keperluan serta kemaskini sebarang perubahan atau penambahan maklumat yang dalam pangkalan data.
Pembangunan Sistem Pengurusan Sumber Manusia Politeknik Kota Kinabalu POLIHRM adalah mengikut fasa penting dalam Software Development Life Cycle (SDLC) iaitu fasa analisis keperluan, rekabentuk, pembangunan, implementasi dan penyelengaraan.
3. Keperluan Pembangunan Sistem

Sistem pengurusan Sumber Manusia Politeknik Kota Kinabalu POLIHRM dibangunkan menggunakan teknologi Open Source iaitu OrangeHRM. Ianya dibangunkan menggunakan PHP 5.0 dan pangkalan data MySQL 5.0. Manakala, pelayan web yang digunakan adalah Apache. Jadual 1 menunjukkan development environment pembangunan sistem ini. Jadual 1. Development environment POLIHRM Operating System Programming Languages Application Server Database Windows XP PHP 5.0 Windows Server 2003 MySQL 5.0
2.1. Analisis Keperluan

Aktiviti pertama yang dijalankan dalam fasa analisis ialah pengumpulan fakta. Ini dilakukan melalui temubual yang dijalankan ke atas pengguna serta sorotan dokumen sediada yang berkaitan. Seterusnya, mengenalpasti keperluan sistem, menyusun keutamaan keperluan, penjanaan dan penilaian alternatif yang seterusnya dibentangkan kepada pihak pengurusan untuk kelulusan. Pada akhir fasa analisis ini, semua maklumat keperluan didokumenkan dan dijadikan asas dalam fasa rekabentuk dan pembangunan sistem yang seterusnya.
2.2. Rekabentuk Sistem

Pendekatan yang digunakan dalam fasa rekabentuk sistem adalah secara prototyping. Ini penting untuk memastikan sistem dibangunkan memenuhi keperluan penguna. Fasa rekabentuk ini merangkumi rekabentuk antaramuka dan pangkalan data.
4. System Architecture
Sistem ini dapat diakses melalui rangkaian intranet Politeknik Kota Kinabalu. Rajah 1 menunjukkan system architecture POLIHRM yang merangkumi pangkalan data POLIHRM, sistem aplikasi POLIHRM termasuk modul cuti, modul kehadiran dan modul maklumat peribadi serta capaian secara online melalui browser pengguna.
2.3. Pembangunan Sistem

Fasa pembangunan sistem melibatkan pembangunan tiga (3) modul yang utama iaitu modul maklumat peribadi, modul cuti dan modul maklumat kehadiran. Pengujian sistem juga dijalankan bagi menguji komponen-komponen sistem yang
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5.2 2.1. Modul M Maklumat Per ribadi. Modu ul Maklumat Per ribadi adalah untuk mengem maskini semu ua maklumat per ribadi kakitangan termasukl lah maklumat pendidikan, kur rsus dan sebagainya. s R Rajah 3 m menunjukkan ant taramuka bagi i Modul Maklu umat Peribadi i.
Ra ajah 1. System m architecture POLIHRM
5. Komponen Siste em
Pembangunan Siste em Pengurusan n Sumber Ma anusia Politeknik k Kota Kinab balu POLIHRM M melibatkan n dua komponen utama iait tu pangkalan data dan sistem aplikasi.
5.1. Pan ngkalan Data a

R Rajah 3. Anta aramuka mod dul maklumat t peribadi Pangk kalan data yang diba angunkan adalah melibatka an data peribadi kakitangan, data cuti dan n data kehadiran n. Walau b bagaimanapun data keha adiran diperoleh hi hasil darip pada integras si dengan sistem kehadiran n sediada iaitu u sistem Thum mb Print. Raj ajah 2 data menunjuk kkan anta aramuka p pangkalan phpMyAd dmin 5.0 yang g dibangunkan n. 2.2. Modul C Cuti. Modul C Cuti adalah u untuk semua 5.2 uru usan cuti iai itu permohon nan dan kelu ulusan cuti. De engan adanya a modul ini, semua kakita angan boleh me embuat perm mohonan cut ti secara o online dan pen ngurusan cuti dapat dilakuk kan dengan le ebih teratur. Ra ajah 4 menunju ukkan antaram muka Modul Cuti. C
Rajah h 4. Antaramu uka modul cu uti 2 Antaramuk ka phpMyAd dmin POLIHR RM Rajah 2. 5.2 2.3. Modul K Kehadiran. M Modul Kehad diran adalah unt tuk menyim mpan data berkenaan kehadiran kak kitangan. Mo odul ini akan n diintegrasik kan dengan sis stem kehadiran n sediada iaitu u sistem Thumb b Print.
5.2 . Siste em Aplikasi i

em Pengurusa an sumber Ma anusia Pembangunan Siste Politeknik k Kota Kinab balu POLIHRM M melibatkan n tiga (3) modu ul utama iai itu modul m maklumat peri ibadi, modul cu uti dan modul k kehadiran.
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Ra ajah 5. Antara amuka modu ul kehadiran
6. Kesim mpulan
Sistem m Pengurusan n Sumber Ma anusia POLIH HRM merangku umi tiga (3) ) modul uta ama iaitu m modul maklumat peribadi, mo odul cuti dan n modul kehad diran. ni mempermud dahkan urustad dbir yang baik k dari Sistem in segi peng gurusan sumb ber manusia. P Perancangan masa hadapan adalah untuk k menambahb baik modul-m modul yang tela ah dibangunka an bagi mem mpertingkatkan n lagi sistem pe engurusan sum mber manusia di Politeknik Kota Kinabalu.
Rujuka an
General Public P License e (GPL). Septe ember 12, 200 09 Retr rieve from http://www.fsf.org g/licensing/lic censes/gpl.htm ml F & Easy Web Julie C. Meloni (2004). PHP 5 Fast velopment. Course Technolo ogy. Dev Kevin Ya ank (2004). Bu uild Your Ow wn Database D Driven Web bsite Using P PHP and My ySQL, Print S Safari Boo oks Online. Luke We elling, Laura Thomson . P PHP and My ySQL Web b Developme ent (3rd Editi ion), Indianap polis, Indi iana. RM. Septem mber 23, 200 09 Retrieve from OrangeHR http://www.orang gehrm.com
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Keupayaan Menyelesaikan Ungkapan Algebra: Satu Tinjauan ke Atas Pelajar Kejuruteraan Peringkat Sijil Semester Dua dan Empat di Politeknik Kota Kinabalu
Nazlein Bt Mohd Nawawi
Jabatan Matematik, Sains dan Komputer, Politeknik Kota Kinabalu nazlein@polikk.edu.my
Noorhayani Bt Yahya
Jabatan Matematik, Sains dan Komputer, Politeknik Kota Kinabalu noorhayani@polikk.edu.my
Rose Sharijan Bt Frey Khan

Jabatan Matematik, Sains dan Komputer, Politeknik Kota Kinabalu sharijan@polikk.edu.my
Abstrak
Kertas kerja ini mempersembahkan hasil kajian yang bertajuk "Keupayaan Menyelesaikan Ungkapan Algebra : Satu Tinjauan Ke Atas Pelajar Kejuruteraan Peringkat Sijil Semester Dua Dan Empat Di Politeknik Kota Kinabalu". Kajian ini bertujuan untuk meninjau sejauhmana keupayaan pelajar untuk menjawab soalan yang berkaitan tajuk Ungkapan Algebra melalui instrumen kajian iaitu Ujian Diagnostik Ungkapan Algebara (UDUA). Sampel kajian adalah seramai 120 orang responden. Kesemua data dianalisis dan dikemukakan dalam bentuk analisis statistik secara deskriptif. Taburan skor min dan peratus digunakan untuk pengukuran tahap keupayaan responden menyelesaikan ungkapan algebra. Hasil dapatan kajian menunjukkan bahawa tahap keupayaan responden untuk menyelesaikan tajuk Ungkapan Algebra adalah pada tahap lemah. Kesilapan terbanyak yang dilakukan oleh pelajar ialah mereka tidak dapat memfaktorkan ungkapan algebra dan kesilapan tanda positif dan negatif dalam proses pengembangan algebra. Di akhir kajian ini, pengkaji telah memberi beberapa cadangan untuk mempertingkatkan tahap keupayaan pelajar terhadap tajuk Ungkapan Algebra dan untuk pengkaji akan datang.
1. Pendahuluan
1.1. Pernyataan Masalah
Statistik keputusan pencapaian pelajar sijil di Politeknik Kota Kinabalu menunjukkan bahawa pelajar yang gagal kursus Matematik Kejuruteraan 1 mempunyai perkaitan terhadap kegagalan kursuskursus lain di bidang kejuruteraan yang melibatkan pengiraan. Kajian ini ingin melihat sejauh mana keupayaan pelajar sijil menyelesaikan topik asas ungkapan algebra yang merupakan elemen utama dalam bidang Matematik.
1.2. Persoalan Kajian

Apakah tahap keupayaan pelajar menyelesaikan Ungkapan Algebra ?
1.3. Objektif Kajian

i. Mengenalpasti keupayaan pelajar dalam menentukan kembangan ungkapan algebra bagi hasil darab suatu ungkapan dengan suatu sebutan. menentukan kembangan ungkapan algebra bagi hasil darab dua ungkapan. menukarkan ungkapan algebra yang mengandungi dua sebutan kepada hasil darab satu sebutan dengan satu ungkapan.
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ii.
menukarkan ungkapan algebra yang mengandungi dua sebutan kepada hasil darab dua ungkapan. menukarkan ungkapan algebra yang mengandungi tiga sebutan kepada hasil darab dua ungkapan. Memberi cadangan-cadangan kepada Politeknik Kota Kinabalu berdasarkan kepada hasil dapatan kajian
3.2. Kaedah Analisis Data

Pengkaji menggunakan perisian SPSS 11.0 for Windows (Statistical Packages for The Social Sciences) bagi persembahan data dalam bentuk jadual dan laporan. Data dianalisis mengikut pembolehubah kajian. Setiap responden diberikan nombor rujukan bagi tujuan analisis data. Seterusnya analisis data dijalankan dengan menyemak jawapan yang diberikan oleh responden. Jawapan yang betul bergantung kepada markah yang diberikan pada setiap item. Peratus jawapan yang betul diambilkira untuk tujuan analisis data bagi menentukan tahap keupayaan pelajar terhadap tajuk Ungkapan Algebra.
1.4. Batasan Kajian

i. ii. iii. Pelajar sijil kejuruteraan semester dua dan semester empat sahaja. Tumpuan kajian hanya melibatkan ungkapan algebra sahaja. Data kajian dikumpul melalui Ujian Diagnostik Ungkapan Algebra (UDUA).
3.3. Kajian Rintis

Seramai 4 orang pensyarah dari Jabatan Matematik, Sains dan Komputer (JMSK) bagi menguji kesahan item/soalan. Manakala seramai 10 orang responden yang terdiri daripada 10 orang pelajar sijil bagi melihat kebolehpercayaan instrumen kajian. Selepas kajian rintis ini dijalankan, tahap kebolehpercayaan instrumen ialah 0.8367. (Mohd, 2000)
2. Sorotan Kajian
2.1. Pengenalan Algebra
Algebra membawa maksud gabungan, sambungan atau pelengkap. Ia merupakan salah satu cabang Matematik yang bekaitan dengan kajian struktur, hubungan dan kuantiti. Asas algebra sering digunakan dalam pelbagai bidang seperti pemasaran, kewangan, kejuruteraan, pendidikan dan sebagainya.
4. Dapatan & Analisis Kajian

4.1. Pembolehubah kajian 1
2.2. Konsep Asas Matematik

Salah satu sebab Matematik itu susah kerana kurangnya kefahaman dan mempunyai asas matematik yang lemah di mana pelajar tidak menguasai konsep asas Ungkapan Algebra dengan baik dan ini menyebabkan berlakunya salah konsep dalam operasi asas algebra. Pelajar yang mempunyai pencapaian yang baik dalam algebra berkeupayaan untuk mengaplikasikan algebra ke dalam kehidupan sebenar serta menyokong lain-lain disiplin. Adakah pelajar dapat menyelesaikan kembangan ungkapan algebra bagi hasil darab suatu ungkapan dengan suatu sebutan ? Keseluruhan daripada skor min jawapan betul yang diperolehi menunjukkan bahawa semua responden berada pada tahap keupayaan yang sangat cemerlang iaitu 77.16%. Jadual 1. Perincian persoalan item pembolehubah kajian 1 Item Soalan p (q 3r) m (p -1) x (x -6) mn (p -1) p2 (p -1) Peratus 91.7 88.3 65.8 84.2 55.8 Tahap Keupayaan Sangat cemerlang Sangat cemerlang Cemerlang Sangat cemerlang Sederhana
3.1. Instrumen Kajian
Instrumen kajian yang digunakan ialah Ujian Diagnostik Ungkapan Algebra (UDUA) di mana seramai 120 orang sampel kajian telah dipilih daripada keseluruhan populasi iaitu 311 orang. A1 A2 A3 A4 A5
Kebanyakan responden mampu menjawab dengan baik kesemua soalan kerana ia sering digunakan dalam operasi pengiraan dalam kursus Matematik. Namun
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apabila melibatkan pembolehubah yang melibatkan kuasa, responden tidak dapat menyelesaikan dengan betul. Ini kerana mereka memerlukan pengetahuan mengenai hukum indeks. (Soalan A5 : 55.8%)
C2 C3 C4
18m2 2m 9p p2 5x2 15x
29.2 43.3 37.5
Sangat lemah Lemah Lemah

Adakah pelajar dapat menyelesaikan kembangan ungkapan algebra bagi hasil darab dua ungkapan ? Keseluruhan daripada skor min jawapan betul yang diperolehi menunjukkan bahawa semua responden berada pada tahap keupayaan yang sederhana iaitu 50.0%. Jadual 2. Perincian persoalan item pembolehubah kajian 2 Item B1 B2 B3 B4 B5 Soalan (x + y) (x y) (5 k) (2 + k) (2p + 3) (2p 3) (3r + s) (r 4s) (3w + 4k) (3w + 4k) Peratus 61.7 45.0 52.5 40.8 50.0 Tahap Keupayaan Cemerlang Lemah Sederhana Lemah Sederhana
Daripada Jadual 3 menunjukkan, 1 item yang berada pada tahap sangat lemah iaitu soalan C2 (29.2%). Ini mungkin kerana para pelajar kurang memahami untuk membuat proses penukaran ungkapan algebra yang mengandungi dua sebutan kepada hasil darab satu sebutan dengan satu ungkapan. Kebanyakan kesilapan yang berlaku ialah proses pemfaktoran ungkapan algebra yang melibatkan proses mencari faktor sepunya bagi sebutan dalam ungkapan algebra. Dapatan ini juga disokong oleh kajian Azrul (2007).

"Adakah pelajar dapat menyelesaikan penukaran ungkapan algebra yang mengandungi dua sebutan kepada hasil darab dua ungkapan ?" Keseluruhan daripada skor min jawapan betul yang diperolehi menunjukkan bahawa semua responden berada pada tahap keupayaan yang sangat lemah iaitu 29.17%. Jadual 4. Perincian persoalan item pembolehubah kajian 4 Item D1 D2 D3 Soalan x2 25 4x2 16 9x2 100 Peratus 37.5 27.5 22.5 Tahap Keupayaan Lemah Sangat lemah Sangat lemah
Kebanyakan responden keliru dan silap apabila melibatkan pembolehubah yang bernilai negatif terutamanya bagi soalan B2 (45%) dan B4 (40.8%). Dapatan kajian ini menunjukkan keputusan yang sama dengan dapatan kajian Azrul (2007) yang mengatakan bahawa kesilapan dalam menambah dua sebutan yang serupa yang merupakan sebutan dua pembolehubah dan kesilapan pelajar dalam operasi darab nombor negatif yang melibatkan tanda kurungan.

Adakah pelajar dapat menyelesaikan penukaran ungkapan algebra yang mengandungi dua sebutan kepada hasil darab satu sebutan dengan satu ungkapan? Keseluruhan daripada skor min jawapan betul yang diperolehi menunjukkan bahawa semua responden berada pada tahap keupayaan yang lemah iaitu 37.08%. Jadual 3. Perincian persoalan item pembolehubah kajian 3 Item C1 Soalan 2x2 + 6xy Peratus 38.3 Tahap Keupayaan Lemah
Item D2 (27.5%) dan D3 (22.5%) berada pada tahap keupayaan sangat lemah di mana responden mempunyai masalah untuk mengenal pasti pekali bagi setiap pembolehubah dan responden tidak pasti akan dua ungkapan yang boleh dikembangkan. Dapatan ini juga disokong oleh kajian oleh Azrul (2007) yang mengatakan bahawa kesilapan yang sering dilakukan apabila melibatkan subtopik ini ialah mereka sering menggunakan identiti yang salah.

