Kertas Soalan Peperiksaan Akhir Fakulti Sains Kognitif Dan Pembangunan Manusia Universiti Malaysia Sarwak PDF

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KERTASPEPERIKSAAN
SEMESTER 2 SESI 2003/2004
FAKULTI SAINS KOGNITIF DAN PEMBANGUNAN
MANUSIA
Disedikan oleh
Unit Peperiksaan Fakulti Sains Kognitif Dan
Pembangunan Manusia
-
;
..... PROGRAM PEMBANGUNAN SUMBER MANUSIA
!
Pembangunan Sumber Manusia

(KMS1033)
r
Penrekaan & Pengurusan Prog. Latihan
..... (KMS2023)
!
r-
!
,....
S
Psikologi Perkembangan Manusia
(KMS1043)
Teknologi Pendidikan
(KMS2053)
r"'"
K
Pengurusan Kulaiti & Produktiviti
(KMS2063)
I,
Sistem Maklumat Sumber Manusia
(KMS3043)
r-
Pengurusan Strategik
(KMS3053)
Keselamatan & Kesihatan Pekerja

(KMS3063)
r
.....
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--
!
--
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! UNIVERSITI MALAYSIA SARA WAK
94300 Kota Samarahan
..... Sarawak
FAKULTI SAINS KOGNITIF &PEMBANGUNAN MANUSIA

(Faculty of Cognitive Science & Human Development)
KMS 1033
r
Pembangunan Sum~er Manusia
(Human Resource Development)
(35 %)
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,
Peperiksaan
. Semester
Akhir
. 2 Sesi 2003/2004
Tarikh
(Date)
Masa
2 Mac 2003
8:0Opm-1O:oopm
(Time) (2jam)
Tempat BS24 & BS25 (KI) Nama

(Place) BS6 & BS7 (K2) (Narne)
Pensyarah Leniiw Roman r No. Matrik

(Lecturer) Zaiton Hassan I (Matric No.)
Prof Datin Napsiah Mahfoz
Arahan: 1. Jawab SEMUA soalan

(Instruction) (AlIsl1'er ALL qllesTions. I
-.
1
1
'
2. Saca soalan dengan teliti sebelum menjawab

(Read the questions carefully before answering.)
3. TuUs jawapan hanya di dalam kertas jawapan yang disediakan,. Untuk

Sahagian Empat, lui is jawapan anda di kertas soalan.
(Write the answers only in the answering sheets provided. For Part Four, write
your answers in the Question Paper.)
4. Dilarang bercakap atan mengganggu calon-calon lain di dalam jangkamasa

pepedksaan.
(No taLking or disturbing other candidates during the duratioll oftest.)
5. Calon tidak dibenarkan meninggalkan bilik peperiksaandalam masa 30

minit pertama dan 15 minit terakhir.
(Candidates are not allowed to leave during the first 30 minutes and the last 15
minutes.)
6. Menipu adalah kesaJahan yang amat serius dan sesiapa yang didapaU
berbuat demikian akan dihnkum.
(Any form ofcheating is a serious offence and anybody found doing so will be
penalised. )
Confidential .
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...
PART FOUR: STRUCTURED QUESTIONS. Answer aD questions. Write your answers in

the spaces provided. (IS marks)
1. Define and differentiate between the following concepts:

Beri definisi dan bezakan konsep-koflsep berikut:
a) Humari Resource Development (HRD) and Human Resource Management (fIRM).
Pembangunan Sumber Manusia dan Pengurusan Sumba Manusia. (5 marks)
b) Learning Structure in "Pedagogy" and "Andragogy" approaches (5 marks)

Struktur Pembelajaran dalam Pendekatan Pedagogi dan Andragogi
2. Based on the Kirkpatrick's model, describe each of the levels that can be used to evaluate
training programmes. (5 marks)
Berdasarkan nwdel Kirkpatrick, nyatakan setiap tahap yang boLeh digunakan unruk menilai
program latihan.
Confidential Page 4 of5
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- PART FIVE: ESSAY. Answer TWO questions ONLY. Write your answers in the
answering sheets provided. (40 marks) .
- 1. Explain and show how the two training methods of Classroom and On-the-Job (OJT) training
could help to enhance organisational effectiveness. (10 marks)
lelaskan dan tunjukkan bagaimana kedua-dua pendekatan. iaitu "Bilik Darjah" dan
"Latihan Sambil Bekerja" boleh membantu untuk meningkatkan keberkesanan organisasi.
2. Discuss two (2) types of Training Needs Analysis (TNA) and provide examples to show how
it can be applied to address organisationaUssues and problems. (10 marks)
Bincangkan dua jenis Analisis Keperluan Latihan (AKL) dim sediakan confoh untuk
menunjukkan bagaimana ia boleh diaplikasikan untuk menyelesaikan isu dan masalah
organisasi .
3. One of the development thrusts in the 8th Malaysia Plan (2001-2005) is the enhancing of
HRD. Discuss.. (IO marks)
Satu daripada desakan pembangunan dalam Rancangan Malaysia Kelapan ialah untuk
memperbaiki pembangunan sumber manusia (PSM). Bincangkan.
to
.. ,....
Confidential PageS of5

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- UNIVERSITI MALAYSIA SARAW AK

Sarawak
FAKULTI SAINS KOGNITIF & PEMBANGUNAN MANUSIA

KMS 2023
Penrekaan dan Pengurusan Program Latihan

(Design and Management of Training Programs)
Peperiksaan: Akhir Tarikh 3 Mac, 2004

(Date)
Semester : 2 Sesi 2003/2004 Masa 10.00 am 12:00 am

(Time) (2 jam)
Te~pat : DK1, 8S23 Nama

!I"'"
(Place) (Name)
Pensyarah No. Matrik

(Lecturer) (Malric No.)
Arahan: 1. Jawab SEMUA soalan Bahagian A dan C dan hanya

dua (2) dari empat (4) soalan dari Bahagian B
(Instruction) (Answer ALL question in Section A and C and 0111), two
(2) out offour (4) questionsfrom Section B)
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2. Bacasoalan dengan teliti sebelum menjawab
(Read the questions caJ'efully before answering)
,... 3. TuUs jawapan hanya di dalam kertas jawapan yang
disediakan.
(T¥rite the an.<Jwers only in the answering sheets provided)
,... 4. Dilarang bercakap atau mengganggu calon-calon lain di
dalam jangkamasa peperiksaan.
(No talkiltg or disturbing otltercandidates during tlte
duration oftest),>
5. Calon tidak dibenarkan meninggalkan bilik
.. peperiksaan dalam masa 30 minit pertama dan 15 minit
terakhir.
SECTION A:
Please Answer All the Questions
1. List down levels of needs analysis and what these intend to measure.
(6 marks)
2. Give one main reason why the following terms/ concepts are important in
designing and-management of training programs. (10 marks)
i) organisational resources
.~-------.-~- ...
)
ii) Apprenticeship training
-----~----------------------..-.-~.. -.--
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iii) Cost-benefit analysis
-------~~----------------- .... - - -....
v} Humanistic Theory
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3. Describe briefly three different kinds of training methods and state one of
the advantages using those specific methods. (9 marks)
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t ----- --------.----~ .... -.--
Advantage:
. \
Advantage:
--~~ ...~ ...~.
Advantage:
4. Describe two (2) types of training transfer and give examples of each.
(6 marks)
---;--.-- .. ~.
Example:
Example:
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5. List down four (4) training cost in conducting training programs..
(4 marks)
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SECTIONB:
Please answer two (2) out of four (4) questions.
1. . Evaluate how performance appraisal infOlmation can be use when

performing training need analysis. (20 marks)
2. Why would some managers resist conducting evaluation of training

program? What evidence could you offer to convince such managers?
(20 marks)
3. As a human resource development professional, you are to conduct special

training program for a group of 35 line managers of several electronic .
companies on teamwork. Design an appropriate program to maximize
learning and to ensure the effectiveness of the training program.
(20 marks)
4. Discuss the four levels of evaluation that make up Kirkpatrick's model of
- evaluation. Identify one example of data at each level that might be

collected to provide evidence of the effectiveness of a training program
you have participated in. (20 marks)
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- - - - - - - - - - - - - - - - -_ _ _ _ _ _ _ _ _ _ _ _ _......;,cJ
SECTION C:
Answer the entire questions base on the case study below
QC 101 Ltd
QC101 Ltd is a thriving electronics manufacturing company The

company produces components for the personal computer assembly
market. Growth has been rapid. The company currently employs 200
people at Kota Samarahan new industrial estate. It is now planrtinga
further expansion of its facility to take advantage of the new markets
which are opening up in ASEAN countries and beyond. Although the
() cbmpany is a'success, the managing director is feeling uneasy about the
way the company is managing its human resources. There is one area that
gives him cause for concern. It involves the way non~technicaJ training is
organized. '
The company has always invested heavily in training its workforce.

Indeed, the managing director is convinced that QCI01's reputation is
mainly attributes to its highly trained workforce. In the past, training was
confined to technical areas. However, with the expansion of the company,
it has been necessary to develop the training organization to provide
additional skills in areas such as administration, finance, marketing, team
building and communication.
Walking through the production department a few weeks ago, the

managing director spotted a memo and a list on the notice board. The
department manager wrote it and alongside the memo was an 'exciting'
) brochure from art external training consultancy advertising a wide range
of administration and supervisory courses. The memo invited staff to
study the brochure, select a course they felt would benefit them and add
their name to the list.
The managing director studies the list. Many of the courses that people
were applying for appeared to be peripheral to needs of their job. Then he
realized that if everybody who was applying actually went to the courses,
a .serious hole would appear in the company's training budget. He
removes the memo and brochure and made a mental note to have a word
with the manager concerned. As he walked back to the office, he reflected
UpOD the incident. There was no doubt in his mind that something would
i,".,
~________________.A.(____- - - - - - - - - - - -______________________- - - -________________________I'_
J.,
have to be done to ensure the training was organized in a more structured
and professional way. The company had to ensure that it obtained a
return on its training investment.
Case questions:
1. Who would you get to do the training analysis in this case and why?
( 5 marks)
2. Propose one appropriate type of training would you recommended to
the non-technical staff and why? (5 marks)
3~ Would you consider purchasing a training program from outside?
. Provide your rationale. (5 marks)
. 4. Many of the courses that people were applying for appeared to be

peripheral to needs of their job. Discuss why? (5 marks)
,.... 5. The company had to ensure that it obtained a return ort its training
CO
investment. How this canbe measure? (5 marks)
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UNIVERSITI MALAYSIA SARAWAK
Sarawak

KMS'·1043
Psikologi Perkembangan Manusia
(Developmental Psychology)
Peperiksaan Akbir(35%) .Tarikh 5 Mac 2004

(Date)
Semester . 2 Sesi 200312004 Masa . 7.30 -,.30 pm
(Tune) (2 jam)
1'
.~
,J Tempat
(Place)
DewanUNIMAS Nama
(Name)
Pensyarab Puan Masiniah Marzuki No.Matrik

(Lecturer) Puan Surena SabU (Matric No.)
Araban 1. Jawab SEMUA soamn eli Bahagian A dan C.

(Instruction) Jawab hanya DUA soalan eli Bahagian B.
r (AnswerAU questions in Section A and C. Answer only TWO
questions in Section B)
2. Baca soalan dengan teliti sebelum menjawab

(Read the questions carefully before answering)
3. Tulis jawapan hanya di dalam kertas jawapan yang disediakan.

(Write the answers only in the answering sheets provided)
4. Dilarang bercakap atau mengganggn calon-calon lain eli dalam

('0·.
.,... jangkamasa peperiksaan•
(No talking or disturbing other candidates during the duration of test)
,j ,
5. Calon tidak dibenarkan meninggalkan biIik peperiksaan dalam

masa 30 minit pertama dan 15 minit terakhir. .
(Candidates are not allowed to leave during the first 30 minutes and
the last 15 minutes)
6. Menipu adalah kesalahan yang amat serius dan sesiapa yang

didapati berbuat demikian akan dihuk:um.
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27. Fazira is shocked when her grandmother says she can't babysit Saturday night
because she has a date. Fazira's grandmother is
A. Not a typical elderly adult

B. A typical elderly adult
C. . Representative of a growing number of elderly adults
D. Breaking a societal rule
28. A young woman was seriously injured in a car accident and now shows no higher
cortical brain function. Her parents decide to take her off the life-support machines but are shocked
when she continues to breathe on her own. Is the young woman dead?
A. No, because she continues to breathe on her own.
B. It is unclear because we don't know how long she will breathe on her own
C. Yes, becaUse she is no longer capable of thought and personality characteristics
D. It is unclear because death can be defmed in different ways by different people.
29. Four-year-old Alicia's grandfather died a few weeks ago, and Alicia has been asking
her mother why Grandpa hasn't been over to visit What should Alicia's mother do?
A. Reassure Alicia that Grandpa will visit Alicia every night in Alicia's dream
B. Try to divert Alicia's attention and avoidbaving to explain what death is.
C. Explain that Grandpa has gone on a very long trip and won't be coming over anymore.
D. Explain as simply as possible that Grandpa died and answer any questions Alicia has.
() 30. The leading cause of death in adolescence is
A. Suicide
B .. Drug overdose
C. Car accidents
D. Leukemia·
PARTB: BRIEF ESSAY QUESTIONS (20%)
INSTRUCTION: ANSWER TWO QUESTIONS ONLY FROM THE FOLLOWING
1. Discuss briefly three ways television impacts cognitive development in children. (10%)
Bincang dengan ringkas impak/kesan television terhadap perkembangan kognisi anak-anak.
2. List and discUss four negative consequences of teen pregnancy (10%).

Senarai dan bincangkan empat akibat neganfyang berlaku terluidap mereka yang mengandung
sewaktu remaja. . .
3. Define explicit and implicit memory. Give example for each type of memory. (10%)
Definisikan memori esplisit dan implicit. Berikan contoh untuk setiap jenis memori tersebut.
()
PART C : COMPULSORY ESSAY (20%)
1. Physical, cognitive and socioemotional changes occur over a life span. Discuss with example the
changes that occur from the stage of childhood, adolescence and adulthood.
Perubahanjizikat kognitif dan sosioemosi berlaku sepanjang hayat. Bincangkandan berikan
contoh yang berkaitan terhadap perubahan yang berlakU bermula dari peringkat kanak-kanak,
remaja dan dewasa.
TRY YOUR VERY BEST!!!
44&
, .
-
Sarawak

(Faculty ofCognitive Science & Human Development)
KMS2053
TEKNOLOGI PENDIDIKAN
Examination : Akhir Date : 11 Mac 2004
Peperiksaan (Tarikh)
Semester :II, 200312004 Time :10 Itgh

(Masa)
Place : BS20&DK6 Nama

(Tempat) (Name)
'Lecturer :Pn. Shaziti Arnan MatricNo. .'
(Pensyarah) (No. Mairik)
Instruction 1. This examination paper co~ist of seven questions. Answer ALL questions.
(Arahan) Kertas peperiksaan ini mengandungi tujuh soalan. lawab SEMUA soalan.
2. Read the questions carefully before answering.

Baca soalan dengan teliti sebelum menjawab.
3. Write the answer only on the wraiting paper provided.

Tulis jawapan himay di dalam kertas jawapan yang disediakan.
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4. No talking or disturbing other candidates during examination.
Dilarang bercakap atau mengganggu calon-calon lain di dalam jangkamasa
peperiksaan.
5.Candidates are not allowed to leave the examination room during the first
30 minutes and the last 15 minutes of the examination.
Calon tidak dibenarkan meninggalkan bilik peperiksaan dalam masa 30 minit
pertama dan 15 minit terakhir;
6. Cheating is a very serious offence. Any candidate caught doing so wlll face
disciplinary action.,
Menipu adalah kesalahan yang amat serius dan sesiapa yang didapati berbuat
demikian akan dihukum.
SECTION B (10 marks)
1. Draw out the typical visual path a reader from western cultures will use to quickly scan over
the screen below. (2 marks)
2. Differentiate a symmetrical design and an asymmetrical design by drawing an

example of each in the screen provided below. (4 marks)
4
3. Draw an example of a screen with a clearly defined visual hierarchy. (4 marks)
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r SECTION C (60 marks)
1. According to Jonassen, the use of technology in learning should foster meaningful

learning. He describes FIVE attributes in the design of instruction, which would bring
fa about meaningful learning.
By referring to your project, describe the FIVE attributes and discuss how these
-
attributes bring about meaningful learning in the design of learning for the topic of your
project.
(20 marks)
2. The interface design of any nmltimed:ia document should be user-friendly, that is easy to
understand and use. There are a few design principles, which contributes to usability.
Describe FIVE design principles and discuss how you have applied them in the design of
the interface of your multimedia project to make it user-friendly.
(20 marks)
-
3. Describe the paradigm shift from 'learning about computers' to 'learning from
computers' and 'learning with computers'. Discuss the reasons for the paradigm shift and
provide examples ofcomputer-based learning activities for each paradigm.
(20 marks)
4. Describe the various types of usability testing. Discuss in which phase of the
development process should usability testing be carried out and how testing contributes to
the development of an effective multimedia instructional package.
(20 marks)
5. Discuss the reasons as to how colour influenced the reaction of the office worker in the
case below. Elaborate on how you would use colour to rectify the situation and promote a
better working environment.
() •An office worker suffers constant headaches and visual fatigue after working at a
computer terminal. The color of the wall behind the monitor is yellow and there is a glare
o
from surroundillg fixtures. Mter several years, her once perfect vision is impaired.'
(20 marks)
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UNIVERSm MALAYSIA SARAW AK
Sarawak

KMS,2063
PENGURUSAN KUALm DAN PRODUKTIVITI

(MANAGING QUALITY AND PRODUCTIVITY)
Peperiksaan AkIdr(40%) Tarikh 8 Mat; 2004

(Date)
Semester 2 Sesi 200312004 Masa 2.00 - 4.00pm

(Time) (2 jam)
Tempat BSI3&BS23 Nama

(Place) (Name)
Peosyarah Prof. Datin Dr. Napsiah Mahfoz No. Matrik

(Lecturer) Puan Surena Sabll (Matric No.)
Arahan 1. Jawab SEMUA soaIan Bhg A, B & D, Nih 2 sahajadrpd Bhg C

(Instruction) (Answer AIL questions in Part A,B & D. Choose only 2 From Part C)

3. Tulis jawapan hanya eli dalam kertas jawapan yang disediak8n.

4. Dilarang bercakap atan mengganggu calon-calon lain eli dalam

jangkamasa peperiksaan.
(No talking or disturbing other candidates during the duration oftest)
S. Calon tidak. elibenarkan mtminggalkan bllik peperlksaan dalam

masa 30 minit pertama daD IS minit terakhir.
(Candidates are not allowed to leave during theftrst 30 minutes and

elidapati berbnat demikian akan dihukum.
24. Quality circle is known for the following scope EXCEPT:
A Identify causes of problem using quality tools
B. Work as a team
C. Empowerment
D. Voluntary
25. Just in time management is exist for the following purposes EXCEPT:
A Increased inventory
B. Reduces cycle time
C. For continuous improvement
D. Eliminate waste.
PARTB (20%): CASE STUDY

Write your answer on the space given
o Answer all the 3 questions.
The editor of a magazine started receiving more and more complaints about misspelled words,
grammatical errors, and misquotes in feature stories. To improve the situation, the editor initiated
strict performance standards that affected the paycheque of the person responsible. Fmes were
imposed for grammatical or typographical errors. If a name was misquoted in any story the fine
went up as much as RM 50. Mter two months, the editor, who is your friend, calls you in and
proudly clainis that errors have been almost completely eliminated. He says that is a good
approach to improve qUality.
Editor untuk sebuah majalah mula menerima teguran dan komplain tentang salah ejaan,
perbendaharaan kata dan petikan yang salah untuk sesebuah cerita atau hasil penulisan. Maka
untuk memperbaiki masalah ini, editor tersebut teleh melaksanakan satu standard prestasi
terhadap mereka yang bertailggungjawab membuat kesalahan tersebut yang mana akan
melibatkan gaji mereka. Denda akan dikenakan terhadap mereka yang membuat kesalahan dati
segi perbendaharaan kata dan penaipan yang salah. Manakala denda boleh mencecah bingga RM
50 jika didapati kesalahan dati petikan kata.
Selepas implementasi berbentuk huknman dilaksanakan dalam tempoh dua bulan, editor majalah
ini yang mana merupakan kawan anda telah menelefon anda dan dengan bangganya menyatakan
bahawa segala bentuk kesalahan taW sudah dapat ditandatangani. Dia merumuskan bahawa cara
ini merupakan salah satu pendekatan untuk meningkatkan knaliti.
1. Do you think that this scheme is a good way to improve quality?
Why or why not? (5%)
2. Is it reasonable to hold employees responsible. for their mistakes?

Why or why not? (7%)
3. Can conditions beyond the control of employees affect quality?

What could they be? (8%) .
PART C (20%): ESSAY 1
Answer 2 questions only.
1. What is ISO 9000. How does it relate an organization's effort to improve quality arid
productivity? (10%) .
2. Explain the rationale for continuous improvement and its strategies. (10%)
3. Discuss the rationale for quality assurance initiatives and show how"quality audit help
support such initiatives. (10%)
4. Discuss two advantages of becoming a benchmark firm? If you were a manager of a

highly successful company, would you want other companies to benchmark agaiust your
firm? Why? (10%)
5. Discuss the characteristics of a service organization. Show how these characteristics

influence the management of quality? (10%)
-
6
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PARTD(20%): ESSAY 2
You must answer this question!
Quality is a never ending process that aim to satisfy customer needs, to stay competitive in the
market place and to improve quality and produ~tivityof the organization. Discuss how quality
management (principles, strategies and tools) helps an organization to achieve this goal.
Kualiti merupakan· satu petjalanan yang tiada destinasi yang bertujuan untuk memeimhi
permintaan pelanggan, menggalakan persaingan and meningkatkan lagi kualiti dan produktiviti
sesebuah organisasi.
Bincangkan bagaimana pengurusan kualiti (Prinsip, strategi dan "tool") dapat membantn
sesebuah organisasi untukmencapai matlamat mereka.
All the Best
£ $
- UNIVERSITI MALAYSIA SARAW AI{
94300 Kola Samarahan
Sarawak'
'FAKULTI SAINS KOGNITIF' & PEMBANGUNAN MANUSIA

(Faculty of Cogtiitive Sciences & Human Development)
,.... ,
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KMS3043
. . . .
,HUMAN RESOURCE INFORMATION SYSTEM '
(SISTEMMAKLUNlAT SUMBER MANuSIA):
40% "
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PeperikSaan : Akhir Tarikh 8 Mac 2004

(Date)
Semester : 2 Sesi 200312004 Masa : '0200-0430 PM

(Time)
- Tempat
{Place)
Pensyarah
Dewan Dnimas
: En Zafrr Mohd Makhbul

Nama:
(Name)
No. Matrik :
(Lecturer) En Ahmad Sofian Sbininan (Matric No.)
A:tithan ' 1. Jawab semua soalan.
(lnstrr.u:tion) (Answer all questions)
2. 'Baca 8(talan dengan teliti sebeIum menjawab

1-,"
~
r
0
. ,
(Read the questions carefully before anS}Vlfring)
I L '3. Tulis jawapan banya di,dalam kertas jawapan yang diSedialqm.