Adakah pelajar dapat menyelesaikan penukaran ungkapan algebra yang mengandungi tiga sebutan kepada hasil darab dua ungkapan? Keseluruhan daripada skor min jawapan betul yang diperolehi menunjukkan bahawa semua responden
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berada pada tahap keupayaan yang sangat lemah iaitu 25.83%. Jadual 5. Perincian persoalan item pembolehubah kajian 5 Item E1 E2 E3 Soalan x2 + x 12 = 0 4p2 12p + 9 =0 r (2r - 3) = 5 6r Peratus 32.5 20.0 25.0 Tahap Keupayaan Lemah Sangat lemah Sangat lemah
iv.
Dapatan data hendaklah diperolehi dengan lebih berhati-hati bagi memastikan dapatan kajian yang lebih jitu.
Rujukan
Azrul Fahmi, Ismail and Marlina, Ali (2007) Analisis kesilapan dalam tajuk ungkapan algebra di kalangan pelajar tingkatan empat. Buletin Persatuan Pendidikan Sains dan Matematik Johor, 17 (1). pp. 20-30. ISSN 0128-4290. [online]. Dicapai pada 20 Februari 2009 di laman World Wide Web: eprints.utm.my/5238/1/AzrulMarlina2007. Mohd. Majid Konting (2000). Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan Bahasa dan Pustaka. Rosli Dahlan (2000). Analisis Kesilapan Yang Dilakukan Oleh Pelajar Tingkatan Empat Dalam Menyelesaikan Masalah Berkaitan Ungkapan Algebra. Universiti Teknologi Malaysia. Sarjana Muda.
Item E2 (20.0%) dan E3 (25.0%) berada pada tahap sangat lemah. Responden tidak dapat mengenalpasti pasangan faktor yang sesuai dan melakukan kesilapan dalam meletakkan nilai positif atau negatif pada pasangan faktor yang dipilih walaupun pasangan faktor tersebut adalah betul. Dapatan ini menunjukkan keputusan yang sama dengan dapatan kajian Azrul (2007) dan Rosli (2000).
5. Cadangan dan Perbincangan

5.1. Cadangan Kajian kepada JMSK, PKK
i. ii. iii. iv. v. vi. Keperluan kepada latihan/kelas tambahan Penganjuran aktiviti Memperbanyakkan Siri Kursus Asas Matematik secara konsisten Mempelbagaikan sumber, prasarana dan kemudahan Mempelbagaikan Kaedah Dalam Pengajaran dan Pembelajaran (P&P) Mewujudkan Sistem Mentor
5.2. Cadangan untuk Kajian Lanjutan

i. Pengkaji akan datang dapat mengkaji aspekaspek tambahan sebagai bahan kajian lanjutan iaitu adakah aplikasi pengetahuan ini dikaitkan dengan beberapa faktor seperti proses penghafalan dan sikap pelajar yang tidak bersungguh-sungguh menjawab ujian diagnostik yang diberikan. Meningkatkan kualiti instrumen kajian (UDUA) kajian ini agar mampu mewakili keseluruhan program di Politeknik Kota Kinabalu, Menambah bilangan sampel kajian dengan mendapatkan sampel daripada semua kursus kejuruteraan di Politeknik Kota Kinabalu;
ii.
iii.
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Sistem Perolehan Bekalan Politeknik Kota Kinabalu

Zaharudin Md Dawam
Jabatan Kejuruteraan Elektrik, Politeknik Kota Kinabalu zudin@polikk.edu.my
Nor Farahwahida Mohd Noor

Jabatan Kejuruteraan Elektrik, Politeknik Kota Kinabalu wahida@polikk.edu.my
Donna Patrik Apan

Unit Teknologi Maklumat & Komunikasi, Politeknik Kota Kinabalu donna@polikk.edu.my
Abdul Razak Sadri

Unit Pentadbiran, Politeknik Kota Kinabalu razak@polikk.edu.my
Abstrak
Pembangunan Sistem Perolehan BekalanPoliteknik Kota Kinabalu adalah bertujuan untuk mewujudkan sebuah pangkalan data berpusat bagi urusan perolehan bekalan di semua peringkat jabatan dalam Politeknik Kota Kinabalu. Sistem ini terdiri daripada tiga (3) modul utama iaitu modul pengurusan pembelian/pesanan bekalan, modul kemaskini dan modul laporan. Pengguna sistem dikelaskan kepada tiga mengikut modul yang dibangunkan iaitu pengguna modul pengurusan pembelian/ pesanan bekalan, pengguna modul kemaskini dan pengguna modul laporan. Pembangunan sistem ini merupakan suatu inovasi yang telah direalisasikan menerusi kepakaran kakitangan Politeknik Kota Kinabalu sendiri dan mengambil masa tiga bulan untuk prototaip pertama disiapkan. Sistem ini bukan sahaja memudahkan pengurusan perolehan bekalan secara online, malah berfungsi dalam membantu pihak pengurusan dalam membuat keputusan (decision making). Dengan adanya sistem ini, urusan perolehan bekalan dapat diselaraskan dan dipantau dengan lebih berkesan.
Perbendaharaan dan Pekeliling Perbendaharaan yang dikeluarkan oleh kerajaan Malaysia dari masa ke semasa. Melalui prosedur Pekeliling Perbendaharaan Bilangan 5 Tahun 2004, satu kajian telah dijalankan ke atas sistem perolehan sedia ada di Politeknik Kota Kinabalu dan didapati terdapat kekurangan dari segi fungsi pemantauan dan pengawalan yang amat diperlukan oleh pihak pengurusan politeknik. Oleh itu, telah dicadangkan agar satu sistem dibangunkan bagi memudahkan urusan perolehan bekalan secara online yang dilengkapi dengan fungsi pemantauan dan pengawalan untuk membantu pihak pengurusan dalam membuat keputusan.
2. Latar Belakang Kajian

Politeknik Kota Kinabalu menguruskan semua proses perolehan bekalan secara manual. Setiap jabatan atau unit akan mengemukakan permohonan perolehan bekalan masing-masing secara berasingan. Keadaan ini menyebabkan urusan perolehan bekalan menjadi rumit dan kerja-kerja penyelarasan secara manual perlu dilakukan oleh Pegawai Perolehan Jabatan. Sistem sedia ada ini kurang berkesan dalam membantu pihak pengurusan memantau aktiviti perolehan bekalan. Oleh itu, satu sistem berpusat yang dapat membantu pemantauan dan pengawalan
1. Pengenalan
Prosedur perolehan bekalan yang dilaksanakan di Politeknik Kota Kinabalu adalah berdasarkan Arahan
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perolehan n bekalan secara kom mprehensif perlu dibangunkan. Pembangunan Siste em Perolehan B Bekalan Polite eknik Kota Ki inabalu adalah untuk memantau m ak ktiviti perolehan n bekalan di jabatan-jaba atan dan unit t-unit dalam Politeknik Ko ota Kinabalu; Mengawal selia p bek kalan; dan m menentukan ka aedah aktiviti perolehan perolehan n dilakukan s samada secara a pembelian terus atau sec cara sebuthar rga bergantu ung kepada nilai pembelian n. Pembangunan Siste em Perolehan B Bekalan Polite eknik nabalu adalah terbatas t kepad da kajian kepe erluan Kota Kin pengguna a untuk semu ua urusan per rolehan bekala an di Politeknik k Kota Kina abalu sahaja. Oleh itu, semua kajian k keperluan pen ngguna siste em dijalankan n di Politeknik k Kota Kin nabalu dan tidak ada kajian k dilakukan n ke atas kep perluan pengg guna di cawa angan politeknik k yang lain. Capai ian kepada si istem ini ada alah terhad ke epada pengguna a tertentu iait tu pihak pen ngurusan, Peg gawai Perolehan n Jabatan dan kakitangan pe engurusan stor r.
Jadual 1. . Elemen Pem mbangunan Si istem

Operating Sy ystem Programming g Languages Application Server Database Windows XP P ASP.N NET (VB.NET) with A AJAX Windo ows Server 2003 Micro osoft Access 200 03
3.1 1 Kaedah pe engumpulan n maklumat dan mengenalp pasti keperlu uan sistem
Pengumpulan n maklumat merupakan fasa f penting tuk mengkaji proses kerja semua urusan n perolehan unt bek kalan yang dil lakukan di Politeknik Kota Kinabalu di sam mping memah hami masalah h yang dihad dapi dengan sis stem manual s sedia ada. Pen ngumpulan m maklumat ini dil lakukan melalui dua kaed dah iaitu tem mu bual dan kaj jian dokume entasi. Temu bual yang dijalankan me elibatkan pih hak pengurus san, Pegawai Perolehan Jab batan dan ka akitangan pen ngurusan stor. . Manakala, kaj jian dokumen ntasi dijalankan n ke atas lapo oran-laporan yan ng dihasilkan n oleh sistem m sediada da an prosedur per rolehan beka alan yang be erkenaan sepe erti Arahan Per rbendaharaan dan Peke eliling Perb bendaharaan. Set terusnya, sem mua maklum mat ini diku umpul dan kep perluan sistem m dikenalpasti. .
3. Meto odologi Kajian

Pembangunan Siste em Perolehan B Bekalan Polite eknik Kota Kin nabalu dilaku ukan secara prototyping bagi memastik kan pemban ngunannya ngikut siap men spesifikas si keperluan yang telah ditetapkan. Ca arta 1 menunjuk kkan prosedu ur perlaksanaan kajian yang merangku umi enam (6) ) fasa penting g iaitu mengu umpul maklumat, mengenalp pasti keperlua an, merekabe entuk n data, mem mbangunkan pangkalan data, pangkalan membang gunkan sistem m dan seterusnya melaksan nakan pengujian n dan p penambahbaik kan (Ander rsson, Greenspu un & Grumet, 2006). Dokum mentasi sistem m seperti spe esifikasi kepe erluan sistem, sp pesifikasi pem mbangunan sistem dan m manual pengguna a dan disediak kan sebagai ruj ujukan untuk tu ujuan pengguna aan, penyelen ngaraan dan penambahbaikan sistem. B Berikut adalah carta metodo ologi pembang gunan Sistem Pe erolehan Beka alan Politeknik k Kota Kinaba alu.
3.2 2 Merekaben ntuk dan me embangunk kan pangkalan data

Fasa berik kutnya adala ah merekabe entuk dan me embangunkan pangkalan da ata dengan menggunakan m per risian Micro osoft Access s 2003. Pe embangunan pan ngkalan data i ini melibatkan n pembanguna an table dan query (Andersen n,2003).
3.3 3 Merekaben ntuk antara amuka dan membangu unkan sistem m

Fasa yang terakhir adala ah pengujian sistem. Ia lakukan bagi memastikan s sistem yang dibangunkan d dil me enepati keper rluan spesifi ikasi sistem. Pengujian sis stem meliba atkan Unit Testing, Test T Case Ma anagement, d dan Bug / I Issue Trackin ng, security (Sk kibo, Young & Johnson, 2006).
4. Keperluan n Pembangu unan Sistem m

Sistem Per rolehan Bek kalan Politek knik Kota Kin nabalu dibangunkan meng ggunakan AS SP.NET dan
ologi pembang gunan sistem Rajah 1. Metodo
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pangkalan n data Micr rosoft Access s 2003. Jadu ual 1 menunjuk kkan elemen p pembangunan sistem ini. Sistem m ini dapat dia akses melalui rangkaian int tranet Politeknik k Kota Kinabalu. Rajah h 2 menunju ukkan rekabentu uk pembangu unan Sistem yang melibatkan browser dan antaram muka penggu una sistem serta n data sistem (Doug, ( 2006). . pangkalan
5.1 1 Modul Pen ngurusan Pe embelian/ Pe esanan Bekalan

Modul Peng gurusan pemb belian/ Pesan nan Bekalan dib bangunkan un ntuk memboleh hkan penggun na membuat pes sanan peroleh han bekalan. M Modul ini akan n digunakan ole eh Pegawai P Perolehan Jaba atan untuk semua urusan pes sanan bekala an. Antara fu ungsi modul ini adalah sep perti menamb mbah item d dan kuantiti item serta me emapar maklu umat pesanan n dan butiran n item yang dip pesan (Lihat R Rajah 4).
jah 2. Rekabe entuk pemba angunan sistem m Raj
5. Pemb bangunan S Sistem

Pembangunan Siste em Perolehan B Bekalan Polite eknik nabalu meliba atkan dua kom mponen utam ma itu Kota Kin pembangu unan pangkala an data dan pe embangunan m modul sistem. Rajah R 3 menu unjukkan pan ngkalan data yang dibangunkan iaitu pangkalan p da ata bekalan dan n data pembek kal bekalan. pangkalan A modul pengu urusan Rajah 4. Antaramuka pesanan pembelian/p
5.2 2. Modul Ke emaskini

Modul Ke emaskini me embolehkan kakitangan ngurusan stor mengema -data yang askini datapen dip perlukan oleh h Pegawai P Perolehan Jab batan dalam me embuat pesana an bekalan. Contohnya C me engemaskini sen narai pembeka al dan senarai item (Lihat Rajah 5).
n data bekalan n dan pembek kal Rajah 3. Pangkalan em melibatka an tiga (3) m modul Pembangunan siste aitu modul pengurusan pe embelian/ pes sanan utama ia bekalan, modul m kemask kini dan modu ul laporan.
a modul kema askini Rajah 5. Antaramuka
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5.3 Mod dul Laporan

ul Laporan dig gunakan oleh pihak pengur rusan Modu Politeknik k Kota Kinabalu yang bertanggungjawab dalam memantau m da an mengawa al semua ur rusan perolehan n. Laporan yan ng dihasilkan ini akan digun nakan sebagai rujukan kepa ada pihak p pengurusan dalam d membuat t keputusan berkaitan u urusan perolehan bekalan d di jabatan ini (Lihat Rajah h 6). Laporan yang dihasilkan n berdasarkan n kriteria sep perti jabatan, jenis bekalan, kaedah k perolehan dan meng gikut tarikh.
Do oug, L. (2006) ASP.NET T2.0 Everyday y Apps for Indiana: Dummies. Indianapolis, Wiley , Inc. Publishing, Sk kibo, C., You ung, M., John nson, B. (200 06).Working with Micro osoft Visual S Studio2005.W Washington: Microsoft P Press.
poran perolehan Rajah h 6. Antaramu uka modul lap
6. Kesim mpulan
m Perolehan n Bekalan Politeknik Kota Sistem Kinabalu dibangunka an untuk me emudahkan pihak p an Politeknik k Kota Kinaba alu memantau u dan pengurusa mengawa al semua uru usan peroleha an bekalan. U Untuk perancang gan masa hadapan, sistem s ini akan baik dengan menambah m ditambahb modul pengur rusan stok be ekalan bagi i memudah hkan pengur rusan pengagiha an bekalan di Politeknik Ko ota Kinabalu.
7. Ruju ukan
g Perbendaha araan Bilanga an 5 Tahun 2004. 2 Pekeliling Dica apai daripada http/ //www.treasur ry.gov.my/pek keliling/pp/pp0 0520 04. Pdf. P Andersso on,E., Gre eenspun,P. Grumet, A. (200 06).Software g for Int ternet engineering appl lications. Unit ted State:MIT Press. Andersen n, V. (2003). M Microsoft Of fficeAccess (2 2003) The Complete Reference. R Cal lifornia: McG GrawHill/ /Osborne.
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Tinjauan Terhadap Pengetahuan Kakitangan Politeknik Kota Kinabalu mengenai Arah Kiblat serta semakan Arah Kiblat Masjid dan Surau di Politeknik Kota Kinabalu serta Kawasan Sekitarnya
Mohd Fikri Bin Ismail
Politeknik Kota Kinabalu, Sabah, Malaysia fikri@polikk.edu.my
Hazlan Bin Abdullah

hazlan@polikk.edu.my
Saiful Hazman Bin Mokhtar

hazman@polikk.edu.my
Pitus @ Pitus Bagu

pitus@polikk.edu.my
Rusdi Bin Rusli

rusdi@polikk.edu.my
Abstrak
Dalam ajaran Islam, mengadap kearah Kiblat (Kaabah/Masjidil Haram) adalah suatu tuntutan syariah didalam melaksanakan ibadah tertentu. Walaubagaimana pun ramai dikalangan umat Islam secara teknikalnya kurang jelas dengan kaedah atau cara untuk menentukan arah kiblat. Mereka dengan mudah menerima arah kiblat yang ditunjukkan di hotel-hotel dan tempat-tempat ibadah seperti surau atau bilik sembahyang (musola) tanpa meneliti akan ketepatannya. Kertas kerja ini bertujuan untuk meninjau sejauhmana pengetahuan umum dan pengetahuan teknikal kakitangan Politeknik Kota Kinabalu tentang arah kiblat. Ia juga bertujuan untuk menyemak arah kiblat masjid, surau dan tempat sembahyang (musola) di Politeknik Kota Kinabalu (PKK) serta kawasan sekitarnya. Tinjauan ini dibuat dengan kaedah soal selidik kepada kakitangan Politeknik Kota Kinabalu yang beragama Islam melibatkan semua jabatan dan unit. Sampel kajian adalah seramai 130 orang responden. Kesemua data dianalisis menggunakan peratusan dan deskriptif min bagi mengukur tahap pengetahuan umum dan pengetahuan teknikal responden terhadap arah kiblat.
Hasil tinjauan dan analisis didapati min keseluruhan berkaitan tahap pengetahuan umum pensyarah PKK tentang arah kiblat adalah tinggi manakala pengetahuan teknikal adalah rendah. Dari data arah kiblat masjid dan surau di PKK serta sekitarnya didapati 35% masjid dan surau disekitar PKK dan 62% surau (musola) di PKK tidak menunjukkan arah kiblat dengan betul. Beberapa cadangan telah dibuat bagi mempertingkatkan pengetahuan kakitangan Politeknik Kota Kinabalu tentang arah kiblat.
1. Pendahuluan
1.1 Pernyataan Masalah
Masjid dan surau merupakan tempat ibadat bagi umat Islam. Disekitar Politeknik Kota Kinabalu (PKK) terdapat beberapa buah masjid dan surau yang menjadi tumpuan setiap kali tibanya waktu solat. Di PKK sendiri boleh dikatakan setiap jabatan akademik dan unit mempunyai surau untuk kegunaan kakitangan bagi menunaikan solat. Walaubagaimana pun berdasarkan kepada tinjauan yang dibuat, kebanyakan surau tersebut tidak ditanda arah kiblat dan jika pun ada tidak diketahui pihak yang menyediakannya dan diragui akan ketepatannya. Di PKK, kebiasaannya kakitangan Muka surat | 90
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yang baru yang ingin menunaikan solat akan menghadap kiblat mengikut tanda arah yang terdapat didalam surau atau bertanya kepada rakan-rakan. Oleh itu tinjauan ini dibuat untuk mengetahui sejauhmana tahap pengetahuan kakitangan PKK tentang arah kiblat dan mengenalpasti ketepatan arah kiblat surau-surau di PKK dan sekitarnya.
1.2 Persoalan Kajian

i. ii. iii. Apakah tahap pengetahuan umum kakitangan PKK tentang arah kiblat? Apakah tahap pengetahuan teknikal kakitangan PKK tentang arah kiblat? Adakah surau-surau di PKK dan sekitarnya menunjukkan arah kiblat dengan tepat?
1.3 Objektif Kajian

i. ii. iii. Mengenalpasti tahap pengetahuan kakitangan PKK tentang arah kiblat. Mengenalpasti ketepatan arah kiblat surau-surau di PKK dan sekitarnya. Memberi cadangan-cadangan kepada pihak pengurusan PKK dan pihak yang berkenaan berdasarkan kepada hasil dapatan kajian.
(arah kaki jenazah menghala ke Kiblat). 5)Kedudukan jenazah dalam kubur (mengiring sebelah kanan dan mengadap Kiblat). 6)Mengambil wuduk (sunat mengadap Kiblat). 7)Mendiri Masjid, surau dan tempat solat (musolla). 8)Menyembelih binatang (penyembelih mengadap dan binatang mengiring kearah Kiblat). 9)Berdoa (sunat dan afdal mengadap kiblat). 10)Membaca Al-Quran (sunat mengadap Kiblat). 11)Tidur (sunat kepala menghala ke Kiblat atau dalam kedudukan jenazah dalam kubur). 12)Melaungkan azan. 13)Melakukan sujud syukur. 14)Melakukan sujud sajdah atau tilawah. 15)Memulakan pemakaian kain ihram (sunat mengadap Kiblat). 16)Menunaikan qadh hajat (makruh mengadap atau membelakangkan Kiblat). 17)Berlunjur kaki (makruh menghala ke Kiblat). 18)Berludah (makruh menghala ke Kiblat). Menghala kearah kiblat yang betul haruslah dibuat dengan yakin untuk kesempurnaan sesuatu ibadat.
2.2 Teknik Penentuan Arah Kiblat

Menurut Baharrudin Zainal (2004) terdapat pelbagai teknik yang boleh digunakan untuk menentukan arah kiblat, dari kaedah tradisional hinggalah kepada kaedah moden. Ada juga kesempatan yang boleh diambil keatas kedudukan jasad-jasad samawi. Ini termasuklah penggunaan bintang al-Qutbi (Polaris), fasa-fasa bulan, matahari terbenam, lintasan matahari dan juga penjajaran tiga bintang iaitu AlNitak, Al-Nilam dan Mintaka di dalam buruj alBabadur (Orion). Perkembangan pesat yang berlaku didalam bidang astronomi, geografi dan matematik telah menjadikan urusan penentuan arah kiblat sekarang sebagai satu perhitungan trigonometri yang mudah. Terkini, peralatan moden seperti kompas prismatik, tiodolit, gyroscope dan GPS telah semakin mengambil tempat dalam penentuan arah kiblat. Baharrudin Zainal (2004) menjelaskan bahawa antara kaedah dan teknik yang boleh digunakan bagi penentuan arah kiblat ialah: 1)Matahari Istiwa Atas Kaabah. 2)Kaedah Buruj Bintang. 3)Kaedah Matahari Terbenam. 4)Kaedah Lintasan Matahari Atas Garisan Kiblat. 5)Pengiraan Arah Kiblat Dan Penentuan Menggunakan Teknik Tongkat Istiwa. 6)Pengiraan Arah Kiblat Dan Penentuan Menggunakan Peralatan Moden seperti Kompas Prismatik dan Teodolit.
1.4 Batasan Kajian

i. ii. iii. Responden terdiri daripada kakitangan PKK yang beragama Islam. Tumpuan kajian hanya melibatkan masjid dan surau di PKK dan disekitarnya sahaja. Data kajian dikumpul melalui soal selidik dan analisa dibuat menggunakan peratusan dan diskriptif min. Data arah kiblat masjid dan surau diukur menggunakan prismatik kompas.
iv.
2. Sorotan Kajian
2.1 Keperluan Mengadap Kiblat
Pengetahuan mengenai arah kiblat diperlukan apabila melaksanakan perlakuan ibadat dan aktiviti harian tertentu. Bagi sesetengah ibadat, mengadap kiblat adalah wajib bagi umat Islam, manakala yang lain ianya adalah sunat. Ada juga aktiviti harian tertentu yang hukumnya makruh jika mengadap atau membelakangi kiblat. Antaranya termasuklah: 1)Mendirikan solat (wajib mengadap Kiblat). 2)Sebelum memulakan tawaf (mengadap kearah Hajarul Aswad). 3)Melakukan tawaf keliling Kaabah (bahu kiri menjurus ke Kaabah). 4)Meletak jenazah
3. Metodologi
3.1 Rekabentuk Kajian
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dipersembahkan dalam bentuk jadual dan perkiraan statistik.
Ini menunjukkan bahawa tiada pendedahan secara khusus berkenaan ilmu falak terhadap kakitangan Politeknik Kota Kinabalu.
3.2 Populasi dan Sampel Kajian

Populasi yang terlibat dalam kajian ini adalah kakitangan Politeknik Kota Kinabalu dan penduduk yang beragama Islam. Sampel kajian yang dipilih adalah pensyarah beragama Islam daripada Jabatan Kejuruteraan Awam, Jabatan Kejuruteraan Elektrik, Jabatan Kejuruteraan Mekanikal, Jabatan Perdagangan, Jabatan Pengajian Am, Jabatan Hospitaliti dan Jabatan Matematik & Sains Komputer Politeknik Kota Kinabalu Sabah. Jumlah sampel adalah terdiri daripada 130 orang.
4.2 Tinjauan berkaitan tahap pengetahuan Kakitangan Politeknik Kota Kinabalu tentang arah kiblat
Merujuk Jadual 4.2 didapati tahap pengetahuan sangat tinggi adalah pada item keempat dengam min sebanyak 4.68. Item berkenaan adalah berkaitan kepentingan pengetahuan tentang arah kiblat. Manakala item ketujuh dan keenam menunjukkan min terendah iaitu 2.81 dan 2.83. Secara keseluruhannya, tahap pengetahuan kakitangan Politeknik Kota Kinabalu tentang arah kiblat adalah tinggi dengan min 3.85. Jadual 4.2: Item-item berkaitan tahap pengetahuan kakitangan Politeknik Kota Kinabalu tentang arah kiblat.
Bil 1 Item berkaitan tahap pengetahuan Saya memahami apa yang dimaksudkan dengan Ilmu Falak. Saya memahami apa yang dimaksudkan dengan arah kiblat. Saya mengetahui ibadahibadah dalam Islam yang ada kaitan dengan arah kiblat Saya mengetahui bahawa pengetahuan tentang arah kiblat penting bagi saya Saya amat berminat untuk mengikuti Kursus yang berkaitan ilmu falak Falak. Saya mengetahui nilai bearing arah kiblat dari Bandaraya Kota Kinabalu sejak saya mula bertugas di sini Saya tahu tentang tarikhtarikh dan waktu-waktu tertentu untuk menyemak arah kiblat Saya sangat yakin dengan arah kiblat di surau dan masjid di sekitar tempat saya. Min keseluruhan berkaitan tahap pengetahuan Pensyarah PKK tentang arah kiblat Min 3.49 Tahap Pengetahuan Tinggi Sangat Tinggi Sangat Tinggi Sangat Tinggi Sangat Tinggi
3.3 Instrumen Kajian

Instrumen kajian adalah terdiri daripada borang soal selidik bagi mendapatkan data-data yang berkaitan dengan kajian. Borang soal selidik tersebut diedarkan kepada semua pensyarah yang beragama Islam dari Jabatan yang telah dipilih. Soal selidik yang digunakan untuk mengumpul maklumat telah dibahagikan kepada dua bahagian iaitu Bahagian A yang mewakili demografi responden dan Bahagiab B yang mewakilki tahap pengetahuan tentang arah kiblat dan teknik menentukan arah kiblat. Untuk bahagian B, pengkaji telah memilih skala likert untuk mengukur pandangan responden terhadap pernyataan yang dikemukakan. Skala likert yang telah digunakan telah diadaptasi daripada Beggs, 2000 dimana skala ini telah diberi kepada lima bahagian.
4.42
4.25
3.4 Penganalisaan Data