(Write the answers only in tike answering sheets provided)
4, Dilai'ang bel'C3k3.p atau niengganggu calo~.calon lain di dalam

jangkamasa peperiksaan. ' ,
(No talking or disturbing other candidat(}S during the duration oftest)
",..
:
5. Calon tidak dibenarkan meninggalkan bilik peperiksaan dalam masa

30 minit pertama dan 30 minit terakhir.
r"'" (Candidates are not allowed to leave during the first 30 minutes
and the last 30 minutes)
6. Meoipu adalah kesalahan yang amat serius dan sesiapa yang didapati
r- bel'buat demikiap akan dihukum.
,....
I
Final Exam, KMS3043
.Human Resource Information System
. SECTION C (SHORT ESSAy) .
Marks: 15
Instruction: Answer ALL questions in the lipaces given.

Question!
Before a company comes to decision whether to develop or buy atiHRIS, there are four elements
it shoiLldconsider. Expl~n the .elementS that should
. : . . " : .
be consider~ by the·deeisicm-maket..
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Page 8
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Final Exam. KMS3043

Hunuinl~.esdurce Infopnation'System
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Question 2
List down and elaborate the USes of an BRIS.
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Page 9
Final Exam,KMS3043
. Human Resource InfolllUltion System
SECTION D (ESSAy)
Marks: 25
Instruction: Answer.ALL questions in the spaces given.

Questio~l
Discuss the~ software implemented by UNIMAS.
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Page 10
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- . . Final Exam, KMS3043
.Human Resource Information System
,.
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Page 11
.
Final Ex.am, KMS3043

Human Resource Information System '
Question 2 '
Discuss
.
the current issues and challenges in HRIS.
.
Page 12
Final Exam. KMS3043
Human ResourCe Informati})Il System
fO
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Page 13
Sarawak

- (Faculty of Cognitive Sciences & Human Development)
KMS3053
Pengurusan Strategik
(Strategic Management)
PEPERIKSAAN AKBIRIFinal Exam

35%
Peperiksaan AkhirfFinal Tarikh 4 Mac 2003

(Exam) (Date)
,....
Semester 2 Sesi 2003/2004 Masa 10:00 am 12.00 pm
(Time) (2 jam/2 hours)
Tempat BS23 Nama :

(Place) (Name)
Pensyarah : Ahd. Halim Busari No.Matrik
-
(Lecturer) (Matric No.)
Araban (Instruction)
1. lawab 1 (SATU) soalan di Bahagian A dan semna soalan di Babagian B, C dan D.

Please answer 1 (ONE) question in Section.A and AU questions in SeCtion B, C and D.
2. Baca soalan dengan teRti sebelum menjawab

.(Read the questions carefully before answering)
3. TuUs jawapan hanya di dalam kertas jawapan yang disediak:an.

4. DiJarang bercakap atau mengganggu calon·calon lain di dalam jangkamasa peperiksaan.

.5• Calon tidak dibenarkan meninggalkan bilik peperiksaan dalam masa 30 minit pertama dan 15 minit
-
r
l
.terakhir.
(Candidates are not allowed to leave during the fint 30 minutes and the last 15 minutes)
6. Menipu adalah kesalahan yang amat senus dan sesiapa yang didapati berbuat demikian akan
r"'" dihukum
(Any fo'rm ofcheating is a serious offence and anybody found doing so will be penalised.
Section A: Essay (30 marks)
Answer only ONE question.
. .
1. Growth strategy is one element of the Grand strategy. By giving an example, explain how
this strategy helps in the strategy fonnulation process.
2. According to Porter (1980) there are 5 (FIVE) Generic Competitive Strategies thatare
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normally used by organisations. Choose 2 strategies and discuss how these strategies
support strategy implementation.
Section B: Case Study (40 marks)
Read the following case study and answer all questions.
Jalak Lenteng Co. 2002

o Case Abstract
Jalak Lenteng Co. is the Malaysian's number one specialty retailer of consumer electronics,
personal computers, entertainment software and appliances. Jalak Lenteng operates retail stores
and commercial websites under the names: Jalak Lenteng (JALE.com), AyamJantanHi-Fi'
(AyamJantanHiFLcom), MediaTaji (MediaTaji.com), Kokok (Kokok.com), Serama
(Serama.com),and AyamKatek (AyamKatek.com). JALE reaches consumers through more
than 500 retail stores nationwide, in Singapore and in Brunei Darussalam.
Vision Statement
JALE envisions. "blanketing" the country with their yellow tag by fiscal 2005 as a result of
continuing to open more locations and meeting the technological needs of consumers. (JALE,
2001 Annual Report)
Mission Statement
JALE is the nation's largest specialty consumer electronics retailer that focuses on enhancing
peoples' lives by offering affordable electronic products. JALE offers technology and
entertainment products that are affordable and user-friendly. We operate retail stores and
commercial websites under the names: Jalak Lenteng (JALE.com),. AyamJantanHi-Fi
JAyamJantanHiFLcom), MediaTaji(MediaTajLcom), Kokok (Kokok.com), Serama
(Serama.com), and AyamKatek (AyamKatek.com). JALE operates more than 500 retail stores
nationwide, in Singapore and in Brunei Darussalam, with more than 4,000 employees and is
looking at further growth. It markets products in Malaysia to customer ages 15 and older.
(JALE, 2001 Annual Report)
Questions:
1. If you were a strategic management consultant, what strategies would you
recommend to the CEO to enhance the company's competitiveness?
2. Should JALE Company enters other international markets? Explain.

3. What new vision and mission statement would you propose to the management of
JALE?
4. List down 3 strengths, weaknesses, opportunities and threats of JALE.
2
-
!
Section C: Matching (10 marks)
Match the following descriptions to the appropriate Strategic Management concepts.
Descriptions Concepts Answer

1. Describes an organization's present capabilities,
customer focus, activities, business makeup and
scope -"who we are and what we do".
r 2. Represents a managerial commitment to achieving ~
specific outcomes and results.

- A. Corporate Strategy
3~ A roadmap of a company's future and management's B. S tructure
aspirations for the organization by providing a C. Competitive
panoramic view of « where we are going". Forces Model
D. Benchmarldng
4. An overall managerial game plan for diversified E. Merger
company. F. Business Strategy
G. Core Competence
5. Consists of rivals, buyers, suppliers, new entrants H. Mission
and substitute products. Statement
r I. Joint Venture
6. A tool that allows a company to determine whether J. Vision
. the manner in which it performs particular functions K. Objectives
represents industry best practices when both cost and L. Corporate Culture
effectiveness are taken into account. M. Alliances
7. Two organizations of about equal size unite to form

one enterprise.
8. Two .or more companies form a temporary

partnership or consortium for the purpose of
capitalizing on some opportunity.
9. An organization's values, beliefs, business

principles, traditions, ways of operating and internal
work environment. )
10 An activity that a company performs better than

other competitively important internal activities .
.
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3
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Section D: Short Essay (20 marks)
1. Briefly explain the following level of strategy:

a. Corporate Strategy
b. Business Strategy
c. Functional Strategy
()
2. Briefly explain the following concepts. Give examples.

a. Diversification
b. Vertical Integration
; J b 1
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UNIVERSITI MALAYSIA SARAWAK·
94300 Kota Samanlhan
Sarawak
r
FAKULTISAINS KOGNITIF & PEMBANGUNAN MANUSIA

r (Faculty of Cognitive Science & HUman Development)
KMS3063
Keselamatan & Kesihatan Pekerjaan
(Occupational Safety & Health)
30%
PeperikSaan Akhir Tarikh 2 Mac 2004

(Date)
Semester 2 Sesi 2003/2004 Masa 10.00 - 12.30 pm

(I'ime) (2 liz jam)
Tempat BS25 Nama

r· {Place) (Name)
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c
Pensyarah Cik Dayang Nailul Munna No. Matrik
(Lecturer) Abang Abdullah (Mauic No.)
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Arahan 1. Jawab SEMUA soalan di Bahagian A, B, dan C. Pilih mana-mana

3 soalan daripada Bahagian D.
(Answer ALL questions in Part A, B and C. Choose any 3 questions
from Part D)

(FO 3. Tulis jawapan banya di dalam kertas jawapan yang disediakan.
4. Dilarang bercakap atan mengganggn calon-calon lain di dalam

(No talking or disturbing other candidates during the duration a/test)
5. Calon tidak dibenarkan meninggaIkan bilik peperiksaan di sepanjang

pepetiksllaan ini dijalankan.
(Candidates are not allowed to leave the exam hall during this
examination)
6. Menipu adalah kesalahan yang amat serius dan sesiapa yang didapati
berbnat demikian akan dihuk:wn.
(Cheating is a serious offence and anyone caught will be penalized)
.. '
Part C (35 marks)

Bahagian C (35 markah)
Answer ALL questions.

Jau1apSEMUA soalan.
.Case Study: Electrical Accident
A foreman service. engineer from a supply authority was investigating a

damaged three-phase supply to a building. It was extremely windy at the
time and one of the three phase lines had broken and was lying on the
. ground and was visibly arching at the time of the accident. When the foreman
was investigating the extent of the damage, whilst standing on a ladder at
roof ·leve1, he received an electric shock It is. not clear how the shock was
received but it appears that he accidentally came into contact with one of the .
o remaining two conductors whilst holding onto the roof gutteririg.

o
The work was not part of the foreman's normal duties but electrical service
personnel were on strike at the time and management was carrying out
emergency duties. His supervisor who was an engineer assisted the foreman.
Because there is only a minimum number of staff was available to carry out
the emergency work, the foreman and his supervisor had been working since
early morning and the accident occurred just before dark. The foreman was
. not wearing rubber gloves at the time and although his supervisor released
him from the electric shock situation he was dropped from the ladder during
the rescue. The foreman was injured in the fall and subsequently sued his
employer (the Supply Authority) for negligence in providing a safe place of
work
Answer the following questions based on the case study above:

Jawap soalan berikut berdasarkan kajian kes di alas:
)
·1. Discuss the causes of the electrical accident by using a Modern
Developments of The Heinrich Theory. (10 marks)
Bincangkan punca-punca berlaJru.nya kemalangan yg berkaitan dengan elektrik
dengan menggunakan #Developments ofThe Heinrich Theory". (10 markah)
2 Draw a Fault Tree· where the head event is "Death Due To Electrical
Accident". (5 marks)
Lukiskan "'Fault Tree" di mana punca utamanya adalah "'Kematian Disebabkan
Kemalangan Yang Berkaitan Dengan Elektrik". (5 markah)
GOOD LUCK! 5
4 ,4 Q g
C. Isolate the accident site, record all evidence, photograph or
videotape the scene, identify witnesses, interview witnesses.
D. None of the above
Part B (25 marks)
Bahagian B (25 markah)
Briefly define the following tenns:
Berilam takrifan ringkas iSaiah-isalah berikut:
i) Occupational Safety and Health Act 1994
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ii) Safety audit

,...i
, 1
,...
iii} Workmen's Compensation Act 1952
iv) Temporary total disabilities

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v) Lockout
vi) Safeguards
GOOD LUCK! 3
-
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vii) HAZOPs
viii). Risk Matrix
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ix) Extraneous Act
. x) Atlthropometry
GOOD LUCKI 4
".... . ·3•. Recorrunend 'the .~lectrical prevention strategies' to preve:nt this accident
!
front happening. in' future.. (10 marks)
. "Cadanglam strategi~strategibagi mengatasikemalangan yqng berkaitan dengan
elektrik ini daripada berlakupada masa yang akan datang. (10 markah)
4. Managers often blame accidents on worker carelessness or fault. In this

~ase, who do you think that the blame should be put. to? Exp:tain the
responsibilities of employee in this organisation. (10 marks)
-
, Majikan sering menyalahkan perkerja di atas kecuaian atau kesalahan mereka.·
Dalam situasi ini, siapakah yang harus disalahkan? Terangkan. tanggungjawab
pekerja dalam organisasi tersebut. (10 markah) . .
Part D (30 marks)

,...
. Bahagian D (39 markah) .
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.
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.
Answer three (g)·questions only. "

JiJ'loap tiga (3) s(}alan sahaja. '
-
1. Discuss a Human-Machine-Environrnent system by illustratirtgwith an,
example and sketching the model. (10 marks) .
Bincangkan sistem I1Human-Machine-Environment" dengan" mem.beri satu,

!
t
cont(}h dan lakarkan model tersebut. (10 markah)
2. Describe an Ergonomic Problem-Solving strategy when you are 'working'

r with Video Display Terminal (VDT). (10 marks)
Huraikan strategi I1Ergonomic Problem-Solving" ketika anda sedang
rnenggunakan HVideo Display Terminal (VDT)". (10 markah)
3. Under a regulation of the Occupational Safety and Health (OSHA), an

employee must use Personal Protection Equipment (PPE) 8Ucil. as gloves,
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head protection, goggles, face shields, ear muffs etc while . doing their job.
Most of the time, this employee firids that wearing PPEcan be,'unconifdrtable
or awkWard, ahdlllost ofthem complain thatitgeti,:ihth¢way (Jfdoin'g the .
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job. Explam how to get employees ,more' coffifortable withtising ,Petsonal
Protective Equipment (PPE)~ (10 marks) .. ' . ',.. '.
Di ,bawah 'peraturan Keselaniatan dan Kesihatan Pekerjaan ,(OSHA), seseorang
pekerja diwajibkan mengguna I1Personal Protection Equipment (PPE)" contohnya
seperti sarung tangan, topi keselamatan, kaca mata kCs~lamatan (gagal), pelindurtg
muka, pelindung telinga dan sebagainya sewaktu menjalankan tugas.' Biasanya
pekerja merasa tidak se1esa atau janggal apabila menggunakan· PPE,dan
kebanyakannya mengadu kesulitan yang dialami sewaktu melakukan tugas mereka.
Terangkan bagaimana cara bagimembolehkan pekerja merasa selesa ketika
menggunakan Personal Protection Equipment (PPE). (10markah)
GOOD LUCK! 6
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4. How would you audit whether the risk assessment processes at it place of
work were being carried out well. Give examples of what you would look at
. and how you would verify good practice. (10 marks)
Bagaimana anda membuat audit· sama ada proses penilaian risiko di tempat kerja
, telah dijalankan dengan sempurna atau tidak. Berikan contoh terhadap ·apa yang akan
anda ambilkira dan bagaiinana cara anda memastikan bahawa itu adalah satu amalan
atau latihan yang baik..(1 amarknh)
5. Explain the difference between risk assessment and risk. ranking by

illustrating your answer with examples. (10 marks)
. Terangkan perbezaan di antara plmilaian risiko dengan '''risk ranking" dengan
memberikan contoh yang sesuai untuk jawapan anda. (10 markah)
GOOD LUCK! 7
UJ : u¥
-
PROGRAM SAINS KOGNITIF
F
Falsafah Minda
(KMK1023)
Kognisi & Rekabentuk

(KMK1052)
-
Kalkulus & Linear Algebra
(KMK1063)
-
Introduction To Computing
(TMC1413)
Matematik Diskrit
- (TMC1813)
Asas Kepintaran Buatan

(KMK2063)
- p Rangkaian Kepintaran Buatan

(KMK2073)
- Sistem Pakar
(KMK3012)
Visi Komputer
(KMK3063)
~~--------------------------------------------------------------------------------------
-
,
f
I
Sarawak:
FAKULTI SAINS KOGNITIF & PEMBANGUNANMANUSIA

KMKI023
r
FALSAFAH MINDA
(Philosophy of Mind)
r?,-)
.
Peperiksaan Akbir Tarikh
. (Date)
. 5 Mac, 2003
~
Semester 2 Sesi 200312004 Masa 7.30-9.30pm
(Time) (2jam)
Tempat Dewan Unimas Nama

(Place) (Name)
Pensyarah No.Matrik
- Araban
(Instnlction)
1. lawab SEMUA soalan di Bahagian A dan DUA soalan di Bahagian
B
(Answer ALL questions in A ana 2 questions·in B)
2. Baca soalan dengan teliti sebelum I;tlenjawab

(Read the questions carefuUy before answering)
3. TuIis jawapan banya di dalam kertas jawapan yang disediakan.

4. DDarang percakap atau mengganggu calon-calon lain di dalam

(No talldng or disturbing other oondidates during the duration oftest)
s. Calon tidak dibenarkan meninggalkan bilik peperiksaan dalam

masa 30 minit pertama dan 15 minit terakbir.
(Candidates are not allowed to leave during the first 30 minutes-and
the last 15 minutes) .
6. Menipu adalah kesalaban yang amaJ serius dan sesiapa yang

didapati berbuat demikian akan dibukum.
PARTB
Answer TWO out of five questions below
1a) Describe the differences between Type-Type and Token-Token Identity Theory. Use
examples to further clarify your discussion. (10 Marks)
b) Briefly describe the implications on mind (mental phenomena) ifwe believe in

Epiphenomenalism. (10 Marks)
2a) What are the properties that we commonly associate with physica1imaterial things?
(10 Marks)
b) What are the differences between the views of a Property Dualist and Substance
Dualist? (10 Marks)
3a) Why is the Supervenient thesis said to be a weaker thesis (making more minimal
(~-) claims) compared to the Identity Theory? (10 Marks)
,_._".f
b) Discuss TWO objections related to Functionalism. (10 Marks)
4a) Describe the relationships of Turing Machine to Functionalism. (10 Marks)
b) Discuss the problems associated with EITHER Behaviorism OR Identitiy Theory.

Choose one. (10 Marks)
5a) What is the distinction between Instrumentalism and Eliminativism? (10 Marks)
b) Explain what is the strong AI thesis. (5 Marks)
c) Briefly describe the core belief of a Behaviorist philosophy of mind. (5 Marks)
-- GOOD LUCK --
~"",- _____________. ._______________________________________________________________ .~_i
.. _- " ~
94300 Kota Samal'ahan
Sal'awak

(Faculty of Cognitive Sciences & Human Development)
KMKI052
COGNITION AND DESIGN

(KOGNISI DAN REKABENTUK)
30%
Peperiksaan Tarikh 3 Mac, 2004
(Date)
-- Semester .. 2 Sesi 200312004 Masa · 11.00am-l.00pm
(Time) (2 jam)
. Tempat
. (Place)
BS 18
BilikMSc
Nama
(Name)
·
Pensyarah Puan Shaziti Arnan No. Matrik
(Lecturer) Puan Wan Norizan (Matric No.)
Araban 1. JawabsmnuasowWL
(Instruction) (Answer all questions)
r 2. Baca soruan dengan teRti sebelum menjawab
(Read the questions carefully byfore answering)
fO 3. . Tuns jawapan hanya di dalaDt kertas jawapan yang disediakan.

4. Dilarang bercakap alan mengganggu calon·calon lain di dalam

jangkamasa peperiksaWL
r1 5. CaJon tidak dibenarkan menJ)lggalkan bilik peperiksaan dWam

t masa 30 minit pertama dan 3() minit terakhir.
(Candidates are not allowed to leave during the first 30 minutes and the
last 30 minutes) .
6. Menipu adaIah kesruahan yang amat serius dan sesiapa yang

didapati berbuat demikian akan dibukum.
SECTION B (40%)
L Refer to the problem below. (10 marks)

a) Explain why confusion occurs in the situation.
b) Give suggestions how to overcome this problem by using the principles of good
cLesign. '
()
This picture shows two round connectors on the back of a computer. One of the ~."
connectors is for a mouse and the other is for a keyboard. The connectors look exactly the
same. Below the connectors are two labels, a green mouse label and a red keyboard label,
but it is not clear into which of the connectors to plug the mouse or keyboard. See arrows.
Does the green mouse label go with the lower connector? Or with the upper connector? If
you guessed the lower connector goes with the greeri mouse label, you are wrong, but not
alone in making this error. There is a tendency to plug the mouse into the lower
connector! This may be because the lower connector is closer to the green mouse label.
Or it may be that the positions of the connectors are seen as a "mirror reflection" of the
positions of the corresponding label.
"
l"
f
,! 2. Explain the action of withdrawing cash from an ATM machine according to the
Seven Stages of Action. (10 marks)
r
- Goals
-
The World
- 3. Aging people are an overlooked proportion of users. By giving an example of a

product/object, describe three design decisions you would make for elderly users and
justify them. (10 marks)
4. How can we use Norman's concepts about the gulf of execution and the gulf of
evaluation to assess the quality of an interface design of any product or system? (10
marks)
·5. Discuss the various ways color can be used in the design of a product or system in a
useful manner (as opposed to only decorative or aesthetic). (10 marks)

I
"
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UNIVERSITI,MALAYSIA SARAWAK
Sarawak:

,(Faculty of Cognitive Science & Human Development)
KMKI063
Kallrulus dan ,Algebra Linear
(Calculus and Linear Algebra)
Peperiksaan Akbir Tarikh SMac2004

, (Date)
Semester Semester 2 Sesi 2003/2004 Masa 2:30- 5:00

(rime) (2 % jam)
Tempat BS5 Nama

(place) (Name)
,Pensyarah Hong Kian Sam No. Matrik

(Lecturer) , (Matric No.)
"
r Arahan
(Instruction)
1. Jawab SEMUA soalan
(Answer ALL questions)
2. Baca soalan dengan teliti sebelnm menjawab

r (Read the questions carefuUy before answering)
3. TnIis jawapan hanya di dalam kertas jawapan yang disediakan.

(Write the answers only in t~ answering sheets provided)
4. Dilarang bertakap atau mengganggu calon-calon lain di dalam

,....
I
S. Calon tidak dibenarkan meoinggalkan bllik peperiksaan dalam

,.... masa 30 minit pertama dan 1S minit terakhir.
the last 15 ininutes)
6. Meoipu adalab kesalaban yang amat serius dan sesiapa yang

didapati berbuat demikian akan dihukum.
\
...
· 1 a) Find the lim
x -7 +oc
(10 marks)
b) Determine the domain and range for
hex) ={x if x .::: 2
4 . ifx> 2
(10 marks)
·c) Find the derivatives of
i) x2~3
x+4
ii) In [(x-l)/(x+1)]
iii) x2 cos2x
o
(30 marks)
d) A printed page must contain 60cm2 ofprinted material. There are to be Ina!gins of
5cm on either side and margins of 3cm on the top and bottom. How long should be
the printed lines be in order to minimize the amount ofpaper used?
.. ..
5cm
(50 marks)
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)/
;1l_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _- _ _ _- -_ _ _ _ _ _ _ _ _ _ _ _ _ __.J
.../
:2. a) Use the approximation principle: f(x +6x) ~ f(x) + f '(x~ x to determine -../78
(30 marks)
b) Measurement of a cubicle container yields the results 8.14cm, with a possible .error
of at most 0.005cm. Give an estimate ofthe possible error in the value V = (8.14i ~
539.35314 cm3 for the volUme ofthe container. Use the approximation principle.
r
i
(30 marks)
c) Approximate the roots of 2cos x - x 2 = 0 using the Newton's Method.