Melalui analisis secara deskriptif, data-data telah dipersembahkan dalam bentuk skor min, frekuansi dan peratusan. Pengkaji telah menggunakan perisian Statistical Package for Social Sciences (SPSS) 15.0 for Windows untuk menganalisis segala data deskriptif yang telah diperolehi. Skor min yang diperolehi daripada borang soal selidik akan merujuk kepada tahap yang telah dikodkan sama ada sangat rendah,rendah, tinggi ataupun sangat tinggi.
4.68
5 6
4.41
2.83
Rendah
2.81
Rendah
4. Dapatan Kajian
4.1 Demografi Responden
Merujuk Jadual 4.1 didapati sebanyak 3.8% sahaja kakitangan Politeknik Kota Kinabalu yang pernah mengikuti kursus berkaitan ilmu falak. Selebihnya iaitu 96.2% lagi tidak pernah mengikuti kursus berkenaan.
3.95
Tinggi
3.85
Tinggi
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Jadual 4.1. Bilangan dan peratusan responden mengikut jantina,umur, kelayakan akademik, jabatan, tempoh perkhidmatan dan tempat tinggal. Bilangan Responden Jantina Perempuan Lelaki Jumlah Umur Kurang daripada 30 tahun 31- 40 tahun 41- 50 tahun 51 tahun ke atas Jumlah Kelayakan Akademik Sarjana Ijazah Sarjana Muda Diploma Sijil Lain-lain Jumlah Jabatan Jabatan Kejuruteraan Awam Jabatan Kejuruteraan Elektrik Jabatan Kejuruteraan Mekanikal Jabatan Hospitaliti Jabatan Matematik & Sains Jabatan Perdagangan Jabatan Pengajian Lain-lain Jumlah 73 57 130 Peratusan (%) 56.2 43.8 100
76 48 5 1 130
58.5 36.9 3.8 0.8 100
44 62 10 8 6 130
33.8 47.7 7.7 6.2 4.6 100
25 25 24 6 10 11 10 19 130
19.2 19.2 18.5 4.6 7.7 8.5 7.7 14.6 100
Bilangan Responden Tempoh berkhidmat < 5 tahun 5 10 tahun 11 15 tahun > 16 tahun Jumlah Tempat tinggal Kuarters Luar Pernahkan anda mengikuti kursus berkaitan Ilmu Falak? Tidak Ya
Peratusan (%)
68 53 4 5 130 107 23
52.3 40.8 3.1 3.8 100 82.3 17.7
125 5
96.2 3.8
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4.3 Tinjauan berkaitan tahap pengetahuan kakitangan Politeknik Kota Kinabalu tentang teknik untuk menentukan arah kiblat.
Min tertinggi merujuk kepada item 9(iii) dengan min 3.6. Responden mempunyai tahap pengetahuan yang tinggi dalam menentukan arah kiblat menggunakan kaedah matahari terbenam. Item 10(i) pula adalah yang kedua tertinggi dengan min 3.26. Didapati responden berpengetahuan tinggi dalam menggunakan kompas prismatik dalam penentuan arah kiblat. Min terendah pula dalam teknik penentuan arah kiblat merujuk item 10(ii) dengan min 2.30. Tahap pengetahuan responden berkaitan menentukan arah kiblat menggunakan teodolite adalah rendah. Secara keseluruhan tahap pengetahuan kakitangan Politeknik Kota Kinabalu berkaitan teknik-teknik untuk menentukan arah kiblat samada menggunakan kaedah tradisional maupun peralatan moden berada pada tahap pengetahuan rendah dengam min 2.92. Jadual 4.3. Item-item berkaitan tahap pengetahuan kakitangan Politeknik Kota Kinabalu tentang teknik-teknik untuk menentukan arah kiblat.
Bil Item berkaitan penentuan arah kiblat (Teknikal) Min Tahap Pengetahuan
4.4. Tinjauan terhadap tahap pengetahuan kakitangan Politeknik Kota Kinabalu tentang arah kiblat berdasarkan jabatan.
Merujuk Jadual 4.4 didapati lain-lain iaitu kakitangan sokongan menunjukkan tahap pengetahuan tentang arah kiblat adalah tinggi dengan min 3.97. Seterusnya min kedua tertinggi adalah dari Jabatan Kejuruteraan Elektik dengan min 3.94. Min terendah pula merujuk kepada Jabatan Hospitaliti dengan min 3.67. Jadual 4.4. Tahap pengetahuan kakitanan Politeknik Kota Kinabalu tentang arah kiblat mengikut jabatan. Bil 1 2 3 4 5 Jabatan Kejuruteraan Awam Kejuruteraan Elektrik Kejuruteraan Mekanikal Jabatan Hospitaliti Jabatan Matematik & Sains Jabatan Perdagangan Jabatan Pengajian Am Lain-lain Min 3.82 3.94 3.84 3.67 3.71 Tahap Pengetahuan Tinggi Tinggi Tinggi Tinggi Tinggi
Saya mengetahui cara-cara untuk menentukan arah kiblat menggunakan kaedah tradisional berikut: Matahari istiwa 9(i) 2.95 Rendah atas Kaabah. Kaedah buruj 9(ii) 2.51 Rendah bintang. Kaedah matahari 3.60 Tinggi 9(iii) terbenam. Saya mengetahui cara-cara untuk 10. menentukan arah kiblat dengan pengiraan dan menggunakan peralatan berikut: Menggunakan 10(i) 3.26 Tinggi kompas prismatik. Menggunakan 10(ii) 2.30 Rendah teodolite. Min keseluruhan berkaitan teknik-teknik 2.92 Rendah untuk menentukan arah kiblat 9.
6 7 8
3.82 3.84 3.97
Tinggi Tinggi Tinggi
4.5 Tinjauan berkaitan tahap pengetahuan kakitangan Politeknik Kota kinabalu tentang teknik penentuan arah kiblat berdasarkan jabatan
Merujuk kepada Jadual 4.5 didapati lain-lain iaitu kakitangan sokongan berada pada tahap pengetahuan tertinggi dengan min 3.55. Tahap pengetahuan kedua tinggi pula merujuk kepada Jabatan Kejuruteraan Mekanikal dengan min 3.03. Manakala kakitangan daripada Jabatan Pengajian Am pula berada pada tahap pengetahuan terendah dengan min 2.50.
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Jadual 4.5. Tahap pengetahuan kakitangan Politeknik Kota kinabalu tentang teknik penentuan arah kiblat berdasarkan jabatan Bil 1 2 3 4 5 6 7 8 Jabatan Kejuruteraan Awam Kejuruteraan Elektrik Kejuruteraan Mekanikal Jabatan Hospitaliti Jabatan Matematik & Sains Jabatan Perdagangan Jabatan Pengajian Am Lain-lain Min 2.74 2.87 3.03 2.73 2.78 2.78 2.50 3.55 Tahap Pengetahuan Rendah Rendah Tinggi Rendah Rendah Rendah Rendah Tinggi
Jadual 4.6. Data semakan arah kiblat bagi masjid dan surau di sekitar Politeknik Kota Kinabalu
Arah Kiblat Sekitar Kota 290 37 00 (Rujuk Kinabalu LAMPIRAN A) Masjid/Surau Sekitar PKK Bil Nama Masjid/Surau Bering Beza Surau Raudah, Kg. 1 Bandulan. 260 00 -30 37 (Sejadah sudah dibetulkan) Surau Taman Sepangar +20 2 311 15 (Sejadah sudah dibetulkan) 38 Masjid Unggun Jaya, Dekat 3 277 30 -13 07 PRL. Masjid An Nur, Taman 4 284 00 -6 37 Putra Jaya 5 Surau Kg. Gudon 284 00 -6 37 Surau Al Ikhwan, Taman 6 287 30 -3 07 Kuala Menggatal. Pusat Islam, Politeknik 7 288 30 -2 07 Kota Kinabalu Surau Al Hidayah, SJ 8 290 30 -0 07 Melawa. 9 Surau Kg. Salut 289 00 -1 37 Surau Pekan Telipok, 10 Berhampiran Pejabat 289 45 -0 52 Lembaga Koko. 11 Masjid TM, Kg. Tebobon 293 00 2 23 Masjid Al Falah, Kg. 12 289 30 -1 07 Tebobon. Surau SMK Tebobon, Kg. 13 290 00 -0 37 Tebobon. Surau Al Abid, Kuaters 14 289 00 -1 37 Kastam DiRaja Malaysia. 15 Masjid UiTM, 290 00 -0 37 Masjid Al Falah, Institut 16 290 00 -0 37 Latihan Perindustrian. Surau IKM, Institut 17 Kemahiran Mara, K. 290 00 -0 37 Kinabalu.
4.6. Data semakan arah kiblat surau dan masjid sekitar Politeknik Kota Kinabalu yang diukur menggunakan kompas prismatik.
Arah kiblat di sekitar Kota Kinabalu adalah pada kedudukan 290 37 00. Merujuk kepada Jadual 4.6 sebanyak 6 daripada 17 buah surau atau masjid yang telah diukur menggunakan kompas prismatik didapati perbezaan had melebihi tiga darjah (3). Surau Raudah di kampung Bandulan didapati mempunyai perbezaan yang terbesar iaitu sebanyak -30 37, diikuti Surau Taman Sepangar yang mempunyai perbezaan sebanyak +20 38. Manakala Masjid Unggun Jaya pula menunjukkan perbezaan sebanyak 13 07. Secara keseluruhannya sebanyak 35% buah surau atau masjid yang telah disemak di sekitar Politeknik Kota Kinabalu melebihi perbezaan had tiga darjah (3) daripada arah sebenar kiblat. Merujuk Jadual 4.7 iaitu data semakan arah kiblat surau-surau di jabatan jabatan Politeknik Kota Kinabalu didapati surau Jabatan Perdagangan aras 2 mempunyai perbezaan terbesar iaitu sebanyak -44 37 daripada arah asal dimana ia melebihi had tiga darjah (3). Surau Jabatan Perdagangan lelaki aras 3 pula mempunyai perbezaan had sebanyak -33 07, manakala Surau Jabatan Perdagangan aras 3 perempuan mempunyai perbezaan selisih sebanyak 18 37. Sebanyak 8 daripada 13 atau 62% surau-surau di Jabatan Politeknik Kota Kinabalu didapati mempunyai perbezaan melebihi tiga darjah (3) daripada arah sebenar.
Jadual 4.7. Data semakan arah kiblat surau-surau di Politeknik Kota Kinabalu
Arah Kiblat Sekitar Kota 290 37 00 (Rujuk Kinabalu LAMPIRAN A) Surau-surau Di PKK Bil Nama Masjid/Surau Bering Selisih Surau JP Aras 2 (L&P) 246 00 1 (Sejadah Sudah (sejadah -44 37 Dibetulkan) asal) 257 30 Surau JP Aras 3 (L) (Tanda 2 (Tanda -33 07 Kiblat Baru Disediakan) asal) 272 00 Surau JP Aras 3 (P) (Tanda 3 (Tanda -18 37 Kiblat Baru Disediakan) asal) 4 Surau JH (L&P) (Sejadah 255 00 -35 37
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5 6
Sudah Dibetulkan) Surau Pentadbiran (L) (Sejadah sudah dibetulkan) Surau ULPL (L) (Sejadah Sudah Dibetulkan) Surau ULPL (P) Surau Unit Pembangunan (L&P) (Sejadah Sudah Dibetulkan) Surau JKA (L) Surau JKA (P) Surau JKM (L) Surau JKM (P) Surau JKE (L&P)
281 00 265 00 (Tanda asal) 265 00 (Tanda asal) 296 30 (sejadah asal) 290 30 290 30 290 30 290 30 290 30 (sejadah asal)
-9 37 -25 37
-25 37
8 9 10 11 12 13
5 53 -0 07 -0 07 -0 07 -0 07 -0 07
5. Cadangan dan Perbincangan

Pada umumnya kita, umat Islam kurang begitu peduli, apakah arah kiblat dalam solat kita sudah betul atau benar? Kita lebih cenderung menggunakan kiblat masjid mengikut tradisi lama iaitu dari generasi ke generasi dan tidak pernah diulang ukur ketepatannya. Mungkin dalam hati kita terselit keyakinan bahawa masalah ini sudah dibincangkan oleh pakar berkenaannya, sebelum sebuah masjid dibangun. Kita menjadi merasa tidak perlu mempertanyakan kesahihan kiblat suatu masjid. Bahkan mungkin Ahli Jawatankuasa Masjid sendiri mempunyai sikap yang sama, tidak peduli. Usaha untuk menetukan arah kiblat setepat mungkin seharusnya menjadi keutamaan kita. Walau apa pun persoalan dalam usaha untuk mendapatkan arah kiblat yang tepat, kita haruslah memikirkan kesan selisih yang berlaku disebabkan ketepatan kaedah, masalah peralatan dan keupayaan teknologi manusia. Dengan keadaan saiz Kaabah yang dinyatakan sebelum ini dan Kota Mekah yang seluas 26 km persegi, apakah kejituan sebenar yang diperlukan dalam penentuan arah kiblat? Jika dibandingkan jarak Malaysia ke Mekah yang jauhnya hampir 7100 km, sebarang selisih sudut sebesar 1 minit akan menyebabkan sasaran kiblat tersisih sejauh 2 km. Manakala selisih sebesar 3 akan menyebabkan arah kiblat tersisih sejauh 378 km. Sebenarnya dengan peralatan secanggih mana pun, selisih arah kiblat tidak mungkin dapat dielakkan. Walau bagaimanapun, sesuai dengan langkah ijtihad semasa menentukan arah kiblat, setiap kaedah yang dipraktikkan mestilah diusahakan secara bersungguhsungguh bagi mencapai ketepatan maksimum. Jesteru itu, setiap individu muslim hendaklah mengetahui
hukum berkaitan dengan penentuan arah kiblat dan kaedah-kaedah yang boleh dipraktikkan. Individu muslim boleh memilih kaedah yang bersesuaian dengan masa (tarikh), waktu dan kemudahan yang ada. Penentuan arah kiblat sesebuah masjid dan surau hendaklah dibuat mengikut prosedur yang ketat, bermula dari kerja penandaan garisan asasnya. Sesuatu yang merugikan sekiranya masjid dibina dengan harga berjuta ringgit tetapi arah kiblatnya tidak tepat. Ini akan menimbulkan keraguan dan mencetuskan rasa kurang senang dikalangan jemaah sesuatu kawasan yang terbabit. Manakala bagi individu pula, mereka hendaklah berusaha mendapatkan arah kiblat yang betul bagi tempat sembahyang (musola) samada di kediaman atau tempat kerja masing-masing. Arah kiblat sesuatu premis yang didapati tidak tepat perlulah dibetulkan pada arah yang lebih diyakini. Hasil dari tinjauan yang dibuat didapati kebanyakan kakitangan PKK kurang mengetahui kaedah penentuan arah kiblat dan berminat untuk mengikuti kursus berkenaan dengannya. Oleh itu dicadangkan kepada Unit Latihan dan Pendidikan Lanjutan PKK atau pihak lain yang berminat supaya menganjurkan kursus tersebut. Begitu juga dengan tempat sembahyang (musola) yang terdapat di PKK hendaklah diusahakan supaya arah kiblatnya ditanda setepat mungkin. Usaha ini mudah dilaksanakan kerana di Jabatan Kejuruteraan Awam, PKK sendiri terdapat kompas prismatik yang boleh digunakan untuk menetukan arah kiblat. Berkenaan dengan data-data arah kiblat masjid dan surau sekitar PKK yang dikumpulkan, ianya hendaklah dihantar dan diserahkan ke Pejabat Mufti Sabah untuk tindakan selanjutnya oleh pihak yang berkenaan.
Rujukan
Baharrudin Zainal (2002). Pengenalan Ilmu Falak. Kuala Lumpur. Penerbitan Dewan Bahasa Dan Pustaka. Baharrudin Zainal (2004). Ilmu Falak Edisi Kedua. Kuala Lumpur. Penerbitan Dewan Bahasa Dan Pustaka. Ishak Baharom (2008). Solat dan Keajaibannya. Petaling Jaya, Selangor. Penerbitan Anbakri Publika Sdn. Bhd. Abdul Basit Bin Abdul Rahman (2002). Madinah Munawwarah Kelebihan dan Sejarah Madinah. Penerbitan Dar Al-Maathir For Pub. & Dist.
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Extending Teaching & Learning of an ESP Course through an Online Discussion Board
Teh Phaik Sim
Department of General Studies, Politeknik Kota Kinabalu teh@polikk.edu.my
Lee Kean Wah (PhD)

School of Education & Social Development, Universiti Malaysia Sabah kwlee@ums.edu.my
Abstract
College students have often complained of the lack of opportunities to have more contact hours with their lecturers to learn and/or discuss their academic problems or to seek consultation on matters pertaining to their course of study. Lecturers, on the other hand, are equally busy with their overwhelming numbers of students, research work, administrative work, etc. to be able to counsel and assist their students. How can this problem be resolved? Is there a better way where both parties, the students and their teachers, can learn, and interact without the constraint of space, time and availability? This paper presents the preliminary findings of a qualitative study on the use of an Online Discussion Board (Nicenet) to generate more discussion time on an ESP course. The study involved two groups of 73 Diploma in Business Management and Accounting students at Politeknik Kota Kinabalu who participated in online conferencing on various topics related to the course of English for Commercial Purposes. Findings showed that the participants generally enjoyed the learning experience and were greatly encouraged by the ease of use, flexibility and practical opportunity to learn and discuss via online discussion. Discussion on the opportunities afforded and challenges faced using this medium were also discussed.
1. Introduction
Why is there a need to introduce online tutorial strategies in campus-based courses? The impetus to use online discussion board as an alternative tutorial mode stems from our experience as lecturers who are usually overwhelmed with a large numbers of students,
research and administrative work. Traditional solutions such as holding tutorials across a broader spectrum of the day or having extended tutorial hours seemed burdensome to both the students and lecturers. Students need flexibility not just in teaching delivery but also in learning; teaching staff do not need additional contact hours in already busy schedules. Is there a better way where both parties, the students and their teachers, can learn and interact without the constraint of space, time and availability? Online tutorial appears to offer a broader range of flexible learning strategies, particularly in terms of student interaction with both the teaching materials and with each other. According to Raleigh (2000), online discussions are the asynchronous posting of electronic messages by participants of a class or group in a continued conversation on topically organised questions and issues designated by the course lecturer. Research has shown that online learning benefits teachers and students. For example, Warschauer, cited in Thang and Bidmeshki (2004), argues that technology is an important medium of literacy and that online learning provides the potential for purposeful, powerful use of online communication in second language learning and teaching. A pertinent question worth asking is whether it is possible to strengthen the intellectual community of the topic by extending tutorials from the classroom to cyberspace. To seek answers to aforementioned puzzle, a study was thus carried out to investigate the use of an Online Discussion Board (ODB) available freely through the Internet Classroom Assistant (Nicenet), and the circumstances of its implementation in a campus based course.
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Telah dibentangkan di Seminar Kebangsaan Penyelidikan Kebitaraan Bahasa, pada 20 22 Oktober 2009 bertempat di Hotel Beverly, Kota Kinabalu Sabah, Malaysia.
2. Objective of Study
Specifically this study aims (1) to investigate the effectiveness of the online discussion board in facilitating discussion between course lecturer and students and students and students; (2) to find out the opportunities and hindrances in implementing online tutorial strategies via an online discussion board in an academic course. Questions this study sought to answer are: i. What are the strengths and weaknesses of the Online Discussion Board in managing and facilitating discussion between course lecturer and students, and students and students? ii. What are the opportunities afforded and challenges faced in implementing online tutorial strategies via an online discussion board in an academic course? The next section outlines a brief review of the literature on e-learning in higher education institution (HEI), and in particular the use of online discussion board to extend teaching and learning.
3. Literature Review
In the Information and Communicative Technology (ICT) era, e-learning has become one of the most important modes of learning. This can be seen in a growing number of classes across the country and abroad where lecturers are using electronic communications to augment in-class discussion with an ongoing, online dialogue between students about class-related topics. Thus for instance, studies such as Pang et al., (2005); Harlina Yunus (2005); Doring, (1996); Gamas & Nordquist, (1997); Hansen & Gladfelter, (1996) have been conducted on the use of e-mail and discussion boards as a supplement to the teaching of a college course. In other cases, the electronic discussions have been part of a distance education effort and constituted the primary means of communication between instructors and students (Thang and Bidmeshki, 2004; Lewis, Treves, & Shaindlin, 1997; Muffoletto, 1997). Some authors have proposed specific models for effectively designing and conducting online discussion experiences (Martin & Taylor, 1997; Schrum, 1995). The findings of these types of studies generally have shown that students have favorable reactions to their experiences with electronic discussions. Thus for example, Pang et al., (2005) conducted a study of online learning at the School of Education and Social Development, University Malaysia Sabah involving 324 undergraduate students across all levels of study in the school. Employing a questionnaire as
the main tool for data collection, the study focused on the context of implementation and student perception on online learning in the school. Results obtained showed that students found online learning to be enjoyable, exciting as well as helpful. Online learning was also perceived to be a better learning experience compared to face-to-face learning and it also helped students to be more responsible in their learning and development compared to the conventional classes. Zhu (1996) documented successful patterns of knowledge construction stemming from electronic discussion, held as part of college coursework taught at a distance. Powers and Mitchell (1997) conducted a qualitative study of an Internet-based graduate course. One of their conclusions was that online communications enhanced levels of rapport between students. Thang and Bidmeshki (2004) conducted a study about an online English Programme for undergraduates of Science and Technology in University Kebangsaan Malaysia. The course was designed with the use of Hotpotatoes and Moodle as the learning management system. Findings revealed that students generally react positively towards the online course. The fun of learning via online is that students learn without time and place constraints and without the fear of gender, racial, age, or disability bias (Caverly and MacDonald, 1999). Effective online distance education requires students to collaborate effectively online among the lecturers and students and among students and students (peer learning). How can instructions be strategised effectively to achieve effective and meaningful online discussion? According to MacDonald & Caverly (2001), there are generally three types of online courses. In type 1 discussions, students participate by answering questions by the lecturer or turning in homework but no interaction is provided between students. In type 2 discussions, discussion is controlled and led by the lecturer without further addressing any new questions from students whereas in type 3 discussions, all online discussions are student-led and student-centred. In view to the three types of online discussions, there is a need for the course lecturer to examine and evaluate its instructional objectives and strategies. The need to achieve student-led and student-centred type of discussion is of top priority because it enhances peer learning as well as under the observation and guidance of the lecturer. Another reason that supports studentcentred learning is the encouragement of forming learning teams (Klemm, 1998). When students engage and discuss in a cooperative or collaborative manner, the quality of the input (discussions) on the online board will improve. Klemm (1998) also argues that forming learning groups allow students to acquire team Muka surat | 98
Teh Pha aik Sim et al.
spirit wh hich will pro ovide studen nts with pow werful incentive to become e more eng gaged in o online discussion ns. This p paper presents s a qualitative study on the u use of an Online e Discussion Board availa able freely thr rough the Intern net Classroom m Assistant (N Nicenet) to gen nerate more dis scussion time on an acad demic course. The study inv volved two gro oups of 73 Di iploma in Bus siness Managem ment and Acc counting stud dents at Polite eknik Kota Kin nabalu who par rticipated in o online conferen ncing us topics relat ted to the cou urse of Englis sh for on variou Commerc cial Purposes.
3.1 Inter rnet Classro oom Assistan nt (Nicenet)

he purpose of f this study, th he authors util lize a For th popular online discussion board such as Ni icenet e at URL: ht ttp://www.nice enet.org) which is (available available free of charg ge, as a medi ium to find o out to ent it can be u used for exten nding teaching g and what exte learning b beyond the fo our walls of t the classroom. The Internet Assistant Cl lassroom has s a user-frie endly e registration of o students. It t also interface to enable the hem to join discussion a at ease and view allows th opinions/ /discussions/id deas posted b by all partici ipants en shot below) ). (see scree
Figure 2. Screen S shot of f discussion th hreads
3.2 2 English La anguage Syll labus for Co ommercial Purposes

The syllabus s for English for f Commerci ial Purposes eks to consolidate and enha ance competen nce in using see the e English lang guage amongs st polytechnic c students to ena able them to perform effec ctively at the work place, and d work related as well a as social situ uations. The syl llabus aims at helping students to acquire a com mmand of the e English langu uage at a prag gmatic level, thu us focusing o on comprehen nsion and com mmunication ski ills, and some work-related writing skills. . The syllabu us is underpi inned by the e following Ge eneral Objectiv ves: i. To equi ip the stude ents with th he specific knowledg ge and compe etence in the use of the English Language rel levant to their fields of ation and futur re work place. . specialisa ii. To en nhance the e students general communi icational comp petence in Eng glish. iii. To devel lop the studen nts general r reading and writing sk kills. iv. To develo op effective st tudy skills for r continuous learning. elop indepen ndent learnin ng amongst v. To deve students us encourages s teaching an nd learning The syllabu strategies in the e classroom to o be carefully y planned to velop and sustain interest a and motivation n in learning dev the e language. It t also recomm mends that emphasis e be pla aced on task-b based and part ticipative lear rning so that stu udents are give en the opportu unity to use th he language. Th he syllabus als so suggests tha at more effort t be put into Mu uka surat | 99
ure 1. Screen shot of Nicen net front page e Figu
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creating situations simulating authentic use of the language in work and social situations and exposing to natural and spontaneous communication situations. Taking cognizance the aforementioned objectives of the syllabus, it is felt that the ODB can be usefully exploited to meet the demands of the syllabus. The ability to establish interaction with and between students by means of e-mail, bulletin boards, and forums is one of the strengths of online teaching. The discourse of learning, made possible through these media, enables students to affirm their own ideas on a topic or a concept by putting their thoughts into words in an environment where peers can react and contribute to the developmental process. Collaborative learning - social learning for activities, assignments, and problem-solving - is now possible, providing both motivation and interpersonal skill-building. Online discussions by means of e-mail and forums, which involve asynchronous interactions aid in developing students' critical thinking skills and communication skills. The interactions made possible by the technologies discussed here have great potential for deep and lasting learning. Asynchronous forum discussions have particular advantages in contributing to the reflective and interactive learning processes. Asynchronous forums give students the opportunity to reflect on the discussion and plan their input, making for a more reasoned and in-depth contribution. For the student using dial-in access this enables them to compose a message off-line and upload it to the forum when online, so saving in connection time for which there is often a time-based charge.
In this study, two classes (N = 73) of Diploma in Business Management and Accounting students at Politeknik Kota Kinabalu who were following the course on English for Commercial Purposes taught by the second author, participated in this study. The authors chose this group of students as they were the direct beneficiary of this pilot study and their experiences in the process and procedures involved in the implementation of this mode of learning would be relevant. All the students were required to participate in the online discussion in order to earn marks for their online contribution.
4.3 Instrument
Two main instruments were used for data collection; questionnaire and interview. Students online responses (postings) were documented and analyzed to inductively establish relevant sub-headings for further discussion. The open-ended questionnaire which essentially was an elicitation instrument probed into the opportunities and hindrances surrounding the use of the prototype online discussion board. Besides eliciting demographic information, questions probing students online learning experience; the opportunities (advantages) and hindrances (disadvantages) of using the online discussion board versus the conventional face-to-face tutorial discussion, the limitations of the prototype model; and their perceptions of their online learning experiences were asked. The interview allows the researcher to probe deeper into the events and processes involved in the online discussion board. Structured interviews were conducted with a few participants. The purpose of interviewing the selected individuals was to seek richer and deeper insights pertaining to their opinions and feelings towards online conferencing. The topics and issues asked during the interview were mainly based on the following outline: (1) To what extent do you think the online discussion board has helped you in learning about your course A5004 English for Commercial Purposes 5? (2) What are some of the advantages you can derive from using this channel/medium of communication? (3) What are some of the problems (disadvantages) you faced during the course of using the online discussion board? (4) Do you like online tutorial to be a permanent feature in your course? (5). Do you think it is fair to evaluate you on your online participation? Give reasons. (6) Give suggestions how we can improve online tutorial discussion. Document analysis was carried out to examine the students responses on the fortnightly held online discussions. The purpose was to inductively establish a categorical system for organizing open-ended Muka surat | 100
4. Methodology
4.1 Research Design
This study adopted a case study approach as it provides the researchers the opportunity to have an indepth understanding of the situation and meaning of those involved (Merriam, 1998). The decision to focus on a qualitative case study is mainly due to the researchers interest in gaining insight, discovery, and interpretation rather than hypothesis testing. The interest is the process rather than outcomes of the implementation in the context of implementing online discussion using an online discussion board.
4.2 Population and Sampling

Convenience sampling procedure was used for selecting the participants. According to Fraenkel & Wallen (1993: 87), a convenient sample is a group of individuals who (conveniently) are available for study.
information into manageable proportion looking specifically into the effects of the online discussion on the students learning, social and emotional development.
5. Results and Discussion

5.1. The opportunities afforded and the challenges faced in implementing an online discussion board in the ESP course
Outlined below are the experiences and observation of the researchers pertaining to the process of implementing the online discussion board.
5.2. Researchers perspectives of the implementation of the discussion board.

5.2.1. Strengths and Weaknesses of Discussion Board. The strengths of the online discussion board are as follows: i. Evidence from the board (after students participations) showed that cooperative and collaborative learning occurred because the participants formed discussion groups to discuss and exchange ideas prior to their engagement to the online board after each topic was assigned to them. ii. The discussion board was able to attract increased participation from students. This is evident in the increased number of times they posted their comments and ideas to the board. The board recorded overwhelming support from course participants. iii. Another noticeable strength of Nicenet was the frequent use of the e-mail tool (an interface on the board) by students to make direct contact with course lecturer when they face difficulties in understanding difficult or undefined terms. The evidence from the case study showed that the number of e-mails received from the participants were as many as messages/comments posted to the board. This demonstrated a positive sign of learning because the prompt responses from the lecturer for students queries helped in improving the quality of ideas inputted to the board subsequently. The weaknesses of the discussion board are as follows: i. The case study revealed that there were some cases where students failed to log on to the discussion board due to the difficulty to get access to wifi hotspot in the campus. There are only a few wifi hotspots available around the
campus, and even if participants got to those hotspots, they often found limited seating for them to log on to the internet. ii. Evidence from the case study also showed that the course lecturer was unable to cope with overwhelming responses from students who participated in the online discussion board especially in dealing with extra e-mails consisting questions and issues from them. The lecturer could only be selective in dealing with personal e-mails and conducted group face-toface discussion on selected issues only. This nevertheless also contributed to good quality discussions posted to the board but rendered unnecessary workloads and stress to the lecturer.
5.3 Students perception of the discussion board.

The following results are derived from analysis of students comments in response to the open ended questionnaire and content analysis of the students postings. The responses are mostly quoted in verbatim under inductively derived sub-headings pertinent to second research question of identifying the opportunities and hindrances in implementing online tutorial strategies, specifically on the use of an online discussion board, in an academic course. Responses deemed as opportunities are listed under positive comments while hindrances are listed under negative comments. Shown below are some of the more pertinent responses. 5.3 1.Positive comments i. Intellectual benefits. The online tasks and tutorial were new to me but I found them interesting, learnable, time saving and challenging. I have learned something new which I have never learnt before. I learned much more from online tutorials as I can read the different views and experiences from my coursemates compared to the conservative technique of sending in written work and with the lecturer the only person reading all the responses. ii. Social benefits. Conferencing online is a good way to share ideas with friends. We can also contribute our ideas as not all people like to talk in front of the class. In this way other students can also share their points of view.Online conferencing is one of the most sophisticated ways in conveying knowledge and contributing ideas without a feeling of shyness and hesitation. Everyone has a fair chance to Muka surat | 101
iii.
iv.
contribute ideas and opinions to be shared among the members in the class. Emotional benefits Through this online conferencing too has made me feel at home and comfortable with my coursemates especially with all the open and mature ways of sharing ideas concerning the course and its contents. I like online tutorial very much as I can participate freely without shyness and it really helps when I can learn from others and can share at the same time. Online tutorial is a completely new experience to me. Even though I always grumble to myself about the online tasks, its a wonderful experience. I do hope this online tutorial will be used in other subjects as well. Intellectual, Social & Emotional benefits. I personally enjoyed doing the online tasks plus reading the comments, sharing ideas given by my coursemates. Having read the constructive reflections by others have truly helped me improve my way of thinking and learning as a whole. I have to admit the online tasks were annoyingly inconvenient initially but I progressively began to like them. I just have to log on and go.I think we learnt a lot from reading one anothers opinions.
iv.
have done the wrong thing and said that I should have done this and that. The lecturer should familiarize us on the use of the discussion board first before assigning us tasks straightaway. Lack of proper moderations. My only criticism of the online tutorial is that the home menu topic can get a bit confusing. It is not clear, which topics are assignments given by the lecturer and which are private discussions (subthreads) started by some of our friends. Some of us cannot participate in all the discussions, but we all have to response to the lecturers tasks by a given deadline.
Source: Finding 2009
Source: Finding 2009
5.3 2. Negative i. Absence of immediate feedback The online tutorial is something new but face-to-face tutorial is still needed because some questions or vagueness would require immediate response or feedback from either the lecturer or fellow coursemates. Online tutorials are very much welcomed but I still prefer the traditional face-to-face tutorial. Discussions can be done on the spot and any questions about certain topics can be posed and explored together with the lecturer and friends. ii. Logistical problems. The online tutorial is something new and it gave us quite a run for our money as not everyone has a computer to log on immediately as required. Some of us need to queue up at the library to wait for our turn to use the computer. Even the tasks and questions given needed to be digested carefully and sometimes we just dont have enough time to answer the tasks appropriately. iii. Lack of prior training. I tried posting my messages many times but I always failed to do so successfully. My coursemates told me that I
It is obvious that there are both pros and cons to the use the online discussion board. A point worth noting is that all the 73 participants responded with a resounding yes when quizzed if they like to continue with this mode of tutorial in their future course of study. The majority of the students felt they enjoyed learning through the online mode. Cognitively, almost all the students acknowledged that the asynchronous forums gave them the opportunity to reflect on the discussion and plan their input hence making for a more reasoned and in-depth contribution. Online discussion also seemed to have an effect on them socially and emotionally. Quite a number of students mentioned that they were bolder to give their opinions as the aura of anonymity gave them the courage to speak out and to be heard. By masking behind their pseudonyms , even the weaker students were able to contribute their opinions using a mixed of Bahasa Malaysia and English, which they typically would not do in a conventional face-to-face lesson. A number of students also mentioned that emotionally they felt comfortable and at ease using this forum because they could all learn to share, comment and improve on one anothers understanding of the course content. A few students specifically stressed that they like the ease of use and flexibility of the online discussion board as they can log on and go minus all the encumbrances that go with the traditional face-to-face tutorial such as meeting at a fixed time, in a fixed place and at a fixed set-up, at a time most convenient to them. Perhaps the most mentioned point by all is the chance to read and share one anothers opinion in the forum and the following words from one of the interviewees succinctly summed up the feelings of most of the participants, Everybody can read everybodys work! The best part is everybody is a somebody and nobody feels alienated in this forum. Besides the plus points, some of the problems (weaknesses) mentioned ought to be taken into Muka surat | 102
consideration. Among the problems mentioned were those related to immediate feedback, logistical problems, improper moderation and absence of pretraining. Further probing in the interview revealed that most students had anticipated the lecturer to provide immediate feedback and assessment marks to them after every deadline. The participants also felt that the lecturer ought to empathize more with their problems, especially their inability to log online from their respective hall of residence or homes. They felt the twoweek deadline for submission for each online forum was too short as many of them were busy and had real difficulties in securing internet-linked computers in the campus. One student mentioned that the lecturer ought to better moderate the discussion board to prevent over cluttering of topics on the main menu page. Taking cognizance of the aforementioned comments and discussion, the authors have come up with a set of tips to further enhance teaching and learning via an online discussion board. The next section on recommendation outlines these tips.
vi.
vii.
viii.
ix.
x.
6. Recommendations
Based on lessons learned in this study, there are some tips for any teacher or course developer interested to explore online discussion board. These recommendations could be usefully employed to avoid potential problems working with this mode of teaching and learning.
Define the relationship between electronic and class discussion. For example, will students need to have made a post or read or replied to other students before a specific class period? Organize forums around key topics of the course. Inform that only the instructor can create conference topics (forums) and must be participated by all. However, students are encourage to create threads of their own if and when desired but they are not compulsory to participate and will not be assessed. Students should use the discussion board wherever possible so that contribution from all quarters can be publicly viewed by all. Make it clear that e-mail, while being very efficient for direct communication of timesensitive issues related to the course, is reserved for something of a confidential nature or needs a specific response from the instructor. Inform the learners that using the discussion board is not only in accordance with the premise of the collaborative, cognitive learning model, but is also efficient because learners are likely to get faster answers from their peers, since everyone in the class can read every posting.
7. Conclusion
This study of using a freely available online discussion board (Nicenet) and the process of investigating the effects of using it as a supplement and/or alternative to the conventional face-to-face tutorial in college teaching has been an interesting revelation to us. No doubt there were some teething problems we had to endure but all in all it had been a satisfying experience for us. Traditional classroombased tutorial still is and will continue to be an important feature in college teaching, as demonstrated in some of the responses shown earlier. But in an era where ICT is gaining momentum and gaining prominence, it is timely to consider alternative tutorial discussion such as using the online discussion board. The conventional procedure of holding tutorials across a broader spectrum of the day or having extended tutorial hours does not offer any new hope of a long term solution to our busy schedules. Online tutorial seems to be a viable alternative. It may not be a panacea to all our problems but certainly it appears to offer a broader range of flexible learning strategies, particularly in terms of student interaction with both the teaching materials and with each other. It is certainly possible to strengthen the intellectual community of the topic of study by extending tutorials from the classroom to cyberspace. Muka surat | 103
6.1. Things to consider when deciding to use online discussions:

i. Set expectations in your syllabus about the use of electronic communication and your availability to respond to messages. Train learners to use the discussion board before using it as an assessment mode for online contribution. Schedule time to introduce and train students to access and properly use the discussion board features. Set up one forum for learning how to use the discussion board. Start by having each student post something about themselves and reply to at least one other student before actually setting any tutorial task. Provide guidelines and expectations for students, such as if or when they are required to post, whether they are to read all posts, how many of the posts you intend to read, how posts will be graded, and issues of style and netiquette.
ii.
iii.
iv.
v.
References
Caverly, D.C. and MacDonald, L. (1999). Techtalk: Asynchronous Distance Developmental Education. Journal of Developmental Education. Winter 99, 23(2), pp. 36-37. Doring, A. (1996). The use of electronic mail to support off-campus student learning. Report for Queensland Education Commission, Australia. (ERIC Document Reproduction No. ED 401 876). Fraenkel, J. R & N. E. Wallen. (1993). How to design & evaluate research in education. McGraw-Hill. Gamas, W., & Nordquist, N. (1997). Expanding learning opportunities through online technology. Bulletin, 8(592), 16-22. Hansen, N., & Gladfelter, J. (1996). Teaching graduate psychology seminars using electronic mail: Creative distance education. Teaching of Psychology, 23(4), 252-56. Harlina Yunus. (2005). E-Mail Communication in a Distance Learning Programme and Its Implication to Language teaching and Learning. Internet Journal of e-Language Learning & Teaching. 2(2):26-45 in www.eltrec.ukm.my/iJeLLT 01 November 2007 Klemm, W.R. (1998). 8 Ways to Get Students More Engaged in Online Conferences. T.H.E. Journal, August 1998. Lewis, D., Treves, J., & Shaindlin, A. (1997). Making sense of academic cyberspace: Case study of an electronic classroom. College Teaching, 45(3), 96-100. Martin, M., & Taylor, S. (1997). The virtual classroom: The next steps. Educational Technology, 37(5), 51-55. Muffoletto, R. (1997). Reflections on designing and producing an Internet-based course, Techtrends, 42(2), 50-53. MacDonald, L. & Caverly, D.C. (2001). Techtalk: Engendering Online Discussions. Journal of Developmental Education. 08943907. Fall 2001. 25(1), pp. 42-43. Merrian, Sharan, B. (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass.). Pang, V., Lee, K.W., Tan, C.K. & Shukery Mohamed.2005. E-Learning Initiatives In EDucating Student Teachers. GEMA Online Journal of Language Studies. 5(2):15-27 in www.fpbahasa.ukm.my/lingyistics/Gema/page15 _27.pdf. 26 September 2009. Powers, S., & Mitchell, J. (1997). Student perceptions and performance in a virtual classroom environment. Paper presented at the annual meeting of the American Educational Research
Association. Chicago, IL. (ERIC Document Reproduction No. ED 409 005). Raleigh, D. (2000). Keys to Facilitating Successful Online Discussions. November 15, 2000. Vol. 7(3). Schrum, L. (1995). Online courses: What have we learned? Paper presented to the World Conference of Computers in Education, Birmingham, England. (ERIC Document Reproduction No. ED 385 245) Thang, S.M. & Bidmeshki, L. 2004. An Online English Course For Malaysian Science and Technology Undergraduates: Evaluating Learners Responses. Current Perspectives and Future Directions in Foreign Language Teaching and Learning. UKM. 1049 1061 in http://www.paccall.org/2004/2004proceedings Papers/thang1.pdf. 26 August 2008. Zhu, E. (1996). Meaning negotiation, knowledge construction, and mentoring in a distance learning course. Presentation at the national convention of the Association for Educational Communications and Technology, Indianapolis, IN. (ERIC Document Reproduction No. ED 397 849).
Muka surat | 104

Esther Jawing et al.
Pressures Prompting Language Shift in Kadazandusun Families in Sabah

Esther Jawing
Department of General Studies Politeknik Kota Kinabalu esther@polikk.edu.my
Dr Ting Su Hie
Centre for Language Studies Universiti Malaysia Sarawak shting@cls.unimas.my
Abstract
Language shift tends to happen in smaller speech communities but the shift in allegiance away from the ethnic language is also evident in relatively large ethnic groups. The societal factors at work could be so compelling that population size and the symbolic value of the ethnic language become inconsequential in language maintenance. This study examines the macro and micro factors that influence the language use across different generations in Kadazandusun families. The case study involved 52 participants from five Kadazandusun families living in urban and rural areas around Sabah. The analysis of data from interviews and participant observation showed that only the first and second generation members speak Kadazandusun as their mother tongue whereas almost all of the third and fourth generation members speak Sabah Local Malay and/or English as their first language. The choice of dominant language for family communication was found to be influenced by societal and individual factors such as education, intermarriage, prestige of language, geographical location and language contact. The relative importance of these factors in determining intergenerational transmission of the ethnic language in urban and rural Kadazandusun families will be discussed in the context of language shift and maintenance.
group members may even shift towards the standardised variety as in the case of Brunei Malay (see Alias & Poedjosoedarmo, 1996 on Kampong Ayer Malay). When the official language is a neutral language not derived from any ethnic group in the country, it has even greater drawing power which cuts across ethnic boundaries. For example, in Singapore the shift towards English is evident in Chinese (Gupta & Yeok, 1995; Li, Saravanan & Ng, 1995), Malay (Kassim, 2008) and Tamil families (Schiffman, 1996). Even though English is no longer the official language in Malaysia, it is also gaining ground in the linguistic repertoire of Malay children but not displacing their ethnic language (see Mahadhir, 2006). Malay is not threatened by the possibility of language shift to the same extent other communities are (see Gopinathan, Pakir, Kam & Saravanan, 1998). However, English is pushing the ethnic language out of the repertoire of the younger generation in other speech communities (e.g. Foochows in Kuching; see Ting, 2006). In the Malaysian context, Malay is the majority language posing competition to the intergenerational transmission of the ethnic language in groups such as the (Ting & Campbell, 2007), Javanese (Yasin, 1998), Malayalees (David & Norahim, 2006), Tamil (Naji & David, 2000; 2003) and Telugu (David & Dealwis, 2006). What are the pressures forcing the ethnic language out of the family domain in speech communities which are sizable in the local region although not on the national scale?
1. Introduction
Displacement of minority languages by majority language has been an area drawing much research interest. When the majority language is standardised and instituted as the national language, the majority
1.1. Purpose of the Study

The case study examined the macro and micro factors that influence language use across different generations in Kadazandusun families in Sabah to Muka surat | 105
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Esther J Jawing et al.
determine e the relative importance o of these facto ors to individua al families in an a attempt to i identify key fa actors triggering g language shi ift in the famil ly domain.
cus stoms. For linguistic diff ferences, see Lasimbang (19 996; 1997).
2.
Soc ciolinguistic c Backgro ound of Kada azandusun speech com mmunity
the
zandusun is t the largest et thnic group in n the Kadaz Malaysian n state of Sa abah, compris sing 18.4% o of the total pop pulation of 2. .6 million (P Population Ce ensus, 2000 rep ported in Mal laysia Departm ment of Stati istics, 2008). Ka adazandusun i is a political t term encompa assing both the Kadazan K and Dusun ethnic groups, a dec cision of the 5th Kadazan nDusun Cul ltural Associ iation s Conference e on 4-5 November 1989. Delegates According to the Kada azanDusun Cu ultural Associ iation ion and Rules (1995), Kad dazandusun is s: Constituti g and ov verall ethnic l label to encom mpass the generic and cover c the fo ollowing diale ectical and t tribal group ps [followed d by 40 group p names] a and of a pers son whose mo other tongue i is any of the a above dialec ct and who ha abitually pract tices and expr resses the traditions, c customs and d other cul ltural festations of the same. ( (cited in Step phen, manif 2001, p. 7) d of Kadazandusun K n encompasse es not This definition only lang guage use but also cultural practice. Figu ure 1 shows that Kadazandu usun speakers are mainly f found f Sabah, extend ding some dis stance along the west coast of uch as Ranau, Tambunan, P Penampang, P Papar, inland su Tuaran, K Kota Belud an nd those parts s of Kota Kinabalu outside t the city. Sp peakers of th he Kadazand dusun language also live in B Beaufort, Kina abatangan, La abuk nd Keningau districts wi ith some mi igrant Sugut an villages in n the district o of Tenom and d Tawau (Bank ker & Banker, 1984, p. 297 7). The two big grouping gs of Kadazand dusun languag ges are coasta al Kadazan dia alects and centr ral Dusun dial lects but the li inguistic varia ations between the dialects s of the Du usunic family y of languages s affect compr rehensibility. The K Kadazandusun n language c comprises a large geographical area wi ith many dialects distinc ctions 984). During the early stag ge of (Banker & Banker, 19 linguistic contact betw ween the vario ous Kadazand dusun in Sabah, the ey did not fe eel at speech communities i d for their distinct home as they were not understood gical system (Lasimbang, 1996). There efore, phonolog they resor rted to phonet tic adjustment ts, borrowing, code mixing a and later on c code switchin ng for the sak ke of comprehe ensibility (La asimbang, 199 96). The va arious Kadazand dusun dialec cts are unin ntelligible w within Kadazand dusun speech h communitie es although they come from the same r root, share the e same culture e and
F Figure 1. The e map of Kada azan / Dusun language area a Reid reporte ed that early formal use of Kadazan beg gan with a Kadazan sec ction in the all-English new wspaper, Saba ah Times, in 1 1953 and in th he following yea ar Radio Sabah started a 1 15-minute dai ily Kadazan pro ogramme whi ich increased to 14 hours per p week in 1960 (cited in L Lasimbang & Kinajil, 2000 0). Reid also ted that Kad dazan or Du usun was also used for not tea aching of lit teracy to rur ral folks in the Native Vo oluntary Scho ools in the 1960s. Ho owever, the pub blication of li iterature in K Kadazan went into decline wh hen emphasis was put on n the acquisi ition of the nat tional languag ge, Bahasa M Melayu (BM) (Lasimbang & Kinajil, 2000 0, p. 2) with h Sabah joinin ng the then M in 1963 3. A change in n medium of Federation of Malaya ucation to BM M up to Form Five level was completed edu in 1985. The de ecline was evid dent in the form of codeixing which p prevented the Kadazan lan nguage from mi exp panding into o formal do omains of usage and in nfiltration of b broken Kadaz zan and Dusun n songs into the e music indus stry (Lasimb bang & Kinaj jil, 2000, p. 416). A boost wa as given to the e Kadazandusu un language hen it was off fered as an op ptional subject t in Primary wh On ne in the year r 2000, and a at this point in time the sub bject is also of ffered in lowe er secondary sc chool. The beginn nings of the e competitio on between Ka adazandusun a and BM were already evi ident at the tur rn of the centu ury as far as fo ormal and pub blic domains are e concerned. Was there a concurren nt shift in allegiance away y from Kad dazandusun la anguage in adazandusun f families? The e next section reports the Ka out tcome of a case study on five Ka adazandusun fam milies to ident tify the factor rs triggering th he choice of Muk ka surat | 106
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language for family communication and traces the point of change to the political change in Sabah.
3. Method
3.1. Participants
The language use data were provided by 52 participants from five Kadazandusun families spanning three or four generations. The families were from Kota Kinabalu, Tuaran, Apin-apin, Keningau and Tambunan. These families had at least one parent who was Kadazandusun and spoke the ethnic language. See Appendix for demographic characteristics of the participants of this study. The classification of the urban, semi-urban and rural areas was based on the Kota Kinabalu City Hall specifications. The family members age ranged from one to 82. Altogether 15 children took part in the study, and most of them were in primary school while some were not of school-going age yet. Although there is literature stating the inability of younger children to provide good data, childrens self-reported data, albeit simplistic, were included to show the contrast with their grandparents or even their greatgrandparents language use patterns.
3.2. Data Collection

The language use data were provided by 52 participants from five Kadazandusun families spanning three or four generations. The families were from Kota Kinabalu, Tuaran, Apin-apin, Keningau and Tambunan. These families had at least one parent who was Kadazandusun and spoke the ethnic language. See Appendix for demographic characteristics of the participants of this study. The classification of the urban, semi-urban and rural areas was based on the Kota Kinabalu City Hall specifications. The family members age ranged from one to 82. Altogether 15 children took part in the study, and most of them were in primary school while some were not of school-going age yet. Although there is literature stating the inability of younger children to provide good data, childrens self-reported data, albeit simplistic, were included to show the contrast with their grandparents or even their greatgrandparents language use patterns.
participants in interactions with their family during family gatherings for co-triangulation with language use patterns reported during the interviews. Each family was observed for five days for five hours per day, giving rise to 125 hours of observation over a period of five weeks. The interviews enabled the language use phenomenon to be understood from the participants perspective, and this is important in unraveling the factors perceived as crucial and not so crucial in influencing their language choices. During the interviews, participants were asked questions on the language used with other family members in various generations, the purposes for those language choices, as well as their views of the value of the Kadazandusun language for symbolizing their ethnic identity. The questions were modified based on the reply of the participants to ensure a more natural conversation. Care was taken not to lead participants in the questioning and the use of linguistic terms was minimised so as not to jeopardise participants comprehension. One of the researchers conducted the interviews in Sabah BM with some code-switching to English, particularly with the second and third generations as they were not proficient in English. With the first generation, Sabah BM was the main language used for the interviews as the researcher was not fluent in either the Kadazan or Dusun dialects. Each interview took about 15 to 35 minutes. Some participants were interviewed in the presence of other family members because it was difficult to arrange for separate appointments with each member as the interviews had to fit into their schedule. This method of interviewing has the danger of participants echoing the views of other participants but care was taken to probe to check that they were reporting their own language use and views. The interviews were not translated to English during the transcription to retain the originality in terms of the meanings and authenticity of the participants views as exact equivalents in English words were difficult to find for some words. The interview transcript consisted of 23,700 words.
4. Results
The language use in the five Kadazandusun families is presented by family in order to identify the factors that move the families towards certain languages in later generations. The main language is indicated in bold in the tables. G1, G2, G3 and G4 are alternatively referred to as greatgrandparents, grandparents, parents and children. Muka surat | 107
3.3. Data Collection

Semi-structured interviews and observations were conducted to obtain data on the participants language behaviour in 2005. The observations provided a glimpse of the actual language behaviour of the
4.1. Family 1 from urban Putatan, Kota Kinabalu

Family 1 originated from Terawi, Penampang. The great grandparents (G1) had three children (G2). Their son had moved to an urban area in Putatan, Kota Kinabalu but his two sisters still lived in Penampang. The great grandparents were both Penampang Kadazan and could only speak this language as they did not have proper formal education. However, they worked hard as farmers and ensured that their children went to school. As a result, the G2 in Family 1 were able to speak Sabah BM and English. They selectively used their own language with their siblings and Sabah BM with their children. This led to their children (G3) using Sabah BM as the main language with each other, with occasional code-switching to English as they were used to speaking Sabah BM since childhood. Four out of seven members of G3 were married. For two of the families with spouses who were Tambunan Dusun and Papar Kadazan, Sabah BM reigned. For the two who were single and another two with Sino-Kadazan and Kadazan spouses from Penampang, the main language used with G4 was Penampang Kadazan. It seems that the spouses lack of fluency in Penampang Kadazan was the factor that determined whether they used their ethnic language or Sabah BM with their children. Table 1. Emergence of Sabah BM alongside Penampang Kadazan in Family 1, urban Putatan, Kota Kinabalu Generation (with age) G1: Great grandmother (82) G2: Grandparents (62-63) G3: Parents (23-40) G4: Children (1-11) Ethnicity of spouse Spouse was also Penampang Kadazan Kadazan and Dusun spouses Kadazan and Dusun spouses Main language
Penampang Kadazan. They had the resources to do so because education and interethnic exposure gave them the opportunity to learn BM and the Sabah Malay variety. In G3, Penampang Kadazan was revived with marriage to Kadazan spouses who were used to speaking Penampang Kadazan suggesting that spouses can change the language use pattern in the family but this factor has restricted effect. Next we proceed to the language use patterns in Family 2.
4.2. Family 2 from rural Topokon, Tuaran