-to (40 marks)
3. a) Find the following
i) f (4-2f/ tdt
ii) Jtan2x dx
iii) ( x dx
J r-4x+5
(30 marks)
>
b) Integrate the following using integration by partial fraction techniques.
..
i) ( x4 3
-x -x- 1 dx
J x x2
ii) .( x2 +2 dx
J x(x+2)(x-l)
(40 marks)
c) Show that
i) . ( 1 dx = Ltan-1 3xJ2 + c
J 4x+9x 6
-
.
ii) r x2
-x-=2:---=2-x-+-4-
dx =Yzx2+2x- 8tan-1 x-l +c
-.J3 -.J3
J
(30 marks)
4a) A=
'. C
Find
i)· 5A-2B
ii) 2C-3D
Show that
iii) (AB)C =f:. A(BC)
iv) ATBT =f:. (ABl
Find
iv) B-1
(35 marks)
b) Use Gaussian elimination to solve the following system of linear equations
x-3y 2z=6
2x-4y-3z=8
-3x + 6y + 8z = -5
(25 marks)
c) For the following system of linear equations

)
x+2y+ 3z= 1
x+3y+6z=3
2x+6y+ 13z=5
i) State the system of linear equation in the form of
ii) Determine A-I
iii) Find the unique solution by finding A- I B

(40 marks)
,,-----------------------------.....,,_._,,_._-
.,
.
UNIVERSITI MALAYSIA SARAW AK
94300 Kota Samarahan .
Sarawak

TMC1413
-
,r
INTRODUCTION TO COMPUTING
March 6th , 2004

Lo Peperiksaan Akhir Tarikh
(Date)
Semester 2 Sesi 2003/2004 Masa 9-11 am

(JJme) (2 jam)
Tempat BS 18 Nama
(Place) (Name)
Pensyarah No.Mabik
-
I Araban 1.
2.
Jawab SEMUA soalan dalam Seksyen A, B dan C
(Answer ALL questions in Section A, B, and C)
Baca soalan dengan teliti sebelum menjawab dan tulis jawapan di
,.,.. dalam mang yang disooiakan di dalam kertas Boalan anda
(Read the questions carefidly before answering and write the answers
inside the provided space in the question paper)
3. Jangan bub kertas soalan sehingga anda dibenarkan berbuat
demikian.
(Do not open the question paper until told to do so)
4. Dilarang bercakap atau mengganggu calon-calon lain di dalam
5. Calon tidak dibenarkan meninggalkan bilik peperiksaan dalam
masa 30 minit pertama dan 15 minit terakhir.
,.. (Candidates are not allowed to leave during the first 30 minutes and
didapati berbuat demikian akandihukum.
•
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TJJfCUJ3lntroductWn To Computing
FinalExum
Section A (15 marks) (You are advised to allocate 40 minutes on this section)
Answer all the questions
Question 1
Write a single C statement or line that accomplishes each of the following:

a. Input three integer values from the keyboard and place these values in integer variables a, b, and c.
1 mark
Ans:
b. Print the values of each elements ofthe array table. Assume the array was initialised with the
definition:
int table[SIZE][SIZE] = {{1,8}, {2,4,6}, {5}};

1 mark
o Ails:
c. Assign the address ofvariable numbed to pointervariabte fPtr.

1 mark
ADs:
d. Define Part to be synonym for the type struct part.

1 mark
Ans:
C)
e. Write a statement that opens file "newmast.dat" for writing (and creation) and assigns the
returned file pointer to nfPtr.
1 mark
Ans:
MI'• .llomn, M. 1
);
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,-------------------------------------------------------------------
TMCU13 Introduction To Computing
YmalExmn
f. Convert the string "8.63582" to double and print the value

I mark
Ans:
Question 2
r
,
[
What is the outpUt for each of the following program segments?
a.
i=5;
while (1)=3)
iiI;
printf{"o/od\n", i);
}
printf{"Loop exit, I is o/od\n", i);
2 marks
Am:
b.
sum 0.0;
x 0.8;
while(x<= 1.1 +0.0001)

{
printf("%.If\n", x);
sum=sum+x;
x=x+O.l;
printf("Total is %.If\n Il , sum);
2.5 marks
Ans:
Mr. Rossin, M. 2
TMC1413 Inlf'(x/udion To Computing
FmQIExmn
Question 3
Convert a soUrce code below to a pseudo code:
#include <stdio.h>
intmainO
{
double sales; 1* gross weekly sales *1
double wage; 1* commissioned earnings *1
1* get first sales *1
print{( "Enter sales in dollars ( -1 to end): " );
scanf( "%If', &sales);
1* loop until sentinel value read from user *1

while (sales != -1.0) {
wage = 200.0 + 0.09 * sales; 1* calculate wage *1
1* display salary *1
print{( "Salary is: $%.2f\n\n", wage );
1* prompt for next sales *1

print{( "Enter sales in dollars ( -1 to end): • );
scanf( ''%If', &sales );
} 1* end while *1
return 0; 1* indicate successful termination *1
} 1* end main *1
3 marks
Ans:
ill,., Bossin, M. 3
"i
.---------------------------------------------------------------------------
t
j
TMC1413 Introduction To Computing

Final Exam
Qnestion4
Predict the output for the program below:

2.5 marks
#include<stdio.h>
'- void FI (void);
void F2 (void);
void F3 (void);
intsum;
void main(void)
{
sum = 15;
FlO;
F20;
printf("The sum is %d\n". sum);
FlO;
F30;
F20;
printf("The sum is %d\n", sum);
r }lIend ofmain
- void FI(void)
{
intsum=I;
print£t"***The sum in PI is o/od\n", sum);
}/lendofFI
void F2(void)
{
sum = sum + 1;
}lIend ofF2
void F3(void)
{
sum = 20;
printf(IfThe sum in F3 is %d\n", sum);
}lIendofF3
Aus:
4
ittr. HossiIt, M.
TMCU13 Introduction To COmputing
FinalExmn
QuestionS
"What does this program do'}" and predict the output. Let say the output is string!.
/*What does this program do*/

#include <stdio.h>
int mystery2(const char *s); II prototype
intmainO
{
char string[80]; Ilcreate char array
printf(''Enter a string");
scanf("%s", string);
, priotf(lfo/od\n", mystery2(string»;
retumO;
/*What does this function do*1

int mystery2(const char *s)
{
intx;
for(x=O; *s != '\0'; s++)
x++;
retumx;
} ,
1.5 mark
Aus:
I
1
,j
'I
Mr. Rossin, M; 5
,.:j
Final Exam
Section B (15 marks) (You are advised to allocate 20 minutes for this section)
Question!
Identify the errors in the fullowing program segment:

a. int :x= I, total;
While(x <= 10){
total +=x;
++x;
}
2 marks
ADs:
r
,
b. The file "tools.dat" should be opened to add data to the file without discarding the current data.
if{(ttPtr= fupen("tools.dat", "w")) !=NULL)
2 marks
ADs:
c. struct person
{
char lastName[lS];
char firstName[IS];
int age;
}
1.5 marks
ADs:
-
Mr. Rossin, M. 6
-

FlnulExam
d. printf("flA string in quotes'''');

2 marks
. ADs:
e. char s[12];
strcpy(s, "Welcome Home");
2 marks
Ans:
f. int *zPtr;
intz[5] = {I, 2, 3, 4, 5};
lIuse pointer to get first value of array

number = zPtr;
2 marks
Ans:
"'1
:1 (-.
i, q )
;;; '--.-/
g. Assume
int a[2][2] = {{1,2}. {3,4}};
a[I,I]=5;
1.5 marks
Ans:
Mr. Hossin, M; 7
FinnlExam
h. for(y .1; y != 1.0; Y+= .1)
printf("%f\n", y);
2 marks
ADs:
1""'".
Lo
-
!
4
FinolExam
Section C (20 marks) (You are advised to spend 60 minutes on this section)
Question 1
The process of finding the largest number (ie., the maximum of a group of numbers) is nsed frequently in
computer applications. For example, a program that determines the winner of sales contest would input the
number of units sold by each salesperson. The salesperson that sells the most units wins the contest. Write
a program that input a series of 10 numbers using while loop structure (the first number must be inputted
outside the while loop whereas the rest is done inside the while loop), and determines and prints the largest
ofthe numbers [Hint: Your program should use three variables as follows]:
counter: A counter to count to 10 (i.e., to keep track of how many numbers have been input and to
determine when alII0 numbers have been processed)
number: The current number input to the program
largest: The largest number found so far
Sample dialog:
Enter the flrst number: 7
Enter the next number: 37
Enter the next number; 36
Largest is 437
5 marks
Ans:
Mr. Russin, M; 9
J
J
· .
TMCU13 Introduction To Col1tputing

FinolExam
,.....
L()
,...
.1-lr. Hossin, M: 10
•
TMCJ413 Introduction To Computing

FmalExam
Question 2
Write a program that inputs four strings that represent integers, converts the strings to integers, sum the
values and prints the total ofthe four values.
Sample dialog:
Enter an integer string: 43
The total ofthe values is 10239
7 marks
Ans:
C)
Mr• .Hossin, i1£. 11
""\I
j
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···~,-l _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
_J
..
TMC141!J Introduction Th Computing

YmoJExam
,...,
if
Ly)
-
,
~
- lWr. Hossin, 1.1:" 12

Final Bxmn
Question 3
Using single-dimensional array, write a function called "descending", which receives an int array called g,
which size is 5 and return the result in descending order to be printed in the main function. Make sure you
provide useful prompts for the inputs.
Sample dialog:
Enter 5 integers
Integer [OJ = 3
Integer [I] = 4
Integer [2] = 2
Integer [3] = 1
Integer [4] = 5
Data items in original order = 3 4 2 1 5
Data items in ascending order = 5 43 2 1
8 marks
Ans:
Mr. Hossin, M. 13
L i ,
TMC1413111troducti(}11 To Computing
FutalExtmt
"..
"
L()
End ofquestions...
GOOD LUCK.
Mr. Rossin, M. 14
,
"iJ
,
UNIVERS:lTI MALAYSlA SARAWAK

Sarawak

TMC1813
Matematik Diskrit
(Discrete Mathematic)
Peperiksaan Akbir Tarikh 2 March. 2004

( Date)
Semester 2 Sesi 2003nOO4 Masa 10am-12pm.

(Time) (2jam)
Tempat BS2 Nama

(Place) (Name)
Pensyarah Lee N1lllg Kron No. Matrik

Arahan : 1. Jawab SEMUA soalan "

(Instruction) (Answer AIL questions)

(Read the questions carefuUy before answering)
3. Tulis jawapan hanya di dalam kertas jawapan yang <lisediakan.

4. Dilarang bercakap atau mengganggu calon-calon lain d.i dalam

(No taTldng or disturbing other candidates during the duration Dftest)
5.' Calon tidak dibenarkan meninggalkan bilik peperiksaan dalam

(Candidates are Mt aUowed to leave during the first 30 minutes and

TMC1813 Fma:L Page.of6

,
Section A - Short Questions (60%)

Answer an questions.
(BahagianA- Soalan pendek)(60%)

Jawap semua soalan
1. Let P be the proposition Rnses are red and Q be the proposition Vwlets are blue.
Express each of the fOllowing propositions as logical expressions:
a) If roses are not red, then violets are not blue.
b) Either roses are red Of violets are brue (but not both).
c) Roses are red Of violets are not blue.
(6 marks)
2. Show that (p -7 q) -7 r is logically equivalent to ((-,p) -7 r) A (q -7 r).
(6 marks)
3. Give a direct proof that "n and m are even integers then n + m is an even integer" is
true.
(6maiks)
4. Given the universal set U ={p, q, r, s, t, u, v, w}.

Let A = {p, q, f, s}, B = {f, t, v}, and C={p, s, t, u}. Find the elements of the
following sets:
a) BnC
b) -, (AuB)
c) B-C
(6matks)
=
5. Draw the simple graph G = (V, E) with vertex set V {a, b, c, d, e} and edge set E =
lab, ae, bc, bd, ce, ce, de}. Write down the adjacency matrix.
Pagea,of6
TMC18i3 Fmal
.~
~
. ,~
. '1
:/
. . ~l
{"'-~-----------------------------------------------------=
at !$
-
, 6. Find a Hamilton cycle in the graph below.
2 3
4
.
to 7 5
(6 marks)
7.
a) A menu in a Malay restaurant allows you to order exactly three of seven main dishes.
How many different 3-combinations ofmain dishes can you order?
b) How many four-letter 'words' can be made with distinct letters :from the list a, g, m, 0,
pand r?
(6 marks)
8. Using the Euclidean algorithm, find the greatest common divisor of56 and 212.
(6 marks)
9. Using sequence difference, find a simple fonnula for the following sequence,
3,6,11,18,27,38,51,66,83,102, ...
(6 marks)
10. Let A and B be subsets of a universal set n Show that A c B if and only if Ii cA.
(6 m.a:tX:s)
TMC18~-3 Final Pagegof6

SectionB (40 %)
Answer all questions
Bahagian'B (40%)
Jawap semua soalan.
Questionl
a) S uppose that a department contains 10 men and 15 women. How many ways are there
to fonn a committee with 6 members ifit must have more women than men? (Hint
Consider cases where the number of women is more than men).
(6matks)
b) How many ways to fill in a 3 bits string with binary number ifthe last bit must be 1?
(4matks)
Question 2
Prove using mathematical induction the statement,
1 + 5 + 9 + '" + (4n -3)= n(2n-l)fora1ln~ 1.
(10 marks)
Question 3
a) Detennine whether the graph below is bi-partite.
b c
a ~ __________ -+~. d
(4matks)
TMC1813 Final Page4of6
1':,1
" ':~____________________________- - - - - - - -___________________________________'_.4______
; £_ _ _ __ _ _
b) Draw a graph with adjacency matrix
,!"""
0 1 1 0
1 0 0 1
1 0 0 1
0 1 1 0
with respect to the ordering ofvertices 1,2,3,4.
r (4:matks)
c) Suppose that the relation R on a set is represented by the matrix,

r,- :..~-
\...L ) 10]
1 1
1 1
Is R reflexive? Explain your answer.
(2 marks)
TMC1813 Final Page~of6
-
Questi.on4
a) Figure below illustrates a binary tree.
f i
j
/ 1
Traverse the tree using,
i.) Pre-order traversal.
ii.) Post-order traversal.
iii.) fu-order traversal.
b)
i) List all the interior vertices.

ii) List all the leaf vertices.
(10 marks)
==--======= END ==============
lJ
A
TMC1813 Fmal Page 6 of6
p
...
oj
o .,
'"0
UNlVERSITI MALAYSIA SARAW AK

Sarawak

- KMKl063
FOUNDATIONS OF ARTIFICIAL INTELLIGENCE
r'"
Peperiksaan Akhir Tarikh March 4th • 2004
LD (Date)
Semester 2 Sesi 2003/2004 Masa 9-11 am

(Time) (2jam)
Tempat BS 18 Nama
(Place) (Name)
Pensyarab No.MaPik
Araban 1. Jawab SEMUA soalan dalam Seksyen A dan B, serta DUA soalan
daripada Seksyen C
(Answer ALL questions in Section A and B,plus TWO questions from
Section C)
2. Baca soalan dengan teUti sebelnm menjawab dan tulis jawapan di
dalam ruang yang disediakan di dalam kertas soalan anda
(Read the questions carefully before answering and write the answers
only in the answering sheets provided)
3. Jangan bnka kertas soaIan sehingga anda dibenarkan berbnat
demikian.
4. Dilarang bercakap alan mengganggn calon-calon lain di dalam
6. Menipn adaIah kesalahan yang amat serins dan sesiapa yang
didapati berbuat demikian akan dihnknm.
-
..
Final Exam KAfK2063

FoundatWns ojA,.tlflCiallnteJligence
Section B (20 marks) (30 minutes)
a. What is intelligence?
2 marks
b Show a Simulated Annealing algorithm.
4 marks
c. Write a pseudo-code for the procedure of genetic algorithm (GA).
8 marks
d. Explain briefly "syntax" and "semantics" of Knowledge Representation Language.
Give example.
6mdrks
Mr Hossin,llf.. Mr Ng G. w., & MdmKartini 3
!
:-;
. 1
';;
'vr,
'z)_
_ _ _ _ _ _ _ _ _- - - - - - - - - - - - - -_ _ _ _ _ _ __
..
. tiIih.
Final Exam K1tlKl063
Foundations ofArtifidallntelligence
Section C (60 marks) (70 minutes)

Answer TWO oftbree questions below.
Question 1 (30 marks) (35 minutes)
a. Consider the following map (not drawn to scale).
A~ ______~______-=L-________________~B
10
20 _ _ _...,Ll.I'--. . . . . H
10 5
I---I0-5~J
10
5
- K 20 L 20
Using the A * algorithm work out a route from town A to town M. Use the
M
following cost functions.

);> g(n) = the cost of each move as the distance between each town (shown on
map).
);> hen) = the SLD (straight line distance) between any town and town M. These
distances are given in the table below.
'htL'me D"IStance t 0 M
r StralgJ
A
B
44.72
20.00
E
F
31.62
2236
I
J
11.18
5.00
M 10.00 I
C 33.54 G 14.14 K 40.00
D 25.00 H 10.00 L 20.00
i. Provide the search tree for your solution, showing the order in which the
nodes were expanded and the cost at each node. You should not re-visit a
town that you have just come from.
14 marks
ii. State the route you would take and the cost of that route.
3 marks
h. What are the FNE (5) good things about decision trees?
5 marks
c. "Surely animals cannot be intelligent - they can do only what their genes tell them. II
Is the latter statement true, and does it imply the former? .

8 marks
j
Mr Hossin. M., My Ng G. w., & Mdm ,1[artini 4

.. ..
'\ .
Final Exam KtV[(2063
Foundations ofArtificial Intelligence
a. Assume 4 cities {A, B, C, D}, which are represented by fully connected graph. The
following tables represent the pheromone levels on each edge of graph and the
distances between each city (assume the pheromone levels and distances are
symmetric)
. PHEROMONE LEVELS DISTANCES

A B C D' A B C D
A 0 A 0
B 0.25 0 B 12 0 ,
C 0.11 0.98 0 C 10 6 0
D 0.34 '0.54 0.67 0 D 8 15 3 0
Assume an ant started its journey at city A and has travelled to city C. Using the
formulate describe in the lectures
i. What is the probability that the ant will travel to city A?
11. What is the probability that the ant will travel to city B?
iii. What is the probability that the ant will travel to city D?
Note: Assume alpha (a) and beta (3) are set to I

8 marks
b Given the following 8-puzzle, defme the problem as a search problem in terms of
states, operators, a goal test and path cost.
8 marks
5 4 1 2 3
6 1 8 8 4
7 3 2 7 6 5
Initial Goal
State State
c. Briefly describe three-layer architecture in robotic architecture.

10 marks
d. State 2 weakness ofPredicate Logic..Why predicate calculus is preferred than
Predicate Logic.
4 marks
My Bossin, M., My Ng G. w., & MdmKartini 5
,;1
~-------- ..-----------------------------------------------------------------
..
Final Exam KMK2063

Foundations ofArtijiciallnteIJigence
a. Use this problem description for parts i. to iv.
Assume we have the following function

ttx) = xl\3 - 60 * xl\2 + 900 * x + 100
where x is constrained to 0.. .31.
We wish to maximise f(x) (the optimal is x = 10).
Using a binary representation we can represent x using five binary digits.
i. Given the following four chromosomes give the values for x and f(x).
4 marks
Chromosome Binary String

r PI 111000
P2 01111
P3 10111
P4 00100
ii. IfP3 and pz are chosen as parents and we apply one-point crossover show
the resulting children, Ct and C2. Use a crossover point of 1 (where 0 is to
the very left of chromosome). Do the same using P4 and P2 with a
crossover point of2 and create C3 and C4.
6 marks
iii. Calculate the value ofx and f(x) for Ct, C2, C3 and C4
4 marks
h. "Herbert is a small hippopotamus who lives in Edinburgh Zoo. Like all

hippopotamuses he eats grass and like swimming. Represent the above
i. as semantic network
ii. as a frame model
12 marks
c. With reference to the Travelling Salesman Problem explain what is meant by

. combinatorial explosion and what effect this has in rmding an optimal solution?
4 marks
End 0/ questions
Good Lucid
Mr Hossin, M., MI' Ng G. w.. & hUm Karlini 6

--'"

Sarawak
FAKULTI SAINS KOGNlTIF & PEMBANGUNAN MANUSIA

KMK2073
Rangkaian Kepintaran Buatan

(Artificial Neural Networks)
Peperiksaan Tarikh : 2 March 2004

(Date)
Semester ,
. 2 Sesi 200312004 Masa :2pm-4pm
(Time) (2jam)
-
Tempat , DIG Nama
(Place) (Name)
Pensyarah Syafiq@N. K. Lee No. Matrik

(Lecturer) (Matrie No.)
Araban
(Instruction)
1. Jawab SEMUA soalan
(Answer AIL questions)
2. Baca soalan dengan teliti sebelum:menjawab

3. Tulis jawapan hanya di dalam kertas jawapan yang .

,.... disediakan.
1 (Write the answers only in the answering sheets provided)
L
4. Dilarang bercakap atau mengganggu ca1Ofrcalon lain di

dalamjangkamasa peperiksaan.
(No talking or disturbing other candidates during the
duration oftest)
5. Calon tidak dibenarkan:meninggalkan bilik peperiksaan
-
t
dalammasa 30 minit pertama dan 15 minit terakhir.
(Candidates are not allowed to leave during the first 30
minutes and the last 15 minutes)
,... 6. Menipu adalah 1resalahan yang amat serius dan sesiapa yang
! didapati berbuat demikian akan dihukum
,..
Page 1 of6
KMK 2073 Artificial Neural Network, Final
Section A: Short Questions- 600,4

Answer all questions
(Sahagian A: Soalan Pendek)
(Jawapsemua saolan)
Question 1
What is clasSification? Give two examples where neural networks can be used for
classification.
(4 marks)
Question 2
Neural networks possess many characteristics that make it suitable to solve many
classification problems. Describe two of these characteristics.
(4 marks)
Question 3
There are two phases in Back-propagation training: the feedforward phase and the backward
phase. Describe briefly. using your own words these two phases?
(6 marks)
Question 4
Given the logic XOR problem represented as Figure below:
+
+ true
false
Draw the decision boundaries that could be produced by the two layers multi-layer Perceptron
neural network on this problem. AsSume there are two hidden neurons on the hidden layer.
. (4 marks)
Page 2 of6
?
".~
~-----------------------------------------------------------------"
KMK 2073 Artificial Neural Network. Final
•• <
'It
QuestionS
r
\ a)
Xl
- y=O.66
-
i
~
()
1
. Figure above show a two layers multi-layer perceptron network and some of it connection
weights values. Find the new weight for Wtt given,
Activation function: f(x) = 1/(1+exp(-x)).