The great grandmother (G1) in Family 2 originated from Tamparuli and learnt Bundu Dusun (Central Dusun Dialect) when she was a child, used it with her late husband and children, and they moved to Topokon in Tuaran. Bundu Dusun was her home and village language but in later years she learnt some Sabah BM from grandchildren. Only one out of her seven children (G2) lived with her in Kampong Wangkod Rombituon, Topokon but others had moved to Kampong Loputung, Tuaran town, Tamparuli and even Brunei and Penang for work. However, the rural or urban locality did not affect their language use in the family. Table 2. Maintenance of Bundu Dusun in Family 2, rural Topokon, Tuaran Generation (with age) G1: Great grandmother (78) Ethnicity of spouse Spouse was a Dusun from Tamparuli 5 married to Dusun spouses, 2 to Iban and Acheh spouses Only 1 married to a Dusun spouse from Topokon, 4 not. Main language
Bundu Dusun
Penampang Kadazan Penampang Kadazan Sabah BM English Sabah BM Some English BM Penampang Kadazan Sabah BM or Penampang Kadazan
G2: Grandparents, (46-48)
Bundu Dusun Bajau Mandarin Sabah BM Brunei Malay Sabah BM mixed with some Bundu Dusun BM Brunei Malay English Bundu Dusun
G3: Parents (17-33)
G4: Children The switch to Sabah BM started in G2 for the sake of their childrens education. This changed the main language in Family 1 unequivocally indicating the concern for their childrens future as the most important factor for the family to move away from (2-7)
Bundu Dusun was the main language of G2 except when their spouse was non-Dusun and that was when Muka surat | 108
Malay languages became the common means of communication. However, regardless of the ethnicity of the spouse, Sabah BM was used with the children (G3) as they were afraid that their children could not speak BM. Sarawak BM and Indonesian BM were used by the Iban and Acheh G2 mothers respectively. Some started speaking Bundu Dusun with their toddlers but when their children entered school, they changed to Sabah BM. As only one member of G3 was married, the focus was on this family. They changed from Sabah BM (with some Bundu Dusun) to Bundu Dusun because her husband felt that a Dusun must be able to speak his or her own mother tongue because that was their root and a part of their customs. This returned Bundu Dusun to its place of importance in Family 2 although there was an interim generation (G3) when Bundu Dusun was in danger of being replaced by Sabah BM, but this is the scenario in one family. We do not know the situation with four other G3 members who were not married at the time of the study. In Family 2, G2s decision to speak Sabah BM with the children changed the pattern of language use in the family although they were living in a rural area and spoke Bundu Dusun with their spouse. Educational concern was the number one reason. Marriage to nonBundu Dusun spouses was secondary as the switch to Sabah BM had already begun. The revival of Bundu Dusun use in this family originated with G3s strong belief in the value of the ethnic language.
(G3) who is married to a Kenyah said that Sabah BM was her first language and she would use it with her children (G4) in future. She reported that it was odd to speak Tambunan Dusun at home when others did not understand the language. Regardless of locality or ethnicity of spouse, Sabah BM has emerged as the chosen language for communication with the children in G3 and Tambunan Dusun was lost from the family. Table 3. Loss of Tambunan Dusun from Family 3, rural Apin-apin Generation (with age) G1: Grandmother (75) Ethnicity of spouse Spouse was Tambunan Dusun Spouses are Dusun except 1 married Hokkien wife 1 married Kenyah husband Main language Tambunan Dusun
G2: Parents (43-54)
Tambunan Dusun Sabah BM English Sabah BM BM English, Hokkien, Mandarin
G3: Children (10-29)
4.3. Family 3 from rural Apin-apin

Family 3 originated from Kampung Kirokot, Tambunan but migrated to Kampung Kirokot Baru, Apin- apin many years ago (the family migrated from Tambunan to Keningau in 1963). Grandmother (G1) learnt Tambunan Dusun when she was a child, used it with her farmer husband and their children. Their move to Apin-apin did not affect their language use as it was also a Dusun-dominant community. Four G2 members of Family 3 still lived in Apin-apin and used Tambunan Dusun with the spouse and Sabah BM with their children. They claimed that their children came back from school speaking BM, thereby causing them to use BM. However, others said that they intentionally spoke BM with their children to familiarise them with BM. The only one in G2 who married outside the Dusun community had a Hokkien Chinese from Labuan and moved to Keningau Town. This particular family used Sabah BM and English in the family, and the youngest daughter had even learnt Mandarin from school and some Hokkien from her mother. There is a total loss of Tambunan Dusun from this family as their daughter
In Family 3, G2s enthusiasm to make their children speak Sabah BM so that they could blend in with the others was the most important trigger for the gradual loss of Tambunan Dusun from Family 3. This started a trend that wiped out Tambunan Dusun from the generation in their teens and twenties because of the awkwardness of their parents in transmitting the language to them despite most having Tambunan Dusun spouses.
4.4. Family 4 from semi-urban Keningau

The head of Family 4 was living in a semi-urban area of Keningau at the time of the study but he originated from Papar and learnt Papar Kadazan. His wife (Grandmother, G2) originated from Tambunan. In addition to Tambunan Dusun learnt from her mother, she also spoke Mandarin which she had learnt from school, not from her Chinese father. She spoke Mandarin with siblings, and learnt Malay and English from school and friends. When they married each other, they had to use Sabah BM with each other as they could not speak each others ethnic languages. Grandfather had learnt Sabah BM from schoolmates Muka surat | 109
and friends. Sabah BM is also a widely used language in the part of Keningau where they lived. Table 4. Sabah BM as the common language in Family 4, semi-urban Keningau Generation (with age) G1, Great grandparents (81) G2: Grandparents (53- 56) Ethnicity of spouse Spouse was Chinese Papar Kadazan grandfather, Sino-Dusun grandmother 2 married with Kadazan and Dusun spouses. 2 single Main language Tambunan Dusun Mandarin Sabah BM Papar Kadazan Mandarin Tambunan Dusun English Sabah BM BM English Sabah BM English
children born in Keningau, they opted for Sabah BM as this was a non-Dusun dominant community. Apparently the grandparents in Family 5 were very much influenced by the language of wider community in their town and adopted that language for family communication as well. To quote the grandfather, we seldom hear Dusun, we have to use Sabah BM. The situation of three and three actually resulted in Sabah BM dominating in the sibling communication. Grandparents had six children, of which four were married. Regardless of whether their spouses were Penampang Kadazan, Dusun-Kenyah or Tambunan Dusun, Sabah BM was used for family communication except for one family living in Australia. They did not share ethnic languages, so there was no question of these languages being used between spouses. By G4, Tambunan Dusun was completely lost and they were more comfortable with Sabah BM.
G3: Parents (26-33)
4.6. Discussion
The results show that locality does not seem to have a bearing on the language choice dynamics in the family. Families in both rural and semi-urban areas felt the need to use Sabah BM for communicative efficiency (Families 3, 4 and 5 respectively). Both urban and rural families were concerned for the educational benefits of getting their children to learn Sabah BM (Families 1 and 2 respectively). The opening up of educational opportunities in Sabah in both urban and rural areas made the parents keenly aware of the importance of their children being proficient in the language of instruction. Although it was standard BM, the national language, which was used in school, Sabah BM was considered a close enough means for the children to be familiar with the school language. Table 6. Average age of different generations and their dominant language Genera -tion G1 1963 42 years old 11 + 10 Not born yet Not born yet 1975 54 23 + 10 Just born Not born yet 2005 80 53 + 10 28 + 11 Below 12 Dominant language Kadazandusun Kadazan dusun, Sabah BM Sabah BM, BM, (Kadazan dusun) Sabah BM (or Kadazan dusun) Muka surat | 110
G4: Children (1-3)
In the following generation (G3), two of them were married to Dusun and Kadazan spouses but the other two were not married. They used Sabah BM with their children (G4) because they did not know any other language. Grandmother attempted to make her first son learn Mandarin by sending him to a Chinese primary school but he found Mandarin too difficult, so after three years, she sent him to a mission school. The continued use of Sabah BM was a natural course of events started by the grandparents out of necessity. The incomprehensibility of Tambunan Dusun and Papar Kadazan resulted in Sabah BM emerging as common language between grandparents this was the most important factor that displaced ethnic languages from the family. Kadazandusun had vanished from the family within two generations of using Sabah BM as language for family communication.
4.5. Family 5 from rural Tambunan

Family 5 lived in a rural area in Tambunan. Both grandparents spoke Tambunan Dusun and were also fluent in Sabah BM unlike the great grandparents of Family 1 and 2 as they had received BM medium education. Grandfather learnt Sabah BM in school and through friendship with people from different language groups. He worked as a surveyor in Keningau and Tambunan but moved back to the latter after he retired. With the three children (G3) born in Tambunan, they spoke Tambunan Dusun but with the three younger
G2
G3
G4
The fear of their children not knowing BM was shared by G2 in the families under study and they were the ones who made the decision to speak Sabah BM with their children. At the time of the study (2005), G2 was in their forties and fifties (see Table 6) but at the time Sabah joined the Federation of Malaya in 1963, they were in various stages of formal education (below 21 years old). BM was implemented as the official language in Sabah in 1973 (Salleh, 1981, p. 29) but in 1968 some schools had already begun using BM as the medium of instruction in five subjects, namely, Bahasa Melayu in Primary 1- 3, Physical Education, Ilmu Kesihatan, Arts and Carpentry (Onn et al, 1981, p. 92). All the schools switched to BM as the medium of instruction in 1975 (Onn et al, 1981, p. 92). At the point of the switch in medium of instruction, the age range of G2 was between 13 and 33 (see Table 6). In other words, the younger members of G2 were in secondary school while others had been working for several years and were married with children. The prevailing sociopolitical situation in Sabah was more likely to impact upon the language decisions of G2 than other generations as they were in the children producing stage of their life and had to choose a language to speak with their children, whether it was a deliberate choice or not. The results of this study show that they chose Sabah BM. The societal and family influences on their choice of Sabah BM warrant some deliberation. Since their parents (G1) did not have the opportunity for formal education and were proficient in only Kadazandusunic languages, G1 spoke only their ethnic languages to their children. However, G2 learnt Sabah BM from schoolmates and it was probable that they felt the limitations of not being proficient in BM as a pass in the language at secondary school level was a prerequisite for government jobs. In general, proficiency in BM was necessary for them to do well in school. Having experienced these constraints, G2 made the choice to speak Sabah BM with their children, as a step away from the standard BM. The language choice was deliberate because communication between the spouses and their siblings often takes place in their ethnic language but they made it a point to use Sabah BM with their children to prepare them for school. Kadazandusun languages were recognised as fulfilling informal functions but not useful in formal domains such as education and employment. Because of this, there is still a role for the ethnic language in the family and could re-emerge in the family as a language of communication in the case of Families 1 and 2. On the other hand, when Sabah BM was chosen over Kadazandusunic languages for communicative efficiency with spouses from other ethnic groups (Family 3) or with other members of the speech
community (Family 5), this led to a loss of the ethnic language from the family. Under such circumstances, both Sabah BM and Kadazandusunic languages are competing for the same role in the family domain, ruling out functional differentiation for the two languages. In such cross-ethnic encounters, closer rapport is built through using a shared language and playing down ethnic differences. In the families under study, it is not either of the parents language which is used to communicate with the children but Sabah BM. When marriage partners use different languages, the majority group language almost always displaces the minority language (Holmes, 1992, p. 68). In Sabah, the Kadazandusun language has the status of a minority language although the Kadazandusun is the largest ethnic group (18.4%) followed by Bajau (17.3%) and Malays (15.3%) (Malaysia Department of Statistics, 2008). In the larger context of Malaysia, Malay is the majority group language. Lasimbang (1997) stated that promoting BM for one nation, one language forces parents to shift to speaking a more prestigious language and not to speak their mother tongue anymore. Taking the results as a whole, the reasons prompting the five families to shift away from Kadazandusunic languages to Sabah BM are their childrens education (2 families) and communicative efficiency within and outside the family (3 families). Although it is a case study of only five families, the results have indicated that when the shift to Sabah BM is for the sake of their childrens education, there is a chance for Kadazandusun to make a comeback into the family especially when the conditions are right, and these include having Kadazandusun spouses in the younger generations (Family 1) and a strong belief in the value of the ethnic language to their ethnicity (Family 2) partly because the Kadazandusun language is still in the repertoire of G3 although relegated to a position of lower importance compared to Sabah BM. However, when the need to use Sabah BM within the family and with members of the community is out of necessity, the language is usually no longer in the repertoire of younger generation as it has no practical value. In fact, even if Tambunan Dusun and Penampang Dusun were still in the repertoire of G3 as in the case of Family 5, it is not transmitted to the subsequent generation. Relocation to a Malay-dominant part of Keningau was the most important factor that introduced Sabah BM as the main language for the younger children. The portion of children entrenched in Sabah BM moved the whole family away from ethnic language although they had Kadazandusun spouses who could speak Kadazandusun. Having spouses of the same ethnicity did not automatically help to revive the language due Muka surat | 111
to dialectal differences. Tambunan Dusun was lost within two generations of Sabah BM coming into the family. Table 5. Shifting from Tambunan Dusun to Sabah BM in Family 5, rural Tambunan Generation (with age) G1: Great grandparents (78) G2: Grandparents, (55) Ethnicity of spouse Both Tambunan Dusun Tambunan Dusun spouse 4 out of 6 married. Dusun and Kenyah spouses Main language
References
Alias, H. S., & Poedjosoedarmo, G. (1996). Language shift in Kampong Ayer. In P. W. Martin, C. Ozog., & G. Poedjosoerdarmo (Eds.), Language use and language change in Brunei Darussalam (pp. 105118). Athens: Ohio University Press. Banker, J., & Banker, E. (1984). The Kadazan/Dusun language. In J. W., & J. K. King (Eds.), Languages of Sabah: A survey report (pp. 297324). Pacific Linguistic, C 78. David, M. K., & Dealwis, C. (2006). Language shift among the Telugus of Sarawak. Proceedings of 8th Biennial Conference of the Borneo Research Council (BRC), Kuching, Malaysia. David, M. K., & Norahim, N. (2006). The Malayalees in Kuching: Language maintenance or shift? Proceedings of 8th Biennial Conference of the Borneo Research Council (BRC), Kuching, Malaysia. Malaysia, Department of Statistics. (2008). Population and housing census 2000. Retrieved June 5, 2008 from http://www.statistics.gov.my/english/census/press demo.htm. Gopinathan, S., Pakir, A., Kam, H. W., & Saravanan, V. (Eds.) (1998). Language, Society and Education in Singapore: Issues and Trends. Singapore: Times Academic Press. Gupta, A. F., & Yeok, S. P. (1995). Language shift in a Singapore family. Journal of Multilingual and Multicultural Development, 16(4), 301-315. Holmes, J. (1992). An introduction to sociolinguistics. United States of America: Addison Wesley Longman. Kassim, A. M. (2008). Malay language as a foreign language and the Singapores education system. GEMA Online Journal of Language Studies 8(1), 47-56. [Electronic version] Lasimbang, R. (1996, November). Cherish your language through knowing your language. Paper presented at Minggu Galakan Membaca Bahasa Kadazandusun [Kadazandusun language Week]. Kota Kinabalu, Sabah. Lasimbang, R. (1997, July). Situasi Bahasa Kadazandusun masa kini. [The present Kadazandusun language situation]. Paper presented at Seminar Pendidik Kadazandusun. Penampang, Sabah. Lasimbang, R., & Kinajil, T. (2000). Changing the language ecology of Kadazandusun: The role of Kadazandusun Language Foundation. Current issues in language planning, 1(3), 415 420. Li, W., Saravanan, & V., Ng, J. L. H. (1997). Language shift in the Teochew Community in Muka surat | 112
Tambunan Dusun
Tambunan Dusun Sabah BM Tambunan Dusun Penampang Kadazan Sabah BM BM English (for family living in Australia) Sabah BM BM English
G3: Parents (26-40)
G4: Children (1-12)
5. Conclusion
The case study of five Kadazandusun families showed that the factors that prompted the choice of Sabah BM over Kadazandusun with the children were the perceived educational advantage associated with knowing Sabah BM and communicative efficiency. These factors were in response to an important societal factor which is the strength of Malay as an ethnic group and a national and official language. It is not the numerical strength of the ethnic group in the immediate vicinity but the institutional support for the language as well as the perceived socio-economic status associated with knowing the language which are more important. In fact, the perceived benefits of acquiring BM are so great that there is a spillover effect on dialects of the language, Sabah BM. While these conclusions are not new, this study has indicated that the ethnic language has a chance of making a comeback to the family in later generations when Sabah BM is chosen for their perceived educational advantage for their children rather than communicative efficiency. However, larger scale studies in other districts in Sabah are needed to investigate the conditions for the reversibility of the shift and why the shift towards Sabah BM is so rapid among the Kadazandusuns.
Singapore: A family domain analysis. Journal of Multilingual and Multicultural Development, 18(5), 364-384. Mahadhir, M. (2006, July). A preliminary study in the trends of language use among Malay families in Kuching, Sarawak. Paper presented at 8th Biennial Conference of the Borneo Research Council (BRC), Kuching, Malaysia. Naji, I. M. H. ;& David, M. K. (2000). Do minorities have to abandon their language? A case study of the Malaysian Tamils. International Scope Review, 2(3), 1-15. Naji, I. M. H.; & David, M. K. (2003). Markers of ethnic identity: Focus on the Malaysian Tamil community. International Journal of the Sociology of Language, 161, 91-102. Onn, F.M., Othman, A. H., Hassan, A., Samah, A. A., & Mydin, H. (1981). Penggunaan Bahasa Malaysia Di Institusi Pendidikan. In Prof. Dato Awang Had Salleh. Laporan Jawatankuasa Mengkaji Penggunaan Bahasa Melayu (pp.88 106). Kuala Lumpur: Dewan Bahasa dan Pustaka. Salleh, A.H. (1981). Perlaksanaan Dasar Bahasa Kebangsaan. Laporan Jawatankuasa Mengkaji Penggunaan Bahasa Melayu (pp. 15-30). Kuala Lumpur: Dewan Bahasa dan Pustaka. Schiffman, H. F. (1996). Language shift in the Tamil communities of Malaysia and Singapore: The paradox of egalitarian language policy. Retrieved June 5, 2008 from http://ccat.sas.upenn.edu/~haroldfs/540/handouts/s paradox/sparadox.html Stephen, J. (2000). The value of ethnic labels in relation to ethnic identity in Sabah: The case of the Kadazandusuns. Borneo 2000: Ethnicity, Culture and Society. Proceedings of 6th Biennial Borneo Research Conference (pp. 122). Kuching, Universiti Malaysia Sarawak. Ting, S. H. (2006). A case study of language use with the younger generation in Foochow families. Proceedings of 8th Biennial Conference of the Borneo Research Council (BRC), Borneo in the New Century, Kuching, Malaysia. Ting, S. H., & Campbell, Y. M. (2007). Bahasa Melayu sebagai bahasa komunikasi keluarga: Kajian kes sebuah keluarga Bidayuh di Sarawak. In Nor Hashimah Jalaluddin, Imran Ho Abdullah & Idris Aman (Eds.) Linguistik teori dan aplikasi (pp. 278-293). Malaysia: Penerbit Universiti Kebangsaan Malaysia. Yasin, M. S. M. (1998). Language allegiance and language shift: A Malaysian case study. Bangi, Malaysia: Universiti Kebangsaan Malaysia press.
Muka surat | 113