~
First derivative of activation function: is r(x)= f(x)(1-f(x)).
!
i
Input values: =0.5
Xt
Desired output d =0.36
Actual output y = 0.66.
Activation of hidden neuron h1 = 0.90
Net input to hidden neuron hI = 0.11
Learning rate: 0.8
(12 marks)
b) Give two stopping criteria that could be used in multi-layer peceptron network learning?
(4 marks)
c) What are the differences between pattern mode and batch mode neural network training
orleaming?
(4 marks)
=== END ====
r
Page6of6
-
y1, y2. & y3. Detennine which output neuron is the winning neuron in the competition on
thekohonen layer if we apply the input pattern x to the self-organizing network. Show
clearly your calculations.
(15 marks)
b) Give one similarity and one difference between the learning Vector Quantization neural
network and Self-Organizing neural network training.
(5 marks)
c)
,Page 5 of6
; Q
t
..,
- Section B: 400k
(8ahagian 8: 40 markah)
- .Answer Question 1 and select only one question from Question 2 to Question 5.
Jawap soa/an 1 dan pi/ih satu soaIan sabala daripacla BOa/an 2 hlngga 5.
(Markah bonus akan diberikan seldranya pelajar dapat menjawap 2 soalan daripada. soafan 2
hingga soa/an 5)
- Question 1
. a)
"Neural network is recognized as one of the most prominent classifier in many application
areas. The input- output capabilities of a neural network are outstanding and able to give
reasonable good results in classification. But in some applications this is not enough. For
example, in expert system, we have producl rules that tell us how the expert system reaches
to the conclusion(s). This cannot be done in neural network"
From this statement, criticise. the neural network explanatory or reasoning power. Give
- examples if possible. Also suggest possible solutions for this problem.
b) In NevProp there are two phases of training,

Phase I: Rnd the targeted average means squared error using cross-validation.
Phase II: Perfonn the actual training using the average means squared error from
Phase I.
In your opinion why this is done so in NevProp training? Justify your answers in tenn
of uncertainty, stability, and randomness of parameters on the training or learning of
network.
(20 marks)
- Question 2
a) Multi-layer perceptron network is preferable to single layer network because it can solve
non-linearly separable problems. However, the perfonnance of the neural network is much
determined by some practical issues. Describe three of these issues in detailed. ( )
(12 marks)
b) What is generalization? Give and explain three factors that contnbute to generalization in a
neural network model.
(8 marks)
Question 3
a) What are the five components commonly found in a pattern recognition system? Describe
three of the components in detailed?
(20 marks)
Question 4
a) Given one input pattern x = [0.1, 0.2, 0.4, 0.5] and three. weight vectors
w1=[0.4, 0, 0.24, 0.2], w:z::[1, 1, 0, 0], & W3=[0.5, 0.5, 0.4, 0.4] for three output neurons
Page4of6
KMK 2073 Artificial Neural Network, Final,
'1 Question 5
Figure below show the architecture of a single layer network,
xl I - - - -..... y
x2
Input layer Output layer
If we apply the input pattern [0.1, 0.3] to the network and the actual output on output neuron y
is 0.2. Find the new weights if the desired output is 0.3. The learning rate is 0.1 and the
learning algorithm use is Least Means Squared.
(6 marks)
()
QUestion 6
A distance function is required to measure the distance between an input vector and weight
vector for each output node in the self-organizing network in order to find the winner. Name
and write the equation for the two commonly used methods?
(4 marks)
Question 7
What is the purpose of momentum term a in the back-propagation learning? Write the
equation for the weight update if the momentum is included?
(5 marks)
Question 8
Draw two possible organizations of output neurons in a Kohonen self-organizing neural

network?
(4 marks)
Question 9
What are two processes that could be done in the pre-processing step in a classification
system?
(4 marks)
Question 10
In a data set, the maximum and minimum values for an attribute a1 are 0.5 and -0.5
respectively. If the value of attribute a1 is 0.25 for a training pattern in the same data set, find
the scaled value of at.
(4 marks)
Question 11
Draw the flow chart of one training cycle of the Adaptive Art Reasoning neural network
learning.
(10 marks)
Page 3 of6
.1_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
),
" #.
UNlVERSITI MALAYSIA SARAW AK
- 94300 Kota. Samarahan
Sarawak

KMK3012
EXPERT SYSTEMS
!""'".
.t-o Peperiksaan Akhir Tar&h March 8 • 2004
-
(Date)
Semester 2 Sesi 200312004 Masa 8-lOam

(rime) (2 jam ) .
Tempat BS25 Nama

I""" (place) (Name)
i
Pensyarah No.Matrik
(Lecturer) (Mama No.)
Arahan 1. Jawab SEMUA soalan dalam Seksyen A dan B serta DUA soalan
daripada Seksycn C
(Instruction)
(Answer ALL questions in Section A and B, plus TWO questions from
!""'" Section C)
2. Baal soalan dengan tel~ti sebelum menjawab dan tnlis jawapan
",'
hanya di dalam kertas jawapan yang disediakan
(Read the questions carefolly before answering and write the answers
only in the answering sheets provided)
3. Jangan buka kertas soalan sehingga anda dibenarkan berbuat.
-
4.
dcmikian.
DUarang bercakap atau mengganggu calon-calon lain di dalam
5. Calon tidak dibenarkan menioggalkan bUik peperiksaan dalam
masa 30 minit pertama dan 15 minit terakhir. '
-
KMlGO!] Expert Systems
Final Exam
Section B (40 marks) (40 minutes)

Answer all questions below
1 Define with your own words

a. Expert Systems
b. Champion
c. Knowledge acquisition
6 marks
2. Identify the functions ofthe following:

a. justifier/scheduler
b. inference engine
6 marks
3. What is rapid prototyping? How is it useful in building expert systems?

6 marks
4. Blackboarding offers certain characteristics. Explain each briefly.

6 marks
5. "Herbert is a small hippopotamus who lives in Edinburgh Zoo. Like all

hippopotamuses he eats grass and like swimming." Represent the above
a. as a semantic network
b. as a frame model
12 marks
6. lllustrate by example ofyour own how ambiguity is possible sources of uncertainty

4 marks
,ll;[r Rossin, Mohammad 3

..
[(ME3012 Expert Systems

FinalExilm
Section C (40 marks) (60 minutes)
Answer TWO ofthree questions below.
Question 1 (20 marks)
Multiple expe~ give the ability to compare and contrast the information acquired. Our
real estate finance expert has deep knowledge in real estate tax field as well. He was
particularly helpful in confirming the tax information we had acquired from the' tax
expert. Confirming the validity of the proposed recommendation .and solution is critical
considering the continuously changing tax law. One expert might not be aware of the
change while the other does.
(Source: Poppy Lumanau and Susan Tien, "Residential Real Estate Advisor")
a. In your opinion, is the use of multiple expert approach justified for this project?
Explain.
r lOmwh
.to b.· Can the use of two knowledge engineers to tackle the problem be justified? What
are the conditions or rationale for a multiple knowledge engineering approach to
building this system? Any system?
lOmwh
,.,..
I
The goal of this project is to develop a consumer-lending expert system to guide the user
through the decision for making an automobile loan. The system asks the user a series of
questions that can, vary depending on the customer's situation. This includes the
customer's fmancial and employment record, past loan record, and the price of the
automobile. The system then provides a decision based on the answers to these
questions, using the bank's lending experience. The rules are based partly on policies set
by the organisation and partly on common lending practices.
Instructions
You have been assigned the task of building the automobile loan advisor for the bank:.
Explain in detail the life cycle (ESDLC) of this project.
20marh
Mr Hossin, Mohammad 4
KjlfK3012 Expel1S.vstems
FinalEYam
the Home Veterinarian is an expert system designed to provide pet owners with an
extensive practical pet health guide for their home. The system asks the pet owner a
series of questions regarding the condition of his or her pet-and then provides the owner
with meaningful advice either to go directly to their veterinarian, or continue to observe
their pet's condition and wait until normal office hours.
Some advantages to this system include avoiding emergency veterinarian treatment

during the weekend if the pet's problem could have waited until the office opened the
next
. day. By providing assurances that a pet does not need emergency treatment, the
.
system can save the owner the additional cost of a weekend visit
Many uncertainties are associated with medical symptoms and possible diseases.
-
j
Veterinarians make a judgement as to the most probable disease a pet may have based on
their school training and years of practical experience. Textbooks can document these
symptoms, but other symptoms or combinations of symptoms may lead a veterinarian to
It> conclude a particular disease is present. For this reason, an expert system using relative
confidence factors would be an appropriate way to represent this knowledge.
- a. In this expert system, the knowledge engineer is a practicing system builder with
background is computer science application but with no prior experience in
veterinarian medicine. What do you recommend this knowledge engineer do to
prepare for knowledge acquisition?
~ lOm~~
b. Is this the type of expert system that requires more than one expert for validity and
reliability ofthe final system? Explain.
lOm~~
- End of questions.••
Good Luck.
Mr Rossin, Mohammad 5
r UNlVERSITlMALAYSIA SARAWAK
Sarawak
FAKULTI SAINS KOGNITIF& PEMBANGUNAN MANUSIA

KMK3063
-
Visi Komputer
(Computer Vision)
Peperiksaan Akhir Tarikh :~ March, 2004

(Date)
-
Semester 2 Sesi 200312004 Mass :10sm-12pm.
(Time) (2jam)
I
Tempst BS23 Nama

(Place) (Name)
Pensyarah Dr. Tsy Yong Haur No. Matrik

(Lecturer) (Mattie No.)
,....
.\
Arahan 1. Jawab SEMUA soalan

(Instruction) (Answer ALL questions)

(Read the questions carefully before angwering)
3. Tulis Jawapan hanya di dalam kertas jawapan yang

disediakan.
4. Dilarang bercakap atau mengganggu calon-calon lain di

daIam jangkamasa peperiksaan.
(No talking or disturbing other candidates during ~he
duration oftest)
5. Calon tidak dibenarkan meninggalkan biIik peperiksaan

dalam masa 30 minit pertama dan 15 minit terakbir.
6. Menipu adalah kesalaban yang amat serius dan sesiapa

yang didapati berbuat demikian akan dibukum.
KMK3062 Final Page 1 of4

Instruction to candidates:
Answer ANY FOUR (4) questions.
QL Hough Transform is a popular technique to detect objects of known shape.
(a) Describe the principle of Hough Transform to detect straight lines. (7marks)
(b) . Discuss the advantages and drawbacks ofHough Transform. (8 marks)
(c) . Briefly discuss one application that can utilize Hough TransfolDl fur
solving real-world problems.
(10 marks)
LO
Q2. lliesbolding is a common and simple teclmique to segment out objects frOm .
their background.
(a) What is the criterion of objects and background in. order to apply
thresholding effectively? (5 marks)
(b) Automatic selection oftbreshold values is the key to quality segmentation.

Give one example of an optimal tbresholding technique. (5 marks)
(c) Give the algorithm of the teclmique given in (b) (15 marks)
[Total: 25 marks]
Q3. Computer Vision is an on-going research area in Artificial Intelligence. Many

computer vision applications utilizing have been developed to solve real-world
problems.
(a) Define Computer Vision. (3 marks)
(b) What are the·key components that build up a computer vision application']
Discuss the functionalities of each component. (8 marks)
(c) List tbree (3) advantages of computer vision as compared to human vision.
(6 marks)
(d) Give two (2).examples of computer vision applications and explain how
these applications can help in our daily life. (8 marks)
[Total: 25 marks]
KMK3062 Final Page2of4
-
Q4. Figure 1 illUstrates a sequence of images captured by a video camera at
different times. The video camera is mounted at a fixed position
Captured at time t Captured at time t+ 1
Figure!
(a) .Based on these image sequence, briefly discuss the components and
operation needed for designing a Video-based motion detector (VMD).
(15 marks)
(b) What should be done if the system is required to detect only human
motions? (10 marks)
[Total: 25 marks]
Q5. Figure 2 shows a segmented image with dark background resulted from some
image pre-processing. Each object in the image can be labeled with different
number.
Figure 2
(a) Name the process of labeling each object.

(3 marks)
(b) illustrate the masks used in above-mentioned process fur both 4

connectivity and 8-connectivity, respectively.
(8 marks)
A
.,
..
: ~
; '<
(c) Given Five (5) scalar region descriptors that can be extracted for each
object.
(10 marks)
(d) Suggest a descriptor that can distinguish the two round objects from other
objects. (4 marks)
ffotal: 25 marks]
Q6. Figure3b illustrates a brightness histogram of the gray-scale image shown in

Figure3a
r
12:511 Colillt
12000
110011 -f---+--+---+--i!-+-----+J
8000 -f---+---1----+--1III--I----H
~OO-f---+--+---+-~+-----+J
4000 - f - - - + - - - I - - - - +
2000 + - - - - ; l I I I _ - - I - - - - t -
Value
50 100 150 :tOIl
a b
Figure 3
(a) Define brightness histogram (5 marks)
(b) What is the most common data structure used to implement brightness
histogram. (5 marks)
(c) Given a 256 gray-scale image stored in a variable inig with the dimension
of l00x100, show the aJgoritbm to compute the brightness histogram of
img. (15 marks)

....
PROGRAM KAUNSELING
Psikologi Bilazim
(KMC1033)
Pratikum Kaunseling I (Individu)

(KMC1063)
-
S
Perkembangan Psikologi
(KMC1093)
Pratikum Kaunseling /I (Kelompok)

(KMC2053)
-
p
Gaya Hidup & Perkembangan Kerjaya
(KMC2083)
-
Etika Kaunseling
-
(KMC2093)
-
Guru & Proses P'gajaran - P'belajaran
(KMP1013)
......
:1
.,....
UNIVERSITI MALAYSIA SARAW AI(

. Sarawak
. .

- KMC 1033
. PsikologiBiiazim
(Abnormal Psychology)
Peperiksaan Final Examination Tarikh February IS, 2004

(Date)
Semester 2 Session 200312004 Masa. S.OOlbn-lO.OOam

(rime) (2 hours)
-
Tempat DKS Nama
(Place) (Name)
Pensyarah . '. Dr SUi Raudzah Ghazali No. Matrik

,....
Baca arahan dengan teliti .

(Read the instructions carefully)
Baca soalan dengan teUti sebelum menjawab

Tulis jawapan b~mya di dalam kertas jawapan yang disediakan.

(Write the answers only in the answer sheets provided)
Dilarang bercakap atau mengganggu calon-calon lain di dalam

(No talking or disturbing otlter candidates during the duration oftest)
Calon tidak dibenarkan meninggalkan bilik peperiksaan dalam masa

(Candidates are not allowed to leave during thejirst 30 minutes and tlte
last 15 minutes)
Menipu adalab kesalaban yang amat serius dan sesiapa yang didapati
berbuat demikian akau dihukum.
Part 1- Answer at least 3 of the following short-essay questions (15 points):
Question 1- Schizophrenia is a debilitating mental disorder that accounts for the majority of
inpatient psychiatric hospitalizations. According to DSM-N, there are five types of
schizophrenia. Describe the major symptoms of schizophrenia and distinguish among the
various types of the disorder.
Question 2-When an individual is confronted with an identifiable threat, he or she responds

with fear. However, there are some individuals who experience an unwarranted, excessive
and sometime unreasonable fear called anxiety disorder. List and describe at least five types
of anxiety disorder according to DSM-IV.
Question 3-Free Association is a well-known psychotherapeutic approach proposed by .

Sigmund Freud to treat psychological di~order. This technique requires the client to relax
and say anything that comes to the client's mind. Describe at least three other
psychotherapeutic approaches or techniques available to treat psychological disorder. You
may choose any techniques proposed by different psychological theories.
Question 4-Briefly explain a historical development of Diagnostic and Statistical ManuaJ of

·Mental Disorders (DSM) developed by American Psychiatric Association starting from the
first manual to the most recent version (DSM-N-TR, 2003).
Question 5- Describe the prominent eating disorders. Compare and contrast at least two
) types of this disorder.
Question 6- Describe at least three types ofsomatofonn disorders and explain how these
disorders are different from factitious disorders.
Question 7- The multiple axes ofDSM-IV describe a fun clinical presentation of person and
environment. Describe all of the five axes and give an example of each one ofthem.
--~
UNIVERSITI -MALAYSIA SARAWAK

Sarawak

KM:C 1063
PRAKTIKUM KAUNSELING I (INDIVIDU)
COUNSELLING PRACTICUM 1 (IND)
Peperiksaan AkhiJ: Tarikh 4 Mac, 2004

(Date)
Semester 2 Sesi 200312004 Masa 12.00 - 1.30 pm

(Time) (11l2jam)
r
r Tempat BS21 Nama
(Place) (Name)
Pensyarah Puan Jamayah Saili No.Matrik

Araban 1. SUa rujuk araban eli kertas soalan.

(Instruction) (Please refer to the instructions given in the question paper)
2. Baca soalan dengan teHti sebelum menjawab

(Read the questionscarejuUy before answering)
3. TuHs jawapan hanya di dalam kertas jawapan yang disediakan.

4. Dilarang bercakap atau mengganggu calon-calon lain eli dalam

(No talking or disturbing other canilillates during the duration oftest)
5. Calon tidak elibenarkan meninggalkan bilik peperiksaan dalam

(Candidates o:re not aUowed to leave during the first 30 minutes and
6. Menipu adalah kesalahan yang amat senns dan sesiapa yang

didapati berbuat demikiau akan dihukum.
1
. 4. Rapport in counseling is best thought of as
A. putting the client at ease and helping the client to express feeling
B. opening the interview smoothly
C. a pleasant greeting
D. focusing conversation on some neutral topic
5. Counseling is a process consists of this/these characteristic/s:
A. Open relationship between a counsellor and a client

B. Systematic techniques and procedures
C. Knowledge of humans and their existence
D. All of the above
Basic elements of physical attending summarized by the acronym 3V's + B are
6.~ ____~______
(~) 7. _ _ _ _ _ __
8. _ _ _ _ _ __
9. _ _ _ _ _ __
Which of the following questions are open (0) and which are closed (C)?
10. Do you come here often?
11. What important things have happened during the week?
12. Could you tell me about your family?
13. Where does your daughter live?
Questions 14-20
Which of the following (if applicable) would you identify as minimal encouragers I
dotongan minima (E), paraphrase (P), reflection of feeling (RF), paraphrase(p),
questioning (Q) and summarization (8)
Client: ~ The relationship is going sour. We used to do so weU and somehow seemed to
strengthen each other. The parents on both sides are opposed, and lately my husband is
listening to them. He thinks that 1'm too rigid and can't let loose.' Mark the following
counselor responses with an E, P, RF. Q and S
14. _ _ _ _ _ " Oh... .I see....... "
=.4
-.
!
I
15._ _ _ _ _ "You are telling me that your relationship with your husband is not
going well, and that he is listening to your in laws who are against you.
Ts that right?"
16.,_'_ _--'-_" Could you tell me more about your marriage?"
17._ _ _ _ _ "Facing a realtionship problem is not easy; especially when the third
party interfere"
18._ _ __ "How did you feel when your husband said so?"
19. _ _ _ _ _ "You sound really angry and upset"
20. _ _ _ _ _ "So, you're complaining about your husband."
- SECTION B: (20 marks)
Please answer ALL questions
- KAJIANKES
Kes rogol dan kematian Nurul HucU,t Abdul Ghani menimbulkan kemarahan orang
rarnai. Mangsa dicekik, dirogol dan diliwat di dalarn pondok pengawal. Nurul
-Huda, mangsa rogol bergilir-gilir, ditemui dalam keadaan bogel di dalarn pondok
kawalan Stesen Pencawang Masuk TNB di Gelang Patah pada 17 J anuari lepas.
Amir Effendy yang menjumpai adiknya kini mengalami tekanan perasaan akibat
kejadian tersebut. Anak sulung daripada lapan beradik itu kini dikatakan kurang
bercakap dengan sesiapa.
Jikalau Amir datang beljumpa anda, sebagai kaunselor bagaimana anda akan
membantunya. Untuk menjawab soalan di atas, pilih satu teori kaunseling yang
akan anda gunakan.
Teori kaunseling: _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Berdasarkan teori tersebut, huraikan soalan-soalan berikut:
a. Bagaimana teori kaunseling yang telah anda pilih diatas

menghuraikan permasalahan yang dihadapi oleh Amir?
b. Apakah keadaan dalaman klien yang anda nampak.
c. Apakah perkara luaran yang anda rasakan paling penting

mempengaruhi Amir.
- d. Apakah teknik yang anda gunakan untuk menolong klien ini berubah?
e. Apakah peranan kaunselor mengikut teori pilihan anda di atas?
4
ANSWER SHEET
KMC 1063 PRAKTIKUI\JI KAUNSELING 1 (IND)
Name:_ _ _ _ _ _ _ _ _ _ _ _ Matric':,_ _ _ _ _ __
1. =k= =8= =c= =0= =E=
2.=A:= =8= =c= =0= =E=
3.=A= =8= =c= =O=: =E=
4.=A:= =8= =C= =0= =E=
5.=A= =8= =c= =0= =E=
7._ _~------
9. _ _~-_----
10._ _ _ _ __
11._ _ _ _ __
12.,_ _ _ _ __
13.,_ _ _ _ __
14.,_ _ _ _ __
15.,_ _ _ _-
16. _ _ _ _ __
17._·_ _ _ __
18.,_ _ _ _ __
19.,_ _ _ _ _c-
20._ _ _ _ __
,.i!
::;1' - - - - - - - -________*a______
.. - - - - - - - - - -__________________- -_______________________
-
, UNIVERSITI MALAYSIA SARAWAK
SarawOk

r (Faculty of Cognitive Science & Human Development)
KMCI093
PERKEMBANGAN PERSONALITI
PERSONALITY DEVEWPMENr
Peperlksaan Akhir Tarikh 5 Mac, 2004

(Date)
r-
Semester 2 Sesi 200312004 Masa 2.30 - 4.10 pm
(Time) (1 jam 40 min)
r Tempat DK6 Nama

(Place) (Name)
Pensyarah Puan Jamayah Salli No.Matrik

r
! (Lecturer) (Matrie No.)
Arahan 1. Silarujuk araban di kertas soaIan.

(Instruction) (Please refer to the instructions given in the question paper)
2. Baea'soalan dengan teHti sebelum menjawab


4. Dilarang bercakap atan mengganggu calon-calon lain di dalam

(No talking or disturbing other candidates during the duration (Jflest)
5. Caton tidak dibenarkan meninggalkan bilik peperlksaan dalam

mass 30 minit pertama dan 15 minit terakbir.
(Candidates are IWt allowed to leave during the first 30 minutes and

-
;
1
-
" r
£
SECTION B: Items 31 through 40. Please fill in ALL the blanks. (10 marks)
31. Models of personality development described in fairly universal stages and linked to
age-related crises are called _ _ _ _ __
32. According to Bernard Mustein's stimulus-value-role (SVR) theory, the evolution of a

relationship proceeds in stages
33. The describes the psychological timepiece that records the major
milestones in people's lives.
34. Elderly individuals who develop indifference and a general lack of caring once they
become residents of skilled-nursing facilities are experiencing ,
35. People who use as a strategy for successful aging focus on particular
.skills/activities in which they are competent to compensate for losses in other areas.
36. The strong affection We have for those with whom our lives are deeply involved is
called love.
37. During young adulthood, the focus is on developing physically close relationships
with others, which is characteristics of stage.
38. Robert Peck postulated that personality development in late adulthood occurs in three
stages, with the first one being _ _ _ _ _ _ __
39. One of the major parts of the lives of older adults is _ _ _ _ _ or a reflection back
over their lives
40. According to Bernice Neugarten, people in their 70's tend to belong to one of four
SECTION C. (20 marks) •.
Please answer the question in the paper provided.
1. Choose a personality of a person that you know.

From your observation, please trace and analyze hislher personality
development.
GOOD LUCK
8
9
-
- UNIVERSITI MALAYSIA SARA W AK
94300 Kota Samara han
Sarawak

}{Me 2053
Praktikum Kaunseling 2: Kelompok
- (Practicum 2: Group Counselling)
-
;~.-.'0 Peperiksaan AkbirTahun
(
Tarikb
Date)
3 Mac 2004
Semester 2 Sesi 2003/2004 Masa 8:00 lO:OOam

(Time) (2jam)
- Tempat
(place)
DK5 Nama
(Namf'j
Pensyarah Prof Madya Zuraidah Abdul Rahman

No. Matrik
Araban 1. Jawab Section A dan 3 soalan dari S~ction B

(Instruction) (Answer Section A and 3 questions from Section B)
2. Baca soalan dengan teliU sebelum menjawab

(Read the questiolJs carefully before answering)
3. TuUs jawapan banya di dalam kertas jawapan yang disediakan.

4. Dilarang bercakap atau mcngganggu calon-calon lain di dalam

S. Calon tidak dibenarkan menirfggalkan bilik pe'periksaan dalam

masa 30 minit pertama dan IS minit terakhir.
6. Mcnipu adalah kesalaban yang amat serius dan sesiapa yang

-
) , ~
.
•
KMC 2053: Praktikum Kaunseling 2: (Kelompok)
Ujian Tabun Akhir: Sesi 2: 2003/2004
Tarikb: 3 March 2004
Tempat: DK5
Masa: 8.00 - 10.00 pagi
Answer Section A and 3 questions from Section B
Section A
Referring to your experience in leading groups with Sekolah Tunas Bakti or Pusat
Pemulihan Samarahan, discuss the various strategies that you used to draw out
members who are silent and resistant or silent and anxious. Relate this to your
readings. (5 marks)
Section B
1. When a member of a group counsdling is vague or confused, group leader can use
guessing technique as in the following extract. (5 marks)
Leader: I want each of you to try to guess what Ralph's problem is. J am not sure
and I don't think Ralph is, so perhaps our guessing will help.
Judy: I think Ralph would really like to quit school but he fears his parent's
disapproval.
Kim: I sensed that Ralph is afraid of being a failure because he would not know
how to handle it.
Benny: I think Ralph is feeling guilty about the thought of leaving his parents and
his home.
J
Question:
What therapeutic factors will the members experience when they are encouraged
to guess what are the specific issues be for the concerned member?
2. In group counsel1ing, a leader can use certain theory to work with individual in
the group. Discuss briefly the basic concept of a suitable theory that can be
used to focus on individual member in a group who is experiencing a
relationship problem with hislher immediate boss.
(5 marks)
3. Effective closing of a counselling group is an important therapeutic aspect for

members and leaders. What are the different procedures in closing or terminating
· a whole group counsc!ing sessions to enable members and leaders benefit fTom
the sessions.
(5marks)
4. There are many advantages for having a co-leader in a counselling group. Relate
how the non-therapeutic factors of having a co-Jeader in a group affect the
group process.
(5 marks)
-
{ ,
94300 Kota Sainarahan
Sarawak
r
- FAKULTI SAINS KOGNITIF & PEMBANGUNAN MANUSIA.
KMC2083
Gaya ffidup dan Perkembangan Kerjaya
(Life Style & Career Development)
Araban 1. Jawab 4 soalan SABAJA
(Instruction) (Answer 4 questions ONLY)

(Read the questions canfuU, before answering)
3. Tulis jawapan hanya di daIam kertas jawapan yang disediakan.

4. DDarang bercakap atau mengganggu calon-calon lain di dalam

(No talking or disturbing other candidates during the duration ofteNt)
5. Calon tidak dibenarkan meuinggalkan bilik peperiIcsaan dalam
r masa 30 minit pertama dan 15 minit terakhir.

(Candidates are not allowed to .leave during the first 30 minutes and
6. Meuipu adalah kesalahan yang amat serlus dan sesiapa yang

-
Section A : ANSWER ALL
1. Apply a career development theory to your own career development Using Super's
developmental stages identify your current stage of development and the ages at which you
accomplished other stages.
(15 marks)
2. Compare Holland's approach to career development with Roe's. Summarize the similarities and
differences.
(15marks).
Section B: ANSWER 2 ONLY
1. Design intervention strategies that you would use for each of the following clients: decided,
o undecided and indecisive. Which model would you chose for each and "why '1
(15 marks)
2. Outline the factor that you consider most important in the career development of an adult you
know or one you interview.
(15 marks)
3. Why is the trait and factor approach considered the most durable theory'? Give examples of the
use of the trait and factor theory in current career counselling programmes. "
(15marks)
4. Explain in details all the 3 steps available in Parson's trait and factor concept of career
development theory. "
(15 marks)
C)
2
. UNIVERSITI MALAYSIA SARAW AK
Sarawak

·KMC 2093
Etika Kaunseling
(Counselling Ethics)
r'"
to Peperiksaan Akhir Tabun

(
Tarikh
Date)
2 Mac 2004
Semester 2 Sesi 2003/2004 Masa 2:00 - 4:00pm .

(Time) (2jam)
- Tempat
(Place)
DK3 Nama
(Name)
,.... Pensyaran ProfMadya Zuraidah Abdul Rahman

No. Matrik
(Lecturer) (Mafric No.)
Arahan 1. Jawab Section A dan 3 soalal'! dari Section B

(Instruction) (Answer Section A and 3 questions from Section B)
2. Baca soalan dengan teliti sebeluln menjawab

(Read the questions carefully bef6re answering)
3. Tulis jawapan haoya di dalam kertas jawapan yang disediakan.

(Write the answers on~l' in the answering sheers prol'ided)
!""" 4. Dilarang bercakap atau mengganggu calon-calon lain di dalam

! jangkamasa peperiksaan.


"..
..
KMC 2093. Etika Kaunseling

UJian Akhir Tabuo (Sem2: 2003/2004)
Tarikh: 2 Marcb 2004
Masa: 2.00-4.00 petaog
Tempat: DK3
Answer Section A and 3 questions from Section B

Section A
, Read the case below and answer question 1 and 2.
Raja is a 23-year-old Hindu whose family has arranged a marriage for him, the
accepted practice in his community. His reaction to this marriage has caused him
so much distress that a Hindu priest recommended him to seek counselling. In
session Rajal reveals that he Js not sure about the marriage. On the one hand, he
o
'wants to follow the practice of his religion and culture, which place such strong
emphasis on the importance of arranged marriage by parents, but on the other
hand, he knows he feels completely unready now. He feels trapped. To go against
bis parents' wishes would be going against the whole family and the tradition. At
the same time, the community's acceptance of his family wi 11 be jeopardized. He
asks his counsellor to help him find a way to be more accepting of his parents'
and community's choice for him. '
Question 1:
Explain what does Code of Ethics of ACA or AP A or Kod Etika Kaunselor say
about multi-cultural counselling? (5 marks)
Question 2:
Whatare the questions you shou1d ask yourself before analyzing this case?
(6 marks)
Section B
1. ACA and AP A Code of Ethics are very specific about informed consent and
recommended a clear communication to clients about different aspects in
1
, ,I
informed consent. Identify the various aspects that need to be communicated
clearly to clients in informed consent in individual and group counselling.

, (8 marks)
, :j
J
1
i
,I
'I:
.•\
~-------------- __.L__" " "____________________________________________________________~
LX • $
2. The counselling profession is open to legal action by the court through
I""""
complaints by clients. Discuss:
I
a) what counsellors could do to protect themselves from legal action
b) what are the implications of the legal action?
I"""" (8 marks)
3. In Malaysian Counsellors Regulations 1999 (Conduct and Discipline), the

Counsellors Act 1998 specified the responsibilityof a registered counsellor in
upholding the dignity and reputation of the profession. Analyze why this
section of the Act is important and what· are the various .conduct that a
counsellor has to abide to. (8 marks)
4. Read the following case and anSwer the question.
Remi is a counselling student undergoing internship program at a certain

government hospital. She is counselling a 16-year-old unmalTied salesgirl who
is 9-month pregnant and is under the care of the Social Welfare Department.
The Social Worker at the hospital where she was admitted, has tried to get her
parents' address and their whereabouts so that he can place her under her
parents' care after delivery, but he failed to get her cooperation. This frustraled
the Social Worker as he is at a loss as to where to house her once she is
discharged from the hospital. There are no facilities available in the area for
unwed mothers to recuperate after birth. He hopes, YOU,as a counsellor. will be
able to get this infonuation.
In the course of your conversation in a counselling session, she told you where
her parents are and how to get in touch with them but specificalIy said she
trusted you and did not allow you to tel1 the Social Worker or anybody else.
You are in dilemma whether to tell the Social Worker or not.
Question.
What is your decislon? Explain your rationale for making that decision.
(8 marks)
r
I
r
t
-
UNlVERSITI MALAYSIA SARAWAK
94300 Koui Samarahan
.. Sarawak
.FAKULTISAINS KOGNITIF & PEMBANGUNANMANUSIA

(Faculty of Cogmtive Sciences & Human Development)
KMPl013.
(30%)
.
.
."
. '. .: '
• Guru dan Proses Pengajaran & Pembelajaran

(nte Teacher (md The Teaching:.Learning Process)
PeperikSaan . Akhir Tarlkb 1 Mac 2004

(Date)
- Semester : 2 Sesi 200312004 Masa

(Time)
4.30 - 6.30 petaDg .
(2jam)
Tempat ! : DeWan Unimas Nama .

. (Place) (Name)
Pensyat"ah Pn. Norazila Abd Aziz No.Matrik

. (Lecturer) (Matric No.)
Araban (Instruction)
, 1. Jawab SEMUA soalan di Bahagian A dan'Jiga (3) di Bahagian B.

(Answer AU qrustions.in Section A and Three in Sec#on B)
2. Baca·soalan deng3n teliti sebelum menjawab

(Read the questiOns carefully be/ore answering)
~,...r
. OL
f i
'. 3. TuUs jawapan banya di dalam kertals jawapan yang disediakan.
(Write the answers only in the answer sheets provided)
4.DiIa~ng bercakap atau 'mengganggu ailon-calOD: lain di dalamjangkamasa peperi~.

(No talking or disturbing other candidates dUring the duration 0/ the test) .
S. CaIon tiOOk cllbenarkan meninggalkan bilik peperiksaan.dalam masa 30minit pertama dan·
15 miliit terakhit. .
(candidates are not allowed to leave during the first 30 minutes and the hut 15 minutes)
6. Menipu adalah kes8Jaban yang amat scrius dan sesiapa yang didapa~berbuat demikian
akan dibukum. .
(Cheating is a SERIOUS offence and anyone caught doing so will be penalized)
18. Operationalcurri6ulum refers to .

Kurikulum 'operational' merupakan ...
A. the content or mtellectualprocess being left out by the curriculum·

B. . the auns.of the curriculum that are hidden
C. the cutriculum in action, which maY be different from what was intended
, D. the inappropriate approaches used by teachers when teaching the curriculum
(---->
19. Which oftheioUowingis NOTa criterionfor classroom research? .
Yang manaJulhdi ci1ttara yang berikut BUKAN kriteria penyelidikan bilikdarjah?
" . . .
, A: It·shou;tdnot interfere with the teaching commitment

B. The method of data colleCting must not be too demanding on the teacher's time
C. ' It should fiot Iyave out any student from being involved in the research
, ,. D.'It mustplayc10se attention to ethiCal procedUres '
, ' '
20. The following are the factors that influence curriculum change, EXCEPT
Berikut adalah faktor-faktor yang memjlengaruhi perubahan kurikidUf!4 KECUALl...
.. ..". .
,A. the emergence ofnew theories or body oCknowledge

B. 'the introdUction of new policies on education
C. the changing needs and demands of the society at large
D.the aVailability of infrastructure in all schools
( )
, Section B -Short Essays (60 points)
Instructions: There are five (5) questions in this section. Read each question carefully and
choose ONLY three (3) questions. Write your answers in the answer sheets provided~
Arahan: Terdapat 5 soalan di bahagian ini. Baca setiap soalan dengan teliti danjawab tiga (3) ,
soaian sahaja. Tuliskan jawapan aiuJa di dalam kertas jawapan yang disediakan.
.1. "Why should I listen to you? You are NOT my mother/father!" Compare the different
ways in which a laissez-fake teacher and an authoritative teacher would Use to deal '
with such disrUptive behavior. .
,"Kenapa saya perlu dengar cakap, cikgu? Cikgu bukan ibu atau ayah sayal"
. Menggtmakan penafsiran sikap pelajar yartg mengitcapkan ayat di atas, cuba
bandingkan pendekattin seseorang guru yang menggunakan konsep "laissez-faire" dan
seseorang guru lain yang menggunakan konsep "authoritative", dalam menangani
. permasalahan sikap "disruptive", seperti yang digambarkan da1am ucapan ayat di atas.
(20points)
.
2•. A teacher's ~lief is said to have a stronginfluenc~ on hislher students' development.

Defineteaeher beliefs and explaiil the relationships between teacher's beliefs and
classroom deciSion-maldng. .
·.. .
Kepetcayaan guru dikataJrp.n' mempunyai pengaruh yang' kuat terhadap perkembangan
· pelajar. Jelaskan maksud kepercayaan guru danhuraikan hubungan diantara
kepercaycianguru dengan keputusan yang dilakukan. guru untuk pengajaran dalam kelas.
(20 points)
-
.3. CikgUEJ.izjibeth reCently interviewed three students in her Form 5 class to find out what
their feelings are towards the subject she is teaching, which is Geography. These were
· the responses from her stUdents:
· Stude~t 1: "[study this subjectjust to pass the eXam and I don't think there's any need
· for me toleam Geography anymore after this". .
.Student 2: "To me; this subject is very interesting and lUke learning it. ' In fact, I would
more
·./ikiJ. to jind out about if'. . .
· Student 3: "My main objective is to get the highest markin this subject. Whether I like
learning ii or not, is irrelevant".
-
- ,.' . . . .
. , .,' Cikgu Elizabeth was surprised~o. hear such responses from her students and could not
". reaUyUriderstand why the t:bree students' responses were so different from one another.
Identify the .different approaches to learning employed by the three students and
explain to Cikgu Elizabeth the reasons that encourage such learnmg approaches to
be adopted by her students
Cikgu Elizabethbaru-baru ini telah menjalankan. satu temuduga soal adMik dengan tiga
r
; pelajar Tingkatan 5. kelas beliau untuk mengetahui perasaan mereka tentang
· matapelaj'aranyang diajamya iaitu Geograji. Berikut adalah maklumbalas yang diberi
oleh pelajar beliau: .
r
Pelajar 1: "Saya belajarmatapelajaran ini hanya untuk lulus sahaja dan saya tidak ftkir
bahawa ada kepeduan untuk mempelajari matapelajaran ini selepas tamat sekolah"
Pelajar 2: "Pada saya, matapelajaran ini sangat menarik dan saya sukamempelajarinya.
· Tambahan lagi. saya ingin mengetahui lebih banyalcperkara tentang matapeJajaran ini"
Pelajar 3: .. Tujuan utama saya adalah untuk mendapat markah yang tertinggi dalam
r matapelajaranini. Samada saya suka atau tidak mempelajarinya, itu tidakpenting"
Cikgu Elizabeth berasa terkejut mendengar respon yang berbeza daripada pelajar beliau
dan tidak faham kenapa perbezaan ini terjadi. Kenalpasti pendekatan pembelajaran
yang digunakim oleh'ketiga-tiga pelajar bellau dan terangkan kepada Cikgu Elizabeth
punea yang menyebabkan pelajar beliau memilih pendekatan pembelajaran tersebut.
(20points)
, ;
. '
A.The word curriculum originates from a Latin word 'currere\ which means a racetrack.
. In yourOW'il .words,' define. what curriculum means. Explain the. importance of
curriculum
.
knoWledge
.
to teachers and the teaching learning process.
· Perkataalt .kurikulum berasaldaripada perkataan Latin 'currere' yang bermaksud

". tetitpat .berlumba. JelaskOn maksud kurikulum .dengan menggunakan perkataan anda
.sendiri. Huraikan kepentlngan pengetahuan tentang kurikulum kepada guru dan proses.
pengajatandan pembelajaran.
(20 points)
.. 5. '. Amy' isa fITst year student in an. education program at Universiti Malaya. She is one of
the stUdents from the STPM intake, and she does not have any teaching experience, prior
· to attending the education program' she is in now. She is concerned abotJt her career
prospects as a teacher and has written to you to ask for your advice on this matter. In a
-letter to Amy, explain the four stages of career development,'as identified by Katz
· (1977), and try to assure her about the power that a teacher has and the career
prospects and professional deVelopment available fot teachers in Malaysia.
. . . .
Amy -~rupakan pelajar ~un akhir Program Pendidikan di Universiti Malaya. Deliau
merupakan pelajar ambilan STPM, dan tidak mempunyai pengalaman mengajar sebelum
masuJc lie program pefulidikan tersebut. Deliau merasa risau tentang prospek keTjaya
'. sebagai guru ·dim telah. menulis surat kepada anda untuJc memlnta nasihat tentang
perkara . ini. Tulis satu surat kepada Amy, menerangkan e~t peringkat dalam
"Pembangunan Keljaya", seperti yang telah diberi oleh Katz (1977), supaya Amy tidak .
inerasa bimbang tentang pengaruh atau kuasa yang ada pada seorang guru serta
· peluang-peluang pembangunan keTjaya dan kendiri yang terdapat untuk guru di
Malaysia. . .
(20 points)
TREEND
PROGRAM PENDIDIKAN - TESL
-
Psikolinguistik
(PBTl073)
Kesusateraan DIm BI : Cerpen

(PBTl283)
- Introduction To Literature
(PBT1273)
- Kesedaran Kritis Terhadap Bahasa

(PBT1333)
TESL Methology
(PBTl023)
Morfologi dan Sintaksis I Morfologi dan Syntax
- (PBT2212! PBT2213
Kesusateraan Dim BI : Sajak

(PBT2303)
Rekabentuk Pengajaran
(PBT2203)
- Teknik Dim P'gjrn BI : Pembacaan

(PBT2152)
Teknik Dim P'gjrn BI : Penulisan

(PBT2162)
Teknik DIm P'gjrn BI : Kesusasteraan

(PBT3102)
-
Penilaian
(PBT3343)
P'gjrn Bhs Berbatu K'puter: Prinsisp & Amalan

(PBT3173)
Bahasa Inggeris Untuk Tujuan Khusus
-
(PBT3193)
Metodologi Penyelidikan ! Methologi Penyelidikan
-
(PBT3083! PBT2083)
Pendidikan Perbandingan
(PBT4243)
Pembangunan & Peniilian Pengajaran

(PBT4363)
Foundation Of Education
(PBEI013)
~ 1 J J!;:.
1 1 I J

Sarawak 20. Individual differences have been observed for
A. the early words and word combinations of first language learners
B. beginning differences
FAcuLTY OF COGNITIVE SCIENCES & HUMAN DEVELOPMENT
C. acquisitiQll Strategies of second language learners
Fakulti Sains Kognitif & Pembangunan Manusia

. D. all of the above
PBT1073
Psycholinguistics
30% Section B (20markS): Answer all questions:
. ExaIDination : Final Date : 4 March 2004 1. The brain is one of the most compHcated organ in the human body and itis
Peperiksasn Tarikh responsible for many our daily activities.
of
8
'Semester ::n. 2003/2004 TIme : 2:00pm - 4:00pm a). Name the fonctionS of each hemisphere ofthe human brain. (2 marks)
Masa (2 hours)
Place : BS19 Name

Tempat Nama [- -Loft~ ._/U wmt~-l
... Lecturer: MabanftaMabadhir MatricNo.
Instructions :1. Answer ALL questions. b). Define the term "contralateral control" and give example. (1 mark)
Arahm'f. Jawab SEMUA soalan.

Boca soalan i1engan teltti sebelam menjawab.
=> 3. Write the answers only on the writing paper provldi!d. c).Many people often suffer damage to specific parts of their brains due to canses
Tulis Jawapan hanya di dalam kenas Jawapan yang disediakan. such as stroke (cerebrovascular accident). Name and explain the nature ofthe
disorders that may affect the function of the human brains, (2 marks)
4. No talking or disturbing other candidates during the examination.
Dilarang berctJkap atau mengganggu calon-calon lain di dalam
Janglcamasa peperiksaan.
5., Candidates are not allowed to leave the examination room during
the first 30 minutes or the last 15 minutes of the examination.
Calon tIdak dibenaTkan menlnggalkan bili"peperlksaan dalam masa 30
minitpertama dan 15 minii terakhir.
6. Cheating Is a very serlons offence. Any candidate caught doing so

wUl face dlscipllnary action.
Menipu adalah kesalahan yang amat serius dan seBiapa yang didapati
ber'bum demlkian akan dthukum.
5
'0
1 1 ") "] "J 1 '1
'" JI'
..t~.
-" ,~
2. Miller (1966) concluded tluit one can hold no more dian "7 +/. V' chunks of 4. Certain knowledge or activities seem uniquely suited to linguistic representation.
information in_his mfud. Explain die reason for fbis "schematisation" in human Others are more suited to motor representation (Einstein) or anditory
memory. (5 :marks) representation (Beethoven).
a). Give an example of an activlty/ a body of knowledge which require visual

_representation.. (1 mark)
b). Explain how this type ofrepresentation functions. (4 marks)
:J C)
3. Below is an example of an ambiguous sentence. Research studies have found that

fbis type ofsentence causes delay to a particular comprehension-processing device
during reading.
[ ~. - -':i:'behorseucedpast~felf. - - -~-. - --_. Section C Essay: (20 marks)
Second language learners vary as mdiv:ldnals in their leaming and the following are
a). The comprehension processing module is called _ _ _ _ _ _ _ _ _ _, a few of the factors that determme their differences. '
(1 mark)
Choose any.I!:!JUm of the factors and discuss how they influence second language
b). Explain how this processing module functions in the human mind. (4 marks) learning. Support your answers with relevant examples for each factor.
I~e eid I~aIity - IMotivation ~ I

Le8mmg Skat es tive Style Aptitude
6 7
-
UNIVERSm MALAYSIA· SARAW AI{
. 94300 Kota Samaraban
Sarawak

-
- FACULTY OF COGNITIVE SCIENCES & HUMAN DEVELOPMENT
(Fakulti Sains Kognitif & Pembangunan Manusia)
PBT1283
-Literature in English: The Short Story
30%
Examination -: Final Date : 3 March 2004
- (Peperiksaari)
Semester· : il, 2003/2004

(I'arikh)
Tmte : 2:410 - 4:30pm

(Mas)a (2 ¥.!honrs)
Place :DKI Name

(Temptl)t (Nama)
LectUrer : Muriatul Khusmah Musa MatricNo.

(Pensyar.ah) (No. Matrik)
Instructions . :1. Answer mREE questions only
-
Arahan (Jawab TlGAsoalan. Sahaja)
t 2. Read the questions carefully before answering.

(Baea roaJan dengan teliti sebelum menjawab).
3. Write the answers only on the writing paper provided.

(Tulis jawapan hanya di dalam kertas jawapan yang disediakan).