Appendix: Demographic characteristics of participants

Family Location Ethnic language Members interviewed with age Number of members interviewed
Urban area, Putatan, Kota Kinabalu
Penampang Kadazan
G1 (f), 82 G2 (m), 63 G2 (f), 62 G3, 23-40 G4, 1-11
1 3
7 8 n=18
Rural area, Kampung Wangkod Rombituon, Tuaran
Bundu Dusun
G1 (f), 78 G2 (m), 48 G2 (f), 46 G3, 17-33 G4, 2
1 2
3 1 n=7
Rural area, Kampung Kirokot Baru, Apin-apin, Keningau
Tambunan Dusun
G1 (f), 75 G2, 43-54 G3, 10-29
1 4 3 n=8
Semi-urban area, Keningau Town
Papar Kadazan and Sino-Tambunan Dusun
G1 (f), 81 G2 (m), 53 G2 (f), 56 G3, 26-33 G4, 0.5-3
0 2
2 2 n=6
Semi-urban area, Tambunan Town
Tambunan Dusun
G1, 78 G2 (m), 55 G2 (f), 55 G3, 26-40 G4, 1-12
0 2
3 4 n=5
Muka surat | 114

Hasnim Harun et al.
Remote Lab Generator: A Software Tool to Develop a Remote Lab

Hasnim B. Harun
Politeknik Kota Kinabalu, Sabah hasnim@polikk.edu.my
M. Z. Abdullah
Faculty of Information Science and Technology, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor Darul Ehsan, Malaysia
Abstract
Recent Remote Lab development shows that there are many implementation models and architectures which can be used to develop a remote lab. A technique which aims at generating and automating processes and tasks can simplify this development. A new software prototype named Remote Lab Generator (RLGen) uses this technique to demonstrate how the development process of a remote lab can be made easier for lab instructors.
1. Introduction
Remote lab by definition is the experiment/lab which is conducted and controlled remotely through the Internet and the experiments use the real components or instrumentation at a different location from where it is controlled or conducted. It must be distinguished from Virtual lab which uses Virtual Reality, Flash, Java Applet or other software to simulate the lab environment. Engineering courses normally include the laboratory components. Although hands-on lab is essential, the use of technology in the form of remote lab facility could assist the learning process. Remote lab uses a real lab component and instrumentation and is conducted by students from scattered remote locations through internet medium. It is suitable for engineering courses offered within distance learning and e-learning environment. It differs from simulation approach which employs programming code to simulate the result of the lab experiment. Examples of remote labs which have been successfully developed those such as by Basher et. al.(2004) which used Labview, Dixon et. al.(2002) and Casini et. al.(2003)
which used Matlab and Das et. Al (2006) which used Visual Basic 6.0 with Measurement Studio 6.0. With the advancement of Internet, control and measurement technologies, and networking technologies, there are a number of implementation models that can be used in order to implement a remote lab such as the one written by Hasnim & Abdullah (2006) and Mergl (2006). There is no intention to replace the traditional hands-on lab but it can be as a supportive tool that can be used before or after a lab session to enhance the learning/lab concept and theory. By combining it with simulation tools such as Pspice or Electronic Work Bench, students will benefit more. By using remote lab as a new tool and a part of an e-learning engineering program, the offering of engineering courses in distance learning will be nearly completed. Normally lecturers use a multi-purpose software such as Labview which is specifically made for measurement and control in engineering field. To develop a remote lab that can be used by student, lecturers need to do certain task such as computer interfacing programming, creating client side connection, preparing a web page for lab experiment information, a booking or a que system for a remote lab because only one experiment can be done at one time. Based on a requirement study conducted previously, there are certain needs from lab instructor for an easier lab documents preparation, student management features, lab report pass-up and marking system and less preparation on creating student websites. Because of this, a software tool which can have great features in measurement and control such as Labview and packaging it together with the requirement of lab instructors will minimize work load to develop a remote lab. National Instruments provide Measurement Studio 6.0 which is a set of activeX for measurement and control equivalent in its features with Labview. Muka surat | 115
Telah dibentangkan di International Seminar on Technology, Education and Knowledge Building, pada 7 Mac 2008 bertempat di Coimbatore, India.
Hasnim H Harun et al.
Using g this activeX X for measure ement and co ontrol and pagka aging it togeth her with the re equirement of f a lab instructor r, a softwar re tool call led Remote Lab Generator r (RLGen) wa as developed. The re est of the pap per is organize ed as follows. The next secti ion describes t the common t tasks and proc cesses in develo oping a remote e lab while Se ection 3 introd duces the Remo ote Lab Gener rator (RLGen), a software to ool to help lab instructors to prepare a rem mote lab. The e last section is the conclusio on.
2. Proce ess in Developing a Re emote Lab and the I Ideas

There e are many too ols which can be used to dev velop a remote lab. However r, there are so ome common tasks esses in developing a remot te lab. To exa amine and proce the proce esses, a deve elopment of a simple Op p-amp experimen nt as an exam mple of a remo ote experimen nt was conducted d. It used MS Visual Basic 6 6.0 and active e X of Measurem ment Studio 6 6.0 from Natio onal Instrumen nts as a develop ping tool. Act tive Server Pa ages(ASP) and d MS Access a as database w were used. Th he objective o of the experimen nt is to un nderstand the task or pr rocess involved in developi ing a remote e experiment t. To develop a remote lab, , an instructor r must at lea ast be involved in this comm mon tasks. The T results of the observatio on are listed b below. i. De esigning and c connecting exp periment circu uit by ad dding switchin ng element suc ch as a relay. ii. De esigning an nd building g the co ontrol pro ogramming in n PC controller r at the lab. iii. De esigning, bu uilding and connecting user int terface on stu udents web b browsers to co ontrol pro ogramming of a PC c controller. (S Some me easurement so oftware has fe feature to auto omate thi is part). iv. De esigning a related web b page for the ex xperiment. v. Pr reparing the b booking system m with the u use of da atabase. In ste ep 1 the lectu urer will des sign and man nually connect the experime ent in the lab b. In step 2 2, the ent and do some lecturer will design the experime g. Step 1 and designing pr rocess interface programming ormed manual lly. It in step 2 are tasks that must be perfo g can be auto omated. From there is a task where nothing erfacing progr ramming in step 2 onwards, which is inte tep 5, the task ks can be auto omated so tha at the toward st burden o of the instruc ctor can be made easier r. To demonstr rate the ideas, , a software t tool packaging the features of measurem ment and con ntrol provided by Measurem ment Studio 6.0 6 plus the fe eatures to sim mplify the tasks to be done in n process to create c a remot te lab
suc ch as lab do ocuments pre eparation and a booking sys stem was deve eloped. Th he layout of th he ideas to d develop the ne ew software too ol is listed belo ow. i i. The softw ware will use a an easy to use editor. ii i. The value setting will be made easi ier by using property pages and wiz zard. iii i. Use mark ket-available a activeX for m measurement and contr rol purposes. iv v. Make the e process for creating clien nt side with TCP/IP or data soc cket connecti ion to PC r easier. controller v v. Include f features for intructors i to prepare lab documen ntations such as a introductio on, note, lab sheets an nd the experim ment. vi i. Include features for intructors to manage student a accounts such h as login username and password d. vii i. Generate ready to use student websi ite based on uctors. the input from lab intru viii i. Include a booking sy ystem for stu udent in the generated d student web site. ix x. Include th he the lab task ks and interac ction such as sending r report and mar rking report fe eatures. Based on thi is ideas, the f focus is to cr reate a tool wh hich can cont trol and meas sure, for this purpose, a sim mple electroni ic experiment t. The comple exity of the ele ectronic experi iment is not y yet entertained because the ini itial goal is to b build a workin ng conceptual system.
3. Remote La ab Generator (RLGen n)

A software t tool called Re emote Lab Ge enerator was veloped to de emonstrate the e idea. The so oftware was dev des signed to loo ok like MS Visual Basic 6.0 Editor wh hich has prov ven as an easy e editor to o use. The sof ftware consis sts of modul les such as Experiment Ed ditor, Lab Preparation, Student M Management, Ma arking System m and the S Student Web Site which con nsist of Send ding Report System and a Booking Sy ystem as shown n below.
Figure 1: T The compone ents of the sof ftware Muk ka surat | 116
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The E Experiment Ed ditor has the T Toolbar, Form m and Property Pages like V VB 6.0 edito or. It also has the common features such as move, resi ize and delete. . This editor use es activeX as a software co omponent whe ereby the active eX can be cre eated by the developer d or using other 3rd d party activeX X. RLGen has s a scalable fe eature whereby the developer r can add contr rols when the need arises. Th he editor will have two run nning mode which w are Edit mode and R Run mode. As s an editor w with a toolbox, the t instructor will select an nd place the co ontrol in the Fo orm to make the design fo or the experim ment. Four 3rd party activeX X user interfa aces from Nat tional Instrumen nts are used an nd by using wrapping class some properties s are exposed d to the intructor in the pro operty pages an nd some new properties ar re then create ed to make set tting interfaci ing tasks wit th the experi iment easier. Se etting the valu ues of control l properties ca an be performed d in two way ys; it can be set directly in n the property pages or using a wizard if more than n one eded to be set. value nee Since the student w will only cond duct the experi iment and not e executing the design, the ci ircuit diagram m will be in the e form of a p picture to mak ke the task o of the instructor r to design the e experiment easier. e RLGen n will generate another copy y of the exp periment with h the vity and the in nput of HTML L documents from connectiv the instru uctor will be a student webp pages to condu ucting riment. The activeX will be embedde the exper ed in HTML fi ile as .ocx file e. Shown belo ow is the gene erated client side e activeX cont trol with conn nectivity which h was created b by the softw ware. Data S Socket Serve er by National I Instrument is used for this p purpose.
mo odule for lab in nstructor to m manage student information suc ch as usernam me, password d and other i information. Inc cluded in RLG Gen is the form m for intructo or to grade a stu udents lab rep port.
Figu ure 3: Experi iment Editor Based on the e design and t the HTML do ocuments for the e experiment, RLGen will a auto-generate t the students we ebsite where th he student will l then take the e experiment thr rough internet t by accessing g it from a w web browser. Th he students w website consists s of five main n unit which is Student Login n, Booking System, View Lab Report Ma ark, Conductin ng Experimen nt Web Pages and a Sending La ab Report. If t the Login is successful, th he student is dir rected to Cond ducting Exper riment Web P Pages where the e student can take the expe eriment as prep pared in the La ab Preparation n module. Bef fore the studen nt begin the exp periment, they y must book the experiment time slot sin nce only one experiment c can be condu ucted at one tim me. The login process p will fa ail should they y try to login wit thout booking g that particula ar time. When n the student fin nished the exp periment, the lab report in .doc format can n be sent in Se ending Lab Report section a and the .doc file e will then b be updated to o the view t table in the sof ftware for the e instructor to view whethe er or not the stu udent has subm mitted the rep port. The stude ent can also che eck their lab report score if the instructor has finished eva aluating their l lab report usin ng RLGen.
4. Conclusion n
re 2: ActiveX control was g generated wit th Figur co onnectivity Shown n in Figure 3 i is the Experim ment Editor use ed by the instru uctor to design n the experime ent. After desig gning the exper riment, the i instructor wil ll prepare the e lab document ts to be used later by the students. The e Lab Preparatio on is the mod dule where lab b instructors d do the necessary y preparation and a assign the lab document t such as introdu uction, note, l lab sheets and d the experime ent in the HTM ML format. Th he Student Management M i is the By using thi is concept wh hich used auto omation and gen nerator techniq que in develop ping a remote lab, RLGen can n save an ins structors time e and simplify y their task. Th he Remote La ab Generator (RLGen) as a prototype sys stem is a new w tool for a la ab instructor t to develop a rem mote lab, however the creati ion of this soft ftware at this sta age is only to o prove the co oncept. To make m it more rel liable and ada aptable to mo ore experimen nts, features enh hancement w with more ac ctiveX contro ols will be nee eded. Muk ka surat | 117
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References
Basher,H.A, Isa,S.A & Henini,M,A, Virtual Laboratory for Electrical Circuit Course, Proceedings of IEEE, 2004. Dixon, W.E., Dawson, D.M., Costic, B.T., de Queiroz, M.S., A Matlab-based control systems laboratory experience for undergraduate student, standardization and shared resources. Education, IEEE Transactions on Volume 45, Issue 3, Aug. 2002. p218-226.Casini, M., Prattichizzo, D., Vicino, A.. The Automatic Control Telelab: A User-Friendly Interface for Distance Learning. Journal of IEEE Transactions On Education, Vol. 46, No. 2, May. 2003. Das, S., Sharma, L.N., Gogoi, A.K. Remote Communication Engineering Experiments Through Internet. iJOE International Journal on Online Engineering. February 4. 2006. Hasnim, H. & Abdullah, M.Z, Remote Laboratory Implementation Model: A Comparative Study, Proceedings of National Convention in Education Technology, Langkawi, Malaysia, September 911, 2006. Mergl,C., Comparison of Remote Labs in Different Technologies, International Journal of Online Engineering(iJOE), Vol. 2, No.4, 2006.
Muka surat | 118

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4. 5. 6. 7. 8. 9. 10. 11. 12.

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AHLI JAWATANKUASA DIGES POLITEKNIK KOTA KINABALU SABAH EDISI 1, 2011

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Communication Strategies as Problem-Solving Mechanisms among ESP Learners

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2. The problem-solving mechanisms in L2 communication: A psycholinguistic perspective

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2.1 Problem-orientedness in Communication Strategies

(Adapted from Dornyei & Kormos, 1998))

Lexical PSM Grammatical PSM Phonological PSM Stalling mechanism

2.2 A framework of problem-solving mechanisms among the ESP learners

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3.2 Pair discussion task

3.3 Individual interview

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4. The types of problems faced by the ESP learners in L2 communication

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4.3 Phonological/Articulatory Problems

4.2 Grammatical Problem

4.4 Problems related to Processing timepressure

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4.5 The types of communication strategies used by the ESP learners

Lexical PSM Message Abandonment Restructuring 11 7 15 14 5 21 10 20 18 16 134 19.3 Participants

Code switching 9 1 0 1 11 4 1 14 2 3 46 6.6

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Under One Roof Second life through Facebook

2. Facebook and Potential

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Bahr ril Balli et al.

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Su umber: Diadaptasi dan diuba ah daripada Ra aja Norazilla (20 008)

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Sumber: Raja Norazilla (2008)

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4.6. Penganalisaan Data

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