(Dilarang bereakap atau mengganggu calon-ealon kiin di dalOm
jangkamasa peperiksaan).
5. Candidates are not allowed to leave the examination room during the first
30 minutes or the last 15 minutes of the examination.
(Calon tidak dibenarkan meninggalkan bilik peperiksaan dalam masa 30 minit
. pertama dan 15 minit terakhir).
6. Cheating is a very serious offence. Any candidate caught doing so wiD face
disciplinary action.
(Menipu adaJah kesalahan yang amat serius dan sesiapa yang didapati berbuat
demikian akan dihukum).
,
.l
-'
Answer TilREE (3) questions only: (30%)
Question No: 1: This question is COMPULSORY
Substantiate your answers with evidence from the texts.
. ' . ' ' .
.1. Boys and Gi'ls·~ Alice Munro and Doe Season - David Michael Kaplan (10 marks)
Compare and contrast the plight of growing up ·experienced by Andy in 'Doe Season'
... and the na,rrator in· 'Boys and Girls'. To what extent does the experience help to
communicate the theme(s) of these stories?
() Answer TWO (2) of the following qUesti()DS:
Substantiate your answers with evidence from the texts
2. The Dead ¥en IS Path - Chinua Achebe (10 marks)
Accordin to the re rt written b the white Su rvisor who came to ins t the school: .
..... {there is aJ tribal-war situation developing between the school and the village, arising
in part from the misguided zeal
. . of the new headmaster". ( The Dead Men's Path .pg
917). '
. . .
. Why do you think the expressions 'tribal-:war situation' and ' misguided zeal of the new
headmaster' were. made by the supervisor? Comment on these expressions by referring to
the story and support your answer with textual evidence.
3. The Sky is Gray - Earnest.J Gaines (10 marks)
Discuss the symbolic significance of the title 'The Sky is Gray' and how it conveys the
theme ofthe story. .
4. A & P - John Updike (10 marks)
Analyse Sammy's role as a protagonist and his contribution to the plot of the story.
5. Everyday Use -' Alice. Walker (10 marks)
Discuss how Dee and Maggie view the significance of the quilts in their lives.
. ;\
~--------------------------------------------------------------------------
Sarawak
FACULTY OF COGNITIVE SCIENCES & HUMAN DEVELOPMENT

(Fakulti Sains Kognitif & Pembangunan Manusia)
PDT 1273
Introduction to Literature .
30%
Instructions :1. Answer THREE questions only

Arahan . (Jawab TlGA soalan. Sahaja)
2. Read the questioDS carefully before answering.

(Baca soalan dengan teliti sebelurn menjawab).

(TUlis jawapan hatiya di dalam lamas jawapan yang disediakan).
4. No talking or disturbing other candidates during the examiuation.

(Dilarang bercakap atau mengganggu calon-calon lain di dalam
jangkamasa peperiksap.n).
S. Candidates are not allowed to leave the examination room during the first
30 minutes or the last 15 minutes of the exaDtination.
(Calontidak dibenarkan meninggalkan bilit peperiksaan dalam masa 30 minit
.pertama dan 15 minit terakhir).
6. Cheating is a very serious offence. Any candidate caught doing so will face
disciplinary action. .
(Menipu atlalah kesalahan yang arnot serius dan sesiapa yang didapati berbuat
demilcian akan dihukum).
....
Yon are reqUired to answer three (3) questions only.
(i) SECTION A is COMPULSORY
. (ii) SECTIONS B: Answer ONE (1) question only
. (iii) SECTION C: Answer ONE (1) question only
SECTION A (play): This section is COMPULSORY (10 marks)
. Florence by Alice Childress
1. Discuss the significance of the exchange between Mama and Mrs. Carter with
.. reference to the theme(s) of the play.
MRS.CARTER: Ofcourse. Close your eyes and picture zt!
MAMA: Yes'm.
o
MRS CARTER: Now .. .!She's standing on the bridge in the moonlight... Out ofher
shabby purse she takes a mirror... and by the light ofthe moon she looks at her reflection
in the glass.
MAMA: I can see her just as plain.
MRS.CARTER: Tears roll down her cheeks as she says... almost! almostwhite~ but I'm
black! I'm a Negro! And then ... she jumps and drowns herself!
MAMA: Why? . .
MRS.CARTER: She can't face it. Living in a world where she almost belongs but not
quite. Oh it's so... so .. ;tragic.
MAMA: That ain't so. Not one bit it ain'tl
MRS CARTER: But it is!
(Gillespie, Fonseca & Sanger, literature Across Culture, "Florence", pg 808)
SECTION B (Novel): Answer ONE (1) of the following questions
To Kill A Mockingbird by Harper Lee
1. With reference to the extract below, discuss Atticus' rolels in changing the Maycomb
society.
IFI'm simply defending a Negro ... there's been some high talk around town to the effect
that I shouldn't do much about defending this man"
«If you shouldn't be defendin' him, then why are you doin' it"
1
.....ifI didn't! could nOt hold up my head in town, I couldn't represent this county in the
legislq,tur~. I couldn't even tell you or Jem not to do something again n. ( To Kill A
Mockingbird, pg 81)
OR
2. What does 'mockingbird' symbolize? Does it convey the themes of the story?
. . .
. .
" Shoot all the bluejays that you want, ifyou can hit'em, but remember it's a sin to kill a
mockingbird"
"Mockingbirds don't do one thing but make music for us to enjoy. They don't eat up
peoples garden, don't nest in corncribs, they don't do one thing but sing their hearts out
for us. That's why it's sin to kill a mockingbird." n. ( To KUlA Mockingbird, pg 96)
'.' . ' . " .
SECTION C (Poem): Answer ONE (1) of the following questions (10 marks)
1. a) Explain the meaning of Neither love me for

H
Thine own dear pity's wiping my cheek dry". (2 marks)
-
b) How does the speaker distinguish permanent love from temporary love?
(4 marks)
c) What is the theme of the poem? (4 marks)
IF THOUMUST LOVE ME, LET IT BE FOR NAUGHT
EliZabeth Barrett Browning
If thou must love me, let it be for naught
Except for love's sake only. Do not say
" I love her for her smile- her look- her way
Of speakffig gently- for a trick of thought
That falls in well with mine, and certes brought
.A sense of pleasant ease on such a day"
For these things in themselves, Beloved, may
Be changed, or change for thee- and love, so wrought,
May be unwrought so. Neither love me for
Thine own dear pity's wiping my cheeks dry-
A creature might forget to weep, who bore
Thy comfort long, and lose thy love thereby!·
But love me for love's sake, that evermore
Thou must love on, through loye's eternity
..
OR
,2.. a) Explain the significance of the poem's 'title. (2 marks)

. .
b) Discuss the meaning of the fourth stanza.. (4 marks)

. . . ' .
c) Do you think the theme of the poem is as apttoday as it was when the poet
Wrote it in the seventeenth century? (4 marks)· ... .
C) TO THE VIRGINS,
TO MAKE MUCH OF TIME
Robert Herrick
Gather ye rosebuds while ye may,
Old time is still a-flying;
And this 'same flower that smiles today
Tomorrow will be dying.
The glorious lamp of heaven, the Sun,

. The higher he's a-getting,
The sooner will his race be run,
. . And nearer he's to setting.
That age is best which is the first,

When youth and blood are warmer;
() But being spent, the worse, and worst
Times still succeed the former.
Then be not coy, but use your time;
And while you may; go marry;
For having lost but once your prime,
You may forever tarry.
':"i:
'~------------------------------------------------------------------
.
. • "" .t.
r ri-~'
. -: . .

Sarawak.
.
-
.FACULTY OF COGNITIVE SCIENCE &Ii:uMAN DEVELOPMENT' .
- Filkulti Sains. Kogoitif & Pembangunan Manusia
PDT 1333
-
}.
. Examination : FiDaI
Critic8I LaDgnage Awareness
Date ' : 41\1arcb, 2004

r .' Pepeiiksaan .. Tarikh__._ __
lb Semester :2
.. iJ:asa.---------.-
Thne . :11:00am"";01:00pm
'
r
>
·~·-·(2hours>.
'Place . :BS 1 Name····

Tempat Nama
Lecturer: Associate ProfesSor Peter 1l'. CuDip ... Mattie No~---_:..--._

Pensyarah .' No. Matrik
mstructions
(Arah an) t. 'Answer ALL qpestions
Jawab SEMUA soalan
2. Read the questions carefUDy before answering

Baca soalan. dengan. teliti se1uilum men.jawab
3. ····-Write-th~ansWill'Sonly-on-the-answer·meets-provided~-----··
Tulis jawapan hanyadi dalam lre~ jawapan yangdisediakan.
4. . No talking or disturbing other candidates during the duration of

test .
Dilarang berca/aJp alau mettgganggu calon-calon lain di dalam
jangkamasa peperik.faan.
5. . Candidates are not allowed to leave during the fU"St 30

minutes and the last 15 minutes
Calon tidak dibenarkan mettmggalkan bilik peperiksaan dalam masa
30 minitpertama dan 15 minit terakhir. .
5. Cheating is a very serious offenee and those involved wiD be dealt

with severely
Menipu adalah lresalahan yang amat serius dan sesiapa yang didapati
berbuat demikian akan dihukum. '
Answer ALL·questions. (Marks (140't30140)= (30)
Question 1. (3x3=9m)
.Comment on the validity of the foBowing text extracts:

- .
a. •"Causes ofCancerRemain Unknown" - headline.in the Tobacco Observer.

, . . "
. b. "Night Repair was scientifically formulated in Estee Lauder's U.S..laboratories as partof

the Swiss Age-Controlling Sldncare Program. Although only nature controls the aging
. process, this program helps control the signs ofaging and encourages skin tolook and
~~~~ . .
c. "We guarantee our product will reduce your waste by up .w thre.einches in theftrst two
weeks or double your money bacK'.· .,
Question 2. (3x2=6m)
State 3 inferences you could make to explain the following:
. Your child..age four, who usually has a good appetite. says no this morning-when you··_---
offer her a plate ofporridge. .
Question 3. (3+2=Sm)
.You are a customs officer at a station on the border of the country ofMoronia. Your &xty .
is to inspect for smuggled goods. Every day some notorious smugglers pass through
carrying goods on donkeys. You always examine their loads carefully for contraband but .
. never find anything.
a. What are they smuggling?

b. What was your initial assumption?
. Question 4. (10m)
Write a text for a newspapereditorlal arguing for y()ur position on the employment of foreign
workers in Malaysia. Try to include in your text one,metaphor. one parallelism and one (made up)
Valid and appropriate appeal to authority.
r Marks will be awarded for:

a. effectiveness in achieving the purpose of the text (genre)
b. appropriate register .
c. clarity and preciseness of meaning
d. logic and effectiveness of argumentation
e. use ofrational persuasive linguistic techniques and strategies
f. avoidance ofstereotyping. sexism or racism, and ethnocentricism.
r
f"""
!
_4
...
Question 5. (10m)
Critically evaluate ONE of the following texts:
TEXT!
OR
TEXT 2
,I
··Don't.ape ,tire',,·
.~ .. : .i
I
',.0.
j
·;w~t~tw6riteiit()1(f
"'." ··s·· ...., ;' ..., .c.. ..:. ,'., ' -'. .
KUAI;A TERENGGANU;' equal" rights.Witli men: to 'the· Addr~iliew;omenatthe

.;:
"
II 1
. i
Sat,;.~~.xe:&eiigganu·-:'Menteri-""':exteni:· of:warlting·tQ·do- wres-:' : '-asseinbly earlier; 'Wan

to
Besar)'an S~i.. WanMQkhtar . tling jUst prove t'hatthey,Mokhi'ar said woIrien sh(juld ..
Alu!lad Said Midaysian womE!n can/' he :said a.ftercIosing 'the· . acquire pa:&enting skills as this
I
. shOuld not'l:ie. influenced by TerengganuWomen'sAssem- was important in their.efforts
the W ~t and q:wnpion equal. bly here. '. .' '. . . ' . to educate their children.
rights with inen. . "There IS no n~d to follow "'However it is most unfor- .
. " In their eagerness to display the ways of the West as women tunate that this responsibility
their talen.ts aild show thai they and men have their reSpective. is placed wholly on mothers:.
were just as cipa~le as men, ~les in line with their respec- withouf receiving' any atten
women should paUse and real- tive professions," the Menteri tionfrom the fathers," he said.
ire that they were similar to Besar said. MOre than 300 women at-
men but not a carbon copy of Most women were no doubt tended the function organised
diem. .. gentle and based on this char- jointly by various agencies in
"Malaysian 'women should acteristic feature, they could eluding the Terengganu Is-
not ~ easily influenced by do work liS nurses and teach- larue Foundation.
Western.ideol?gyand demand ers, he said. BERNAMA.
~as women wirt~.to~\~1,
. ___1 _._ 1 - _1 L _ ....... ..".,..,..,..,. T ..,,_ .... _ .._ .......
-
l
. UNIVERSITI MALAYSIA SARAWAK

94300 Kota Samaraban
Sarawak .
·FAKULTI SAINS KOGNITIF & PEMBANGUNAN MANUSIA

PBT 1023
. Tesl Methodology
I"""
.
: L'J
l_ • Peperiksaan . Akhir Semester Tarlkh
(Date)
1 March, 2004
-
) Selnester : ·2 Sesi 2003/2004 Masa
(Time)
11.00 p.rn.'- 1.00 p.rn. .
(2jam)
Tempat DK3 Nama

(Place) (Name)
. Pensyarah Shanthl Nadarajan No.Matrik. . :

Araban 1. (Answer ALL questions)
(Instruction) Jawab SEMUA Soalan
2. (Read the questions carefully be/ore answering)

Baea 80alan dengan teliti sebelum nieDjawab
3. (Write the answers only in the answering sheets provided)

Tulis jawapan Muya eli dalamkertas jawapan yang elisediakan.
4,· (No tIllfdng or disturbing other candidates during the duration o/test)
,.... Dilarang bercakap atau mengganggu ealon-caIon lain eli daIam
jangkamasa peperlksaan. . .
5. (candidates are not allowed to leave during the jint 30 minutes and the
lost 15 minutes)
.Caton tidak elibenarkan meniuggalkan bilik peperiksaan dalam masa
30 minit pertama dan 15 minit terakhir•
. 6. (Cheating is a serious ollence. Anyone caught doing so wiU be subject to

disciplinary action)
Menipu adalah kesalahan yang amat serins dan sesiapa yang didapati
r berbuat demikian akan dihukom.
G
Section A (61;: 3 ;:;18 marks)
Briefly describe what you understand by the /oUowing terms ami concepts in relation to
E~glish lAnguage Te4Ching.
1. Content Knowledge
(3)
2. Natural Order Hypothesis
(3)
0
3. Reflective Practitioner
(3)
4. Comprehensible Input
(3)
5. Competency versus peiformance
(3)
.6. Cohe~ion versus Coherence
(3)
·~I _______________________- -___________________________________________________

~,.
SeCtion B: ( 4 x 6 = 24 marks)·
(Answer· aU).
Answers to be short responses.
7 . State the process involved in learning to communicate in terms of skin getting and skill
using.
, .. ,
8. Compare tWo language teaching methods you are familiar with and state how they differ
with respect to roles and behaviours for teachers and learners?
-
(6)
4 »
9. . Explain ··the importance of Stevick's Cummings Device as a bridging activity in language
and
.. teaching learning.
(6)
. 10. Discuss the relevance of the acronym SMART in terms of effective language teaching
.. and lesson management
(6)
'1f,; _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
- $. $ 4
.
., . .
!
.' Section C (2 X 14 marks)
Answer Two. .
Discuss with reference to the Teaching of English as a Second Language.
r"" . (To be written in the form ofa 150-200 word essay).
1 L Krashen and Terell st;ress that language input to the learner should be comprehensible and
interesting. However, this goal is not all that easy to achieve. Identify two problems, and
discuss what could be done to solve them.
12. Can language teaching be described in purely theoretical terms, or be seen instead as an
essentially practical process? Discuss.
r 13. How does a teacher's insistence on linguistic accuracy of a particulaC language structure .
interfere with a students' 8cquisition of that structure. Elaborate with at least· two
,...
!
. ·.examples.
LI) 14. Explain the following principles of Communicative methodology (Select two)
a, The whole is more than the sum of the parts
b. The processes are as important as the forms
c. Mistakes are not always mistakes
d. . Know what you are doing·
- End ofPaper
r
I'
,...
r
-
UNIVERSm MALAYSIA SARAWAK
Sarawak
-
FACULTY OF COGNITIVE SCIENCE & HUMAN
DEVELOPMENT
. (Fakulti Sains Kognitif & Pembangunan Manusia)
PBT2213
Morphology and Syntax
(30%) .
Examination : Final Date . 9.March 2004

(Peperibaan) (Tarikh)
a Semester
(Semester)
1 Session 2003/2004 T:ime
(Masa)
. ll:OO-1:00pm
(2 hours)
Venue DK7 Name

(Tempat) (Name)
Lecturer Norazuna Norahim MatricNo.

(Pensyarah) (No. Matrik)
lustructions 1. Answer ALL questions

(Araban) (Jawab SBMUA soalan)
-
2. Write the answers only in the answering sheets provided.
(Tulis jawapan banya dt dalam kertas jawapan yang
~e~n) .
3. No talking or disturbing other candidates during the

duration of test. ... ,.
(DiWang bercolap ataumengganggu calon-calon lain di·
dalam jangka masa peperiksaan).
4. Read the questions carefuDy before answering

(iloca soolan dengan teltli sebelum menjawab)
5. Candidates are not 8nowed to leave'during the Ill'st 30

(Calon tidol tlibenarkan meninggalkan bilik peperiksaan
dalam masa 30 minitpertama dan 15 minit terakhir)
6. Cheating is a very serious offence. Any candidate caught

doing so mll face disciplinary action.
(Menipu adalah keaalaban yang amat serius dan sesiapa
·yang ditlapati berbuat demildan akan tlihukum).
1
Answer all questions.
Total mCU'ks : 100
Question 1! Draw tree structure to show how the following words are formed.
(6 marks)
e.g.
v
affix V
dis approve
a. collective b. blackened c. sincerity
C)
Question 2 : Identify and explain the type of inflections in the following Latin data:
(6 marks)
rego "1 rule"

regis "you (singular) rule"
regit "she or he rules"
regimus "we rule" .
regitis "you (plural) rule"
regunt they rule"
It
--------~------------------------------------~----------------------------------------------------~--
££
-
Question 3: Indicate the lexical category of each underlined word in the following
text. (14 marks )
. 'The ranges of sandstone mountains rise (1) vertically from top of a

plateau, Tassili n'Ajjer, and form a bewildering tangle of precipices, rickety
spires and curved archways. (2)Most are like tower blocks than mountains.
Many. at (3 )their base. have been undercut to form shallow caves. Smaller.
columns have been sculpted (4)into lopsided mushrooms. All (5)these
extraordinary shapes (6)have been carved by the wind, whipping up the
gravel and sand and blasting it at (7)the surface of the rocks, cutting horizontal
grooves in the cliff faces. deepening (S)still further the lines of (9)weakness
between the layers of sandstone.The naked (10)roasting rock, (11) unprotected
by vegetation or soil, is crumbling before your eyes, producing (12)!I!Qm
sand (13)which. in due course; new gales will hurl at the cliffs before finally
carrying it away (14 )to leave it in piles elsewhere in the desert.
(Adapted from The Living Planet by

D.Attenborough)
S.
-
[ 2
3.
9.
10
-~---------------------
4. 11.
5. 12.
6.. 13. ---~--------------------------
7. 14.
rO Questioil4: In each of the following sentences, underline the main subject of the
sentence and circle the main verb. (6 marks)
e.g. The ridiculously-looking monster is the children's favourite.
a. The victim who is suffering from back injury needs immediate attention.
b. Foreign workers whose work permit has expired should leave.
c. The result of the science experiment must have 'been horrifyingly disgusting.
3
'
Question 5: Identify the superordinate and subordinate clauses in each of the

following sentences by putting brackets between them. (4 marks)
e.g. [Max was under the impression [ that Cynthia was glad [ he had
arrived. ] ]
a. Until you mentioned it, it had not struck me that the book would make an
excellent film.
b. Your suggestion that Max might refuse a second zebaglione just shows you
. don't know Max
()
.Question 6: Identify the form and junction of the constituent in bold. (20 marks)
e.g. The mid-night show is pretty disturbing.
Form: Adjective Phrase Function: Subject complement
a. Cheetahs that are nurtured in captivity live longer than their counterparts in
the wild.
Form: ----------------- Function: --------------
b. From the hilltop, you can see the sawmill.
Forni: ..:..---~--------- ·Function: --------.;.----------
c. He considered her brilliant.
o Form: ~--------------- Function: ----------------
d. . The chief seemed a good fellow.
Form: ~----------------- FUnction: ------------------
e. They shouted rather angrily at her.
Form: --------------- Function:
f. . The firm sent a form letter to all its customers.
Form: ------:------------ Function: ----------
, ~l
....----------------------------------------------------------------
j
,.;
~-------------------
'
..g. Jerry knows that history is never completely true.
I<OIlIl: -------------------- I<unction:
h. He made her sorry that she knew him
I<oIlIl: -------------- FUnction: -----------------.

r
,
i. Hazel dieted to reduce her weight.
I<oIlIl: ---------------- I<unction: -------------
- j. Professor Doolitttle had a good time arguing with his students.
I<OIlIl: ------------------- FUnction: ---------------------
Question 7: With your knowledge of syntax and the grammar of English, explain
why the following phrases are ill-foIlIled. Suggest how it could be corrected.
(6 marks) .
a. so very sarcastic person
h. . their rather jokes
Question 8: The following sentence is structurally ambiguous. Identify and explain

the source of ambiguity. Draw tree structures that show two interpretations of the
sentence. (6 marks) .
The policeman watched the man in the woods.
r
Question 9: Sentence Analysis
a. Draw a tree diagram for each of the following sentences, and analyse in terms
of function. (20 marks)
b. Formulate phrase structure rules that represent all the sentences. (12 marks)
The client thought the counselor absolutely awful.

She collected the letters that were lying on the table.
A huge crowd was gathering around the hotel.
C)
~;!
11-'_ _ _ _ _ _ _ _ _- - - - - - - - - - - - - - - -_ _ _ _- _ __
UNlVERSITI MALAYSIA ~ARAWAK
94300 Kota Samanihan
Sarawak '
FA-cOLTYOFCOGNITIVE SCIENCES & HUMAN
DEVELOPMENT
PBT2303
Literature in English: The Poem
- 30%
, .
Examination : Final nate : 4 March 2004

Peperiksaan Tarikh
Semester : II, 200312004 Time : lO:OOam -12:00pm

Masa (2 hours)
Place, : BS20 Name

, Tempa. t ' Nama
Lect,uJ;'er : Collin J eroine ' MatricNo.

PenY)larah No. Mat'rlk
< ". ,- "
. '.
Instructions 1. Jlnswer ALL questions.

, Araban JawabSEMUA soalan.
2. Read the questions carefully before answering. '


Tulis jawapan hanya di dalam kertas jawapan yang disediakan.
.
'->
i\J 4.
,
No talking or disturbing other candidates during the examinatio~.

.. Di/arang bercakap atau mengganggu rolon-caton lain di dalam '
r 'jangkamasa peperiksaan.
s. Candidates are not allowed to leave the examination room during

I!"'" the first 30 minutes or the last 15 minutes of the examination.
Ii Calon tidak dibenarkan meninggalkan bilik peperiksaandalam masa 30
-
minit pertama dan 15 mini! terakhir.
6. Cheating is a very senons offence. Any candidate caught doing so

Will face diseipIinary action. " "
Menipu adalah kesalahan yang amat serius dan sesiapa yang didapati
berbUat demikian akan dihukum.
-
. :1
There aretbree sections in tbisquestion paper. Answer ALL :secQons. Read the
'. instruction carefully. - .
. Section A: Personal Response (5 markS)
1. Answer the question (in bold) put forth by Miss Dickinson by taking into
consideration your understanding of poetry and what you have learnt and understood
from the course so far.
If I read a book and it makes my whole body so cold no fiie can ever
wann me, I know that is poetry. If I feel physically as if the top of my
head were taken off, I know that is poetry. These are the on,ly ways I
know it. Is there any other way?
- Emily Dickinson
Section B:' Theory (30 inarks) .
C) .' Choosean4 answer an.x ~ questions from the following list.
2. Provide a brief defmition for the figures of speech below.!Pro~de. an example for
. each figure of speech by referring to the poems you have read and discussed in class.
(10 marks) .
a. Implied metaphor
b. Personification
c. Hyperbole
d. Litotes
e. Apostrophe
3. Compare and contrast the functions of allegory and symbol in .poetry. Support your
answer with textual evidence by referring to the poems you have read and discussed .
in class. (l0 marks)
4. Ust down and scan (i.e. 'slice' a line from a poem by putting a diagonal bar for
sressed and a dash on an unstressed syllable) four types of metrical feet (ound in the
poems you have read and discussed so far. Support your answer by 'referring to these
poems. (10 markS) . "',
. I
5. Explain the functions of stanza in poetry. Next; list down and describe four ~tanzaic
patterns found in the poemS you h~ve' re3.d and .discussed in class. Support your
.answer with textual evidence by referring to these poems. (lO marks) .
, '.'j
6. List down the characteristics that distinguish closed and open forms of poetry.'
Support your answer with textual evidence by referring to the poems you have read
and discussed in class (10 marks)
,
,;~
i
j
7. Compare and contrast the English (Shakespearean) and Petrachan sonnet in terms of
stanzaic pattern and division; rhyme scheme and the distribution/discussion of
thoughts/ideas. (10 marks)
, Section C: Theoretical'Application (25 marks)

Read the poem below m;td apswer the foUowing questions. Suppprt, your answer with
!'
• texttiitl evidence (i.e., w<;>rds or lines taken from the poem).
. ' . . , " 1·.
Life is a nice place (They change
the decorations
\ every season; and the music,
my dear, is just too
marvelous; they play you
anything from ,birds to Bach.-:AD.d
every day the Host
arrange.s for some clever sort
of contest and they give
the most
fantastic prizes; I go absolutely
green. Of course, celebrities
abound;
, I've evep; seen Love waltzing. ,"

, " , , ,'around, ,"", "
in amusing disgtii~es.) to'
visit. 'But
t woUldn't want to live there.
8. Discuss the speaker's tone (i.e. emotions and attitude) and how it helps convey the
poem's theme. (7 marks)
9. Discuss the use of imagery and how it presents or discusses the subject of the poem.
(8 marks) , . "
10. Comment on the poem's structure and sound (with an emphasis on meter Le. metrical
feet and pauses) and how they help convey the poem's meaning. (10 marks)
IJNIVERSITlMALAYSIA SARAWAK
94300 Kota Samaraban
·Sara",ak
FACULTYOFCOGNI11VESCffiNCES&IIUMANDEVELOPMENT
-PBT2203
Instructional Design
-,
Examination: Fmal Date : 1 March 2004

.. Peperiksaitn . Tarikh
Semester .: ~ 200312004 Time : 11:30am - 1:30pm

Masa (2 hours)
Place
Tempat
:BS13 & BS17 Name
Nama
·
Lecturer: Jayapragas Gnaniah MatricNo. ·
r Pensyarah· . No. Matrik
!
?'
Instructions 1. . Answer ALL questions.

. Arahan Jawab SEMUA soalan.

3. Write the ~wers only in the spaces and writing paper proVided.
Tulis /awapan hanya di dalam ruangan dan kertas yang disediakan.
" . ,

Dilarang bercakilp atau mengganggu calon~calon larn di dalam
. S. Candidates are Dot aHowed to leave the examination room during

the first 30 minutes or the last 15 minutes of the ex8mination.
Calan tidak dibenarkan meninggalkan bUik peperiksaan daltim masa 30
. minit pertama dan 15 minit terakhir.
6. Cheating is a very serious offence. Any candidate caught doing so

will face discipUnary action.
. M enipu adalah kesalahan yang amat serius dan sesiapa yang didapati
berbuat demikian akan dihukum.
PBT2203 Instructional Design
Final Exam (30%)
Name: Matric No: _ _ _ __
Answer Questions No.1 to 5 in the spaces provided belOw. Answer Question No.6 in thewrlting papers provided.
1.' Answer both questions: . . '" .

a. Gagne's learned capabiliti~ taxonomy incorporates 3 aspects, which are, (3
marIes)! . .
'. b.. Gagne'slearned capabilities taxonomy covers 5 kinds of learned capabilities

which are (5 marks):
.' .
2. Answer both questions:

a. Identify the 4 steps of a learning task analysis: (4 marks)
.! '!
)
, /
b. How do you see the learning task analysis helping you/plan your courseware .
design? (4 marks)
, ..
y
,
PBT2203 Instructional Design.
. Final Ex4m (30%)
N~: ____________ Matric No: _ _ _~_
. . , . - - .. .
of
3. Identify the 5 families instructional models as identified by Joyce &Weil (1996) in
Shambaugh and Magliaro (2001). (5 marks: 1 mark each)
-co
• 4. There are 3 types of programme evaluation conducted for an IMM courseware design
and development as identified by Shambaugh and Magliaro (2001). Briefly explain
how each of this evaluation is carried out in an IMM courseware design and
.. development process. (9 marks)
2
! ,.
t·
PB12203 Instructional Design

Final Exam (30%)
NmM: _____________ Matric No: _ _ _ _ __
b.
. ,
o
c.
. . .
5. Answet both questions:

. a. What does stQryboarding mean? (2 marks)
¥
,-
I
PBT2203 Instructional Design
. Final Exam (30%)
N~: ____________ Matric No: _ _ _ __
b. Discuss why having a storyboard for IMM courseware design and development is
considered important and advantageous? (6 marks)
6. Answer only ONE of the following questions. (10 marks)

a Why are instructional models and events important in the design of an IMM
courseware? Choose one model as your example and elaborate in-depth how it is
related to the design of an IMM courseware.
b. Why is sequencing of instructions important to instructional design? Choose one

of the taxonomies as your example and elaborate in-depth how it is related to the
design of an IMM courseware.
4
..
- -, . .... ", . ," '.. ' ...
UNIVERSITI MALAYSIA SARAWAK .

. . 94300 Kota Samarahan .
Sarawak
Fakulti Sains Kognitif & Pembangunan Manusia .
. PBT2152
Techniques in ELT: Reading
30%
; .
. . .
. Examination : Final Date : 8 March 2004

Peperikscie.n Tarikh
r
CO Semester'
.'
: ll, 2003/2004
.
Time'
Masa
: 08:30am-lO:3Opm
(2 hours) .
Place : BS13 Name

. Tempat Ntinw
. Lecturer' . : Jecky Misieng .Matric No.
PenSyarah No, Matrik
,...,
!
Instructions :1. Answer ALL questions.
Arahan Jawab SEMUA soalan.
2. Read the questions carefully betore answering.

Baca .roalan dengan teliti sebelum menjawab.

Tulia jawapan hanya di dalam kertas jawapan yang disediakan.
. 4. . No talking or disturbing other candidates during tbe examination.

Dilarang bercakap ataumengganggu calon-calon lain di dalam
- 5. Candidates are not allowed to leave the examination room during .

the flI'St 30 minutes or tbe last 15 minutes of the examination.
Calon tidak dibenarkan meninggalkan bilik peperiksaan dalam masa 30
-
I,
6. Cbeating is a very serious offence. Any candidate caught doing so
will face disciplinary action.
Part I (SO marks)
, I. Below are some assumptions about the nature of reading. Ihdicate T for true and F
for false next to the statement. '
a. Reading aloud helps student to understand what they read better.
h. Fluent reading involves both prediction and interpretation skills.
c. We need to perceive and decode every letter in a word in order to read

effiCiently,
d Different readers use different skills and strategies to achieve reading

comprehension.
e. The,rnore symbols (letters or words) there are in a text, the longer it will
take to read it.
f. Wedo not need to understand all the words in order to understand the
meaning of a te~t.
(6 marks)
, '
'2. The followings are descriptions about reading. Choose the appropriate tenninology
, given in the box byfillinK in the blank on the right of each description ..
Iauding' 'reading rate ' virtuous cycle
chunking mnemonic techniques automaticity
infonnationalliteracy metacognitive awareness scanning
, ,a. ,Readers read group of phrases quickly which increase speed.
h. Readers monitor their reading comprehension processes

,- "
when they are reading.
I )
"
C. Learners create unusual mental pictures that link: to a new

vocabulary word for easier, recall of the meaning.
d. 'By reading faster, readers are encouraged to read more and,

with more reading, comprehension improves.
e. Natural; nonnal, typical or ordinary reading done under

conditions wherein the reader has no difficulty understanding
each'sentence.
f. Readers focus less onthose tasks that involve decoding and

devote more attention to comprehension
, (6 marks)
tt
.
-
3. Choose FOUR of the following concepts about reading and discuss briefly:
r
a. reader roles
b. literacy
r c. schemata
d. bottom-up
e; top-down
f. interactive
............. " .......................................................................... " ................... " .......
. .
"
"'" . . . . . . . . . . . . . . . . . . . . . . . . . . . . " .... " . . . . . . . . . . . . ,. .. oj. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . '* ........ ..
........ .. .. .. ........ .. .... .. ........ + ...... '" ...................................................................................... '" ....* ...... ., ............................................ ..
- ............ " ............................... ...................... "' ....................................................... .

~
-
I
l
................................................. ,. ............................................................... "' ............ "' ............ " .............................................. ,. .... .
rr)
, ~
.............................................. " ....... 4 .......... " . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
( 12 marks)
2
4. Compare and cottttast the differences in efficient reading and inefficient reading.
Mention FIVE characteristics .
.... .. <l .... " .... ,., ...... ~ ........ .& . . . . . . . . . . . . . . . . . ~ . . . . . . . . . . :.. . . . . . . . ,'" . . . . . . . . . . . "' .. , . . . . . . . . . . . . . "' ............................................................................... "
. . . . . . . . . <0: . . . , . . . . . . . . . . . . . . . . . . . . 4 • • • • • • '1' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ,. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
'!' . . . . . . . . . . . . . . . . , • • • • • • • • ~ . . . . . . . . . '!' • • • • • • ; . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..: . . . . . . . . . . . . . . . . . . . . . . . .
.................... , .................................................................... ................ ....

~ '"'
. . .
............ " ........................ ~ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "! •••••••• ; •••
. .", . '" . ,. .4 ...... "" . ... ".. . """ ...............................,......... ,. ...................................................... ".. ,. .
~ ~ oo . . . . . . . . . . . . . . . . . . . . . . .
·.,~ . ···"f···........ ······ . ·.... ·.. ·.. ·.... ·· . ····.. ············· .........................................................
.~ ...... .. ......... "............................................ ................................................... .
~ " " ~
,..... ·..... t.·,·· ... ·.....................·· . ·.·· . ······.,·.· .................................................. .
• • ,. . . . . . . . . . . . . . . . . . . . . . . "! . . . . . . . . . . . . . . . . . -. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.......... ~ ..... ~ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . " . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . '! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
..... " ......... · ' .. •• .. 1···t. .. • .. ·~ .... ••• .. •••••• ................................ •

•• • ••• ••••••• .... •••• ... ·.··.·.7· .... ·
................ ,........ " ........ "' ............. ,.,. ........................... , .... , ...................................... .
~ ....... ~.'t,., ... ~~'-." ................................................................................................... .
.................. , ....... "' .........................................................................................................
•••• 4:. • .; ••• ~ ..... , ............... .;j . . . . . . . . . . . . . . . . . . . . . . ,,; . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
............................................................................. , ........... ...................................

~
. . . . . . . . . . . . . . . . . . 1i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ~ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . . . . . . . , . . . . . . . . . . . . . .
..... • .... • .;1 . . . . . . . . . . . .\. . . . . . . , ... , ' ................................ , .................... , ............. , . . .: ............................ .
..... .................... , ........ "................ , ...... , ............... , .....................................................
.. .. • .... .. .. .. .. .. • • .. • • .. ... • .. .. • • • • , ..................... ,. . . . . . . . . . . . . . ."lr..... '" . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................... ..................................... ............................................................. , ............. .
~ ~
(10 marks)
3
.
,
-.
5. Identify FIVE factors that has to be considered in planning for a reading lesson.
i.
ii.
Jii.
. iv.
v.
(5 marks)
6. When selecting appropriate reading materials. some guiding principles apply.
lO (a) Discuss THREE criteria for evaluating texts that we plan to use in our reading
instruction.
.................. 4 .............. ~ ............................... ....................................................... .
* ....................................... ,.
........ .. ........ .. .. , .................................................................... .; ................................................ " ...... .o. ...........
-
i
.............................................................................................................................................................................................................
r
!
(9 marks)
4
(b) Anderson (1999) disagrees to "the experts" view that we should only use
authentic textS in our reading instruction. Discuss ONE of his reasons.
...... . . .... .. . ...... . .......... ...... . .. ...... .. ...... . ...... "." ...................... ""' ........................................................ ,. . ........ "' ........ "" ...................... . .
........... , ............. "' ................. ............................ ...................................................... .

~
. (Zmarks)
'J
~-----------------------------------------------------------
. '., Part n ( SO marks)
All questions (1- 4) in this part refers tothe text in the box below.
The dagona tree, which is common in the dry regions of Africa, has an unusual
appearance. The fully-grown dagona is about twenty feet tall and has a thin trunk,
-
about 22 centimetres across. The trunk is bare for most of its height and the spiky
branches, which have many leaves, stand out from the top of the trunk, giving the
tree the appearance of a large brush stuck in the ground.
The dagona tree has many uses. In October it produces large, roUnd fruit with
yellow flesh inside which can be eaten raw or made into a refreshing drink. The
flesh can also be dried and made into flour. The outer skin of the fruit can be
used for making glue; first it is dried, then the skin is pounded and mixed with
water to make the glue. The bark of the tree is made up of fibres of great strength
which are used to make ropes. And the spiky branches can be hollowed out and
used as musical pipes.
1. You want to use the above text to teach reading in a Form Four class. The NEW
words are in italics.
a. Choose TIlREE words which you would present before reading and give ONE
reason for each of your choice.
Word Reason
..................... .............. " .................................... ... .. " .....................
~ " ~
(6 marks)
r
h. Choose FOUR words which you would present after reading and give ONE
reason for each of your choice.
Word Reason
....................................................................................................
........................... $ ........................................... ~ .......................... .
............ ............................................. " ................................. .
"
'" .... "' . '" '" "' ......... "' ........... '" ................ '" '" "' ..
"," ", .. '" "' .... "' . '" .... '" '" "' ................ "' ........ '" "' . "' .. '" ...... ........ '" "''' '" "' . '" '"
",
'" "' ........ '" ...... '" '" ...... "' .................... "' .... '" .. "' . "' .. '" .......... "''''' .... "' .......... "' .. "' .......... '" "''' ...... '" '" '" "' .......... "' .... "' .... .
o '" "'4o ,,'" '" "' .. '" "' .. '" .... '" .. "' ...... '" .. "' .... "' .......... "' .. '" '" '" '" .. '" '" '" '" "' .... '" .... '" .. '" "'" '" .... '" ", .......... "' .. "' ................ "' .. "",,, '" .. ..
. . '" .. "' .. '" '" "' . . '" "' . . . . "' . . . . "''' " ' ' ' '" ~ . . '" '" '" '" . . . . '" '" "' . . '" '" '" "' . . '" '" "' . . . . . . . . ", . . . . '" "" .. 4o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
.... ... .. .. .... ...... ..... .. ...... ... ...........................................................................................
"
..................................................................................................
.................................................................................. .......................
~
.................................................................................. , ............... , .
.......................................................................................... ...............
~
................. ............................... " ........ , ......... "., ............... ..........
~ '
(Smarks)
.J; _ _ _ _ _ _ _ _ _ _ _ _ _- _ _ _ _ _ _ _ _ __
"-c~
-
. 2.· Suggest ONE suitable pre-reading activity you would use to prepare for silent
reading using the above text for a Form Four class and provide your teaching steps to
carry it out. .
. ~ ............................................ .............................................. .... , ....................................
~ ,.
........ .. . .... ...... ........ ....... . .......... ............ .. .. ...... .. .... .. ............ .......... " ............................................ " ............................................. " ...... .
• .......................................................... 5 ....... " ................................................... , ...... .
" .............................. -..... ....................................................................................... .
- ........ .... ...... '" ................................................... "" ...... "' ............ '"................................................... " ............................ " .................. "' . .
............................................. +." ............. " .... , ... " ........ " .................. " ........ " ....... " •• ... " .... .
~
-
.. l' .....' . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , ..................... " ........... " . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . " ...... iI . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...
................................................................................................................... , ........
.................................................................. ~.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
(10 marks)
8
-
3'. Suggest ONE sUitable while-leading task and write a full description of how it is .
. going to be carried out using the above text and in the same class .
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ,. • • • • y .......... - ...... ~ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..
, ................... " .................................................. ...................................................... .

"'
......... ................................................................................................................. ..........
" _
. .... ..... .. ...... .... ...... . .. .. ,. .................... "" .................................................. "' ............................................................ "" . """ .... " ............ .
...... .... .... .... .... ......... ...... .. " . . . . . . . . . . . . . . . . . . . . 11 .. " .. " " . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ", . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "' . . . . . . . . . . . . ..
............... ............................................................................................................ .
.-."' .... .. ................................................ ....................... .................... .......... ..................... .
~ ~ ,. "' ,. ,;
............... ,. ...... ........ ,.,. ..... ,. .. .................................... ,. .......................................... ,. .... . .
C) , ,
.......... ... ,. ......................................... "' .................................. ,. .......... ,.,. ......... .
..... .. ... ... ... ..... .... . .. ..... ... ....... ..... ..... .. ........... " ..................................................................... .
..................................................................................................... ....... ".,. .............

,.
.. ... .. " ............. ,. ....... ~ .. " ......................................................................................... ............ .

'"
.. , .............................................................................................. .... ............ .

,. ,.
... ... .. .. .. .. , ......................................... .................. ................................................ .

~ "
... .... .. .... .. ..... ...... .. ...................... ............................................................................................ .
~ ~
, .................. , ............................................ "................................ ,..,.. ....... ............. .

..,
.................... .... :... ......................... .............................................................

~ ,. ~ ,.. . .
...... ..... .;. ........ '" ...................................................................................................................................... .
'"' .............................................. ............................. ....... .................................. ................................. .
,. ,. '"' ,.
(10 marks)
%
-
4. Write FOUR effective questions with.answers available from the text (lower-order
.. thinking skills) and another FOUR queStions which require a personal response from·
. the students (higher-order thinking skills).
a. 1........................................................................................
2, .~ .....................................................................................
3...................................................................................... ..
·4.............................................................. ~ ..........................
(8 marks)
lD . .
b. 1........... :........ ~ ........................;........................................ ..
2........................................................................................
3............................. "' .... ; ...........

4 ......................................................... ~
........ .
4......................... ,.............................................................. .
(8 marks)
r
l
The End
10
~. ..... -. :::.
. [
..UNIVERSITI
- MALAYSIA·SARAWAK··
.
94300 Kota Samarahan .
.Sarawak .
',_f
, ,'- .'
, .
FACULTY OF COGNITIVE SCIENCE & HUMAN DEVELOPMENT .. •

. Fakulti Sains Kognitif &~e.mbanguruui Manusia.· .' :.'~'.
. ·PBT2162··.··.·
. Techniqueshl ESL:Wri~g .....
'~"-
Examination: Fin'al . Date' . : 3 March, 2004.'

.Peperiksaan Tarikh .
~
Semester :2 . . __.......... .._..___ ~me_._ . ._ ....:-..:__to.:O.Oam. -12:00pm .
t·b ',' Masa .. .(2 hours) .
-
I
f
,. Place
Tempat
: DK1
Nama
.--'~C--
..
'······~·~-"'·-··"·-·-,~.Nalr !.~~---·-~- -~~.
.. -'-._._•. __•...__•...... _ .. _
_. ,._" ._. __. .
.••__...
~
..
Lecturer: Associate Professor Peter F. Culllp ,Mat~ic_No.
Pensyarah" . . No.· Matrik:· ,
, Instructions
, (Arahan)' 1.. Answer ALL questions
Jawab SEMUA soalan
2. Read the questions carefully before answering

'BaM soaTan dengan teliii stibemm menjawab
3.. .Write the answers only on the answer sheets provided

. _._'_Tulisja1!!!:Jlan hanya di dalam kenas j~anL~g di!.It5!.i.~~:., __ .______.,________. _
. "....,____
. .
4. ' . No talking or disturbing other candidates during the duration of
test '
S. Candidates are not allowed to lea~e during the first 30

CaJon tidak dibenarkan meninggalkan bilik peperiksaan dalam masa
30 minit pertama dan 15 minlt teraMir.
S. Cheating Is a very serious offence and those involved will be dealt

with severely
Menipu adal.ah ,kesalahan yang amat ser/us dan sesiapa yang
didapatl berbuat demikian akan dihukum.
pfc/unimas/l. 0 1
'. Marks: Final mark (130) = (Total (/45) x 30) 1451..::·:~c- .
QUESTION ',',,:
t(x5)' .. '-,
What is ttiedifference between'genre~ and 'field'? .

•
. . - '.
.. QUES-r,ON 2 (5x2)
- .. ' .. - .'
-
State 6 pedagogical principles which inform the genre-based approa~hto the' .
teaching of\'l{rit~ng. - - . .
····QUESTION 3 (2x5=10).
--.. ~:c:..Provlaea shorrparagraph answer to any TWO- ofthefollowing:
.. _. '--:'a:--o-utline -three~n1ajordffferences between -spoken and written language .

.. .. _'- .
2b.-Oistinguish·betweena. the Mode, and b.-the Tenor of.language?
c. Distinguish.between the processes of 'editing' and 'proofreading'
- . .
QUESTION 4 (x20)
Answer any ONE of the following in three to four paragraphs {approx 400-450
words)""'"
,-' 1. Briefly critique the Progressivist Approach to writing instruction including

theoretical, methodological and practical concerns.
----------·--2--:--Wfiat is ·scaffolCling~TDis6Lissthfee·tecfiiiique~niJhictrcoofd-bErused·to scaffold

students' writing development. Provide examples.
3. It is said that the Genre-based Approach to literacy teaching is concerned

with language in context. What is meant by 'context' in this approach and
what is its relation to language?
.~?~~
~~~~
. pte/un/mas/7. 0 1
a
,.
,.... UNIVERSITIMALAYSIA SARAWAK
I
I
94300 Kota Samarahan ' , '
Sarawak
PBT3102
Techniques in ELT: Literature
30% '
Examination : Final Date . : 5 M'arcblOO4 .

,Peperi/(saan Tarikh
, Semester ': n, 2003/2004 Time, ':2:00 p.m~~ 4~30'p.m.

Masa (2~hoursj ,
Place' , : BS23 Name" i' '
Tempat Nama
Lecturer: Florence G. Kayad MatricNo. .

~

Arahan Jawab SEMUA soalan. '

3. Write the answers only on the writing paper provided. '

4. • No talking or disturbing other candid~~ during the examination. '

Dilarang bercGkap auiu menggll1iggu calon::calonlaindi dalam' '
jangkamasa peperiksaan. , '
5. Candidates are nol allowed to leave the exainin~tion room during

the first 30 minutes or the last 15 minutes of the examination.
'Galon tidale dibettarkan meninggalkan bilik peperiksaandalam miJ.sa 30 '

(./
...
Question1 (9 marks) ' . '. .. .

Bas¢ .on your und~rstanding of the various approaches to teaching literature and what
you know about the Malaysian ESLchissroom, discuss the Diost-swblble approach(es) for
the Malaysian ESL classroom. Organise your argUmentS· clearly and logically.
- Substantiate your answer with appropriate examples. . .

Choose either Poem A or Poem B
a) Identify the tone of the poem. Explain. (2 marks)
b) Write 4 appropriate questions that would lead students to discover the persona's
.. attitude toward the father in the poem. The questions'must-be well-organised and
. include different question types in the Barrett Taxonomy. (4 marks)
c) Provide model answers !o the queStions devised. (4 marks) .
Either
Poem A
Those Winter Sundays (1962)
by Robert Hayden 1913-1980)
Sundays too my father got upearly
the
. and put his. clothes on in blueblack cold.,
- th.en with cracked hand~ that ached . .'
'from labor in the weekday weather made

. banked (lfes blaze. No one ever thanked him _
I'd wake and hear the cold splintering, breaking.
when the rooms were warm; he'd call,
and slowly I would rise and dress"
fearing the chronic angers of that bouse,
Speaking indifferently to him,
who had driven out the cold
and polished my good shoes as well.
What did I know, what did I know
Of love's austere and lonely offices?
ow
·
'
Or
PoemB
My Papa's Waltz (1948)
by Theodore R6ethke (1908:-63)
The wbiskey on your breath

" "Could
make a small boy dizzy;
Butl hung' on like death:
Such waltziUg was not easy.
We roinpeduntilthe pans
Slid from the kitchen shelf;
My mother's countenance
Could not unfrown itself.
The hand that held my wrist
Was battered on one knuckle;
At every step you missed
My right ear scraped a buckle.
You beat time on my head
With a palm caked hard by dirt,
Then waltzed me off to bed
Still clinging to your shirt. '
,... '.:.
Qu~tion 3 (3 marks) r " ' ' "
Expl3inwhat you undersumdby the notion of reading as a post colonial. (3 'marks) "
In yOur opinion. what are the three most important criteria in text selection for the
teaching of literature in English in the Malaysian ESL context? Provide substantial '
reasons and examples for your answer.
3
Sarawak
··FACULTYOFCOGNITIVESCIENCES&HUMANDEvELOPMENT
Fakulti Sains Kognitif & Pembangunan .MaIiusia
PBT3343
EVALUATION
30%
•. E~natio:n : . Final Date. : 8 March 2004

Peperiksaan Tarikh .
Semester : n; 20031:2004 Time .!. 11.00 am -12.30 pm

Masa (1 hoUr 30 minutes)
Place .BS2. Name

. Tempat Nama
Lecturer Diana Carol MatricNo~:

- Instructions: 1. This examination paper consjs(s of seven questions. Answer ALL questions.
- Arahan . Kertas peperiksaan ini mengandungi tujuh soalan. Jawab SEMUA Boalan.
2. Read the questions cal'efully before answering.

Baca soalan dengan teUti sebelum menjawab.
~()
I 3. Write the answers only on the wrjting paper provUled•.
ThUs jawapan hanya di dalam kertas jawapan yang disediakan.

Dilarang bereakap atau mengganggu calon·calon lain di dalam jangkamasa
peperiksaan. .
5. Catti/idates .are not allowed to leave the examination room during the first 30
ntinutelJ or the last 15 minutes ofthe examination. . .
. Calon tidak dibenarkan meninggalkan bilik peperiksaan dalam masa 30 minit
pertama dan 15 minit terakhir.
6. Cheating is a very serious offence. Any candidate Caught doing so win face
Menipu adalah kesalahan yang amat senus dan sesiapa yang didapati berbuat
demiki4n akan dihukum.
r
4. Choose either (a) or (b) . . (3%)'
,.... (a)DiStinguish'between :(>ositiveand negative backwash. Do you trunk .the SPM English
'. Language Paper has a positive or I?-egative backwash? Give a reason faryaur answer.
or . . . '.
.
- (b)Distinguish between overt and covert backwaSh. Do you thi:rik these types of backwash ate·
'.. beneficial? Give a reason for your answer. .
•. 5. Briefly distfu:guish between anytbree types of validity. For each type, suggest how teachers
can ensure that this type ofvalidity is present in a classroom English Language test.(4%)
-
6. Below is a'writing
~, '.-
test forlanguage. learners
.-- _..
,-;--"
at-...the elementary
--.~ . ..-.
.
level.
, ,~ ...: -.~-- .,-""
.. A. · ' 1 " u n d u a l i o n , . , }~~ 7~"?"' --... ~, . . ." ~
1)' on saturday the fell hatold1urfter entertained t1ie.membeB of· the
.' . ':""boys dub afhis IoveIyddbome'~";"i'\";>~;' '.; "i-,;': .. :.:':::.' .'.J
.
'. 2)' h<ki ,yOu kOOw that eleVen shipS fOrmed the msi:.~ ~ ~iIed into
. '.::"(bOtanib<iyil'i 1788''' I",,,,,,..' ,:-,;.',,,,,:,,- '.'
, B.DirectSpee<ih ,: ':" '" ' "I
'1)., Mr Smith w.amed dOn't go 'near the edge, whatMr yOu do' '.' '. '.'/! .
2i'?:f-1'Ilbe coming over ,;at, t~ o~~~SatUrday morillng stlted Joanne _
"·~::~;:==:~~cestaiti:~.~~eph.:a:_~_._
ce ;. ___.. :. ;. . - ,'-_,._._,. ___.____.-.
.
2' .•.,. Near th-~Ia
~ .e ""''I-' ...... '. .
" ,',~gin these sente~' '.' '- . ..." 4 .

.c.' 1) '~',,>' _.___ ._~ .. _ _ ~,.. __ _
••_• ,.~~~_~_~
he met"an oldL:t-nd. .<
2)-' .••••..:...--.__._._._••••__. _••_ _ _ _ _ no-one had ~~m.l
D. Use More Suitable Wonk . .

1)
.. , ' .
. FmaUywe got there. _•••__•_ _ _ _.___••_ . _ .__
2}.-", David wentto 5chooL__•___••..;__•__•__. _••_.__ ~-•.
3}' He..!'oongotoVerit. __•_ _ _ _•_____••_._~ •••_ ••_ .
I
E.. a,.;flge the under6ned ~ords to their opposite form
1) The, c;lodds 5Imir. ",,,-,,,___•• _,:,,.~:,,._
.•_":"'__•• ;_~_•••__~'
2) ~r, 'sn't the sea rough toda~ _._..........:.::__.._.__.____...._.•~.
-
. F~ '~'Rewritethe sentence ia the plural tqhn
. I." 2}
.'
, . 1): 'l'he dolphin wasswimMrng in the display pool.
The fairy was wearing hef new dress.

(Derewiant:a; 1992.p.16)
. (a) What do you think is the test;'writer's construct ofthe writing ability? (3%)
(b)What is your opinion of this construct? JuStify. (3%)
7. You have just been appointed the Head ofthe English Department in a new secondary school.
You have been asked to choose a textbook which can be used for Students at the Form 41evel.
Ot:l1.er staff members have not been appointed, but you presume that trained teachers will be
. appointed to teach in the school. ..'
List five factors you would consider in choosing the textbook. Justify your suggestions.
(5%)
e'llll:03.fina1fdc 2
Ii'""!•
I
. . . " .
. 1. The following setofscores isftoma 25-item language test, -with one m.arlr aw~ed for each
iteIn.
.13,14,16,19,6,3,17,6,6,10,12,11,11,9,4
... (a)Compute the llleari,mediaIi and mode:(Z%)
(b)What does the valueofthis mean tell you about the penotmance ofthese candidates on this
test? (1%) .
, 2. Below is part ofthe results of a test administered. to 20 students.
Itetn 1· lteffi2
Upper· Lower .. Upper Lower
A, 0 4 A 2 3
®
C
8
1
2
2
B
C
2
0
2
1
D 1 2 © 6 4
Item 3 Itetn4
Upper . Lower • Upper Lower
@ 9 7 @ 2 5
B 1 2 B 2 1
C 0 1 C 0 2
D 0 0 'D 6 2
, [Note: Theletter that is circled represents the correct option.]
, (a) Which item has themost effective distractors? Justify your answer. (1 %)
(b)(i) Which item has a negative discr.im.irultion? .

(li) What is the index of discrimination for that item?
(iii) What does this index tell you about the performance ofthe candidates on this item?
' . (2%)
'3.
(a)What is reliability in testing? (l %)
.]
:j
(b)Reliability can be determined by the following methods - test-retest, parallel-forin, and split
half. How do these differ from each other? (3%)
(c)clive one suggestion each for how intra-rater reliability and inter-rater reliability can be
maximised. (2%)
.,.;iJ
-., --------------------------------------------------------------------------------
UNIVERSITI MAL~YSIA SARAW AK
Sarawak
FACULTY OF COGNITIVE SCIENCES & HUMAN

,', ,DEVELOPMENT
Fak:ulti 8ains Kognitif & Pembangunan Manusia
...... PBT3173
CALL: PRINCIPLES AND PRACTICE
(30%)
- Examination : Final
Peperiksaan ,
Date
Tarikh
: 3 March 2004
r Semester : ll, 2003/2004 Time : 11:00am-l:00pm

Masa (2 hours)
r"o'
I
',-- ,
' rlace'
'Tempat
:BS2 Name
Nama
Lecturer : Joseph Ramanair MatricNo. .

Pensyarah No. Matrik'
Instructions :1~ AIiswer ALL questions.

Araban' 'Jawab SEMUA soalan.

I"'"

4. No talking or disturbing other candidates during the

, examination.
F/)
I"""i Dilarang bercakap atau mengganggu calon-calon lain di dalam
" "- jangkamasa peperiksaan.
I"""
5. Candidates are not allowed to leave the examination room during
-
the first 30 minuteS or the last 15 minutes of the examination.
Calon tidak dibenarkan meninggalkan bilik peperiksaan dalam masa
6. Cheating is a very serious offence. Any candidate eaught doing so

I"'"
I,
Menipu adalah kesalahan yang amat serius dan sesiapa yang
didapati berbuat demikian akan dihukum .
.
,
.~:~' Section A: Answer an items.
, .
1. Why 'should the evaluation of CAlL be a "situation-specific argument"?
(2 maries)
. . .
2. Explain the difference(s) between judgemental and empirical analyses.,

r
(4mar/cs)
, . '
3. Discuss-the advantages of hypennedia with reference to one software you.

!""',
have used fotcourSeware design. '. (4 marks)
r
. 4. Higgins (1984) provides a metaphor ofa pedagogue in relationto learning
with a computer..
.. '. . ' . .
rr,<
\~.)
Describe and
. justify one activity
. pedagogue~
. . that exemplifies. the use of the computer as a
(4 marks)
, 5. Galligan (1995) argues that, "The role of the teacher is critical to the effective
use ofcomputers for learning".
With reference to .a computer assisted, ESL lesson, discuss. the variables a
language teacher needs to consider in preparing and conducting the'lesson.
. (4 marks)
6. In developing and designing multimedia CAlL, second language acquisition
conditions need to be considered.
What are the reasons for such considerations and how can such conditions be -'
r
made possible inthe design and development of multimedia CAlL?
' ,.
\.
(6 maries)
.f - .
,....
f
. . . "
7. The evaluation module~J)ropOsoo by Hubbard (1996) incorporates terms i.e.
tea~her fit, learner. fit and operational description. Provide a brief description
.of.. this· .module•. juStifying how it provides a basis for a framework in
.. evaluatlllgCALL? (6 mtUks)
.• : " .: • :~"' :-". • •.• l... .". '~ •
.SectioD B: Choose ONE question (10 marks)
1.. HoW would you as an ESL ieacher ;ntegrate the computer

. .
as.a tutor in your
. language classroom? Provide justifications for your integration.
·2.. How would you as an ESL teacher, integrate the computer as a tool in your
language classroom? Provide justifications for your iutegration.·

Sarawak
FAKULTI SAINS KOGNI'fD' & PEMBANGUNAN MANUSIA

. (Faculty of Cognitive Science & Human Development)
.....
PBT3193
English For Specific Purposes
(30%)
Examination : Final Date : 3 March 2004

,
!"""'
[ -0 Semester .. 2 Session 2003/2004 Masa : 9:00pm -11.ooa.m.
'-.._
(2 hours)
Venue BS2 Name :
Lecturer Monaliza Hj. Sarbini MatricNo:
Instructions: 1. Answer ALL questions.


4. No talking or diSturbing other Candidates during the examination.

Dilarang bercakap atau mengganggucalon-ca1on lain di dalam
5. . Candidates are not allowed to leave the examination room during the
first 30 minutes or the last 15 minutes of the examination.
Calon tidak dibenarkan meninggalkan bilik: peperiksaan dalam masa 30
minit pertama dim 15 minit terakhir.
6. Cheating is a very serious offence. Auy candidate caught doing so will

face diSciplinary action.
Menipu adalah kesalahan yang amatserius dan sesiapa yang didapati
berbuat demikian akan dihukum
o
Read the instructions for each section alJ:efully•
. Section A
1. The items in Box A are some of the key terms in ESP whereas those in Box B are
equivalent terms or explanations. Draw a line to match items in Box A with the
correct answers in Box B. (5 marks)
a. Target Situation Analysis Substitution tables
b. Framework materials SubjectivelProcess-oriented needs
c. Common core Study of text at a level above the

sentence- how texts work.
d. Discourse analysis ObjectivelProduct-oriented needs
e. Learning Situation Analysis Set a context within which the learners

fit their own carrier content and
language competence.
Estimates strengths and weaknesses in

language and skills.
More 'general knowledge' than specific

specialist knowledge
1
1
'~----------------------------------------------------------------,_'-
..
.
-
. 2. Dudley-Evans and St. John (1998) specify eight parameters of course design. Below
are some of the parameters. Provide where indicated one advantage and lor one
disadvantage for each of the parameters in the space provided. (6 marks)
a. Intensive course
Advantage:
. .Disadvantage:
b. Assessed course (EAP)

,....
i Advantage:
Disadvantage:
2
. t
c. Broad focus
Advantage:
.d.. Heterogeneous group
Disadvantage:
. 3. One-to-one teaching is seen as ESP in its purest form. In a group situation, the key role
of the ESP practitioner is to manage time, material, control activities and monitor
. relationships.
()
Consider how one-to-one teaching is different from a group situation in. relation to the
key tole of the ESP practitioner. In the space below, provide 6 relevant answers for
the key role an ESP practitioner plays in a one-to-one teaching situation.
. (6 marks)
Differences in one-to;one teaching in relation to the key role played by the ESP
practitioner
i.
ii.
iii.
iv.
U. &U
, '
v.
vi.
. .
. Section B ' . .. . .. .
Answer both questions in the space provided.
4.. One issue that is quite controversial in the development. of ESP is the question of
authenticity of texts used for reading, listening and writing exercises in ESP.
. . Give your answer in relation to:
a.What makes 'authenticity' controversial?
. b.What is 'authenticity of text'?
c.Contrast •authenticity of text' with ~authenticity of purpose/use'?
(9 marks)
r
5. Hutchinson and Waters (1987) identified several syllabi, which he referred to as
. 'external' syllabi. The 'learner syllabus' however is an internal syllabus.
. .
a.. What do you use a syllabus for? Name three.
b. What do Hutchinson and Waters (1987) mean by the 'learner syllabus'?
c. How does the 'learner syllabus' affect the other external syllabi?
(9 marks)
,'
. .. ----------------------------------------...
.,- , '
-
Section C
Answer both questions on the answer scripts provided
. 6. Below is a diagram of the stages in the ESP process which occur in reality in contrast to
the practice in theory.
Explain eaeh stage and discuss the relationships between the various stages.
needs analysis
assessment
course design
-
teaching-learning
-
Stages in the ESP process: reality
(15 marks) .
7. ESP work extends beyond teaching. The ESP practitioner is seen to play five key roles.
Briefly explain each role.
(15 marks)
............. :..............................End Of Paper .........................................
mszIjanlsem2l2003-2004
AU# II"
PBT3083~h2004
,UNIVERSm MALAYSIA SARAWAK .

Sarawak
Fakulti Sains Kognitif & PembangunaIi Manusia
PBT3083'
Research Methodology
- "
Examination: Final
, :
50%
Date : 1 March 2004

, PejJeriksaan' Tarikh
Semester , : U; 2003/2004 Time : 2-4 p.m.

Masa (2 hours)
Place
Tempat
: BS23 Name
Nama
·
Lecturer: Dr Ting Su Hie
Pensyarah
MatricNo.
No. Matrik.
·
Instructions : Answer ALL questions.
Araban Jawab SEMUA soalan. '
Read the questions carefully before answering.
Baca so~lan dengan teliti sebelum menjawab.
1. Write the Ilnswers olily on the writing paper provided.

Tulis jawapan hanya di dalam kertas jawapan yang disedialcan.
2. ' No talking or disturbing other candidates during the examination.

Dilarang bercakap atau mengganggu caloD-caloD lain eli dalam
, \
3. Candidates are not allowed to leave the examination room during the
- first 30 minutes or the last 15 minutes ofthe examination.
Calon tidak dibenarkan meninggalkan bilik peperiksaan dalam masa 30

,wiD face disciplinary action. '
berbuat demikian akan dihukum.' '
-
t' .
PBT3083IMarch 2004
Section A· (6 %) •.
1 Based on the title of the study, Classify the following research as Write "basic"
basic or applied or "applied"
a. .Outcomes of the NILAM Reading Project

b. How cultural background influence language choice for
formal and informal finictions
c. Teaching process writing to develop coherence in writing:
An experimental study
.(1.5%)
2 Which research design (experimental, causal-eomparative, survey Write "E",

or correlational) would most effectively give you answers to each . "CC" ~ "S" or .
research question beiow? . ' . "Cor"
'a. Do children who drink milk for breakfast make better

grades in school?
h. The relationship between the ability to understand lectures
and satisfaction with tertiary education
c. Does a semester-long course on phonetics change students'
pronunciation habits?
d. Predicting Asian-Americans' academic performance in the
first year of college: An approach combining SAT scores
. and non-cognitlve variables
e. How many students in school report that they do not have a
proper place to study at home?
f. The effect of parents' divorce on the achievement
motivation of the students
(3%)
3 In a correlational study, the researcher The correct

answer is
a. compares the differences within a group on one variable
with differences within the same group on another variable -
b. starts with a group that is initially homogeneous on a
variable being studied
c. compares the performance of one group on a variable with
the performance of a comparable group on that variable
d. creates and then measures a difference between two groups
(0.5%)
.' -j
'!~"------------------;--$----------------------------------------------------------------
-
, PBT3083IMarch 2004
4 An investigation finds a positive correlation between IQ scores and The correct
-
the size of the active vocabulary among ten-year-olds. From this
fincling, one would state that:
a. the size of active vOCabulary is a cause of intelligence

b. a high IQ is a cause ofbow many words ten-year olds know"
answer is
c. "there is a high probability that a large sample of high-IQ

ten":year olds will have a smaller active vocabulary size than
a large sample of low-IQ ten-year olds
d. one would predict larger active vocabulary size for high-IQ
" ten-year olds than for low-IQ ten-year olds
(O~5%)
5 Which of the following would not be a biased sample of the The correct
popUlation of students at a large university? answer is
"a. a random sample of students entering the library on Friday
evening .
b. a random sample of students registered for claSses
c. a random sample of smdents buying concert tickets for Siti
NurHaliza
d. a sample composed of students who volunteered to
participate in a research project after seeing a notice put up
by their lecturer "
(0.5%)
r Section B (32%)
" Write the answer required by the question in the space provided, You do not
need to use complete sentences,
6 This research question is not researchable. Explain why, "

a) What is the relationship between the preferred mOdel of handphones and the
intelligence of Malaysian undergraduates?
- Because, , . , '".. . ,., .. , .. " .. ,"',.,",., ... ,',.".,.,",.,.,.
b) Should sex education be introduced in primary schools to replace moral

education?
Because. , , ....... , . , , , , , '.' . , . , , . , , , , , , , '.' ... , . ,', . , , .. , . , , .. , ,

(2%)
-
~"~_._,_. _ . _ _",_ _
.
~ __•_ _ _ _ ~~o<_~_"--,,,,
,
_ _ _ _ _ _ _ _, _ _ ~.~-
PBT3083IMarch 2004
7
Why should a researcher survey the literature concerning the chosen research
question?
In order to ............. '. .... ',' " .................. ~ .............. (1 %)
8
In resC4irch reports, you often come across operational defmitions of tenns found in
the research question or statement of the problem. Assume that you want to
investigate student "indiscipline". Suggest ~ behavioural indicator of this
construct that you might use to measure the construct.
.....•...•..•........•...•....... :;~ •..................... ·.......(1%)
9
Consider the following research question:
Does teaching French Levell through a conimunicative approach, rather than
the traditional grammar-transformational method, change student performance
on a standardised semester~nd test in grammar, reading and vocabulary?
{J~
'\ .
Identify:
a) the independent variable ..........•......................... (0.5%)
b) the dependent variable .............. .. . .. .. .. . . . . . . .. . .. .. (0.5%)
c) an attribute variable that may intervene in the relationship between the.

independent and the dependent variables
............ '.' ....................... (0.5%)
You sought permission to carry out an experimental study to answer this research
question. Design the ideal experimental research design, assuming that there are no
admirustrative or other restrictions.
d) Write the null hypothesis for this study
......................... ,. .... , ...... , ............................... , ... .
............. , ..................... .................................... .
':
. (1%)
-
",~~ ________
; ; ; ; a - -_ _ _ _ _ _ _ _ _ _ _ _- _ _ _ _ _ _ _ _ __
PBTI083IMarch 2004
.
10 (cohtinued)
e) Name the experimental design

i) How subjects are assigned to groups ............................. (0.5%)
ii) Groups subjects are assigned to (provide general label that applies to all
experimental designs)..... '............ : .............. ~ ......... (0.5%)
i
ill) Points of testing ............... ~ .............. : .............. (0.5%)
f) Justify your decision for d(i) above in terms of controlling variance

(differenCes between scores) between groups. Explain.
Because '. . • ~'. . . . . ..... '.. '. . . . . . . . . . . . . .'. . . . . ~ . . . . . . . . . :. . . . ..... . . . . . . . . . ...
. '. .. '. . '. •. '.' .• '. : .' ...... ~ .... ~ .'• ... ~ .... ~ ...... '...••.........•.... '. (1 %)
g) Explain how this strategy of controlling variance affects the generalisation

you make from the results. .
I can genefaIize the results to .......................... ~ ................ .
.... ..•..•......•........................................... : .... (1%)
-
h) Justify your decision for d(iii) above in terms of the effect on the internal
. validity of the results. Explain.
Because... '.......................................................... .
. ..... '.' , ............ ~ ..............................•...•........(1%)
i) The research question is the same as the above. Assuming that there are
adininistrative and other restrictions, and you have to carry out your study
using intact (existing) classes of students. Explain why this design is not as .
good as the ideal experimental design. Give one reason.
-
Because........ ~ .................................................... .
...........••..................................•................ (1 %)
,.....
,
1
i
PBT3083IMarch 2004
11 . is
a) When it appropriate to use a causal-comparative research design for your
study? State one condition.
When ........................... '. ................ '.' ............... (1%)
b) Explain the major weakness of a causal-comparative design.
. .. .. .. .. .. .. . . ~ ........................ ,,' ................................. ......................................................... .

'
..•..•.•......•.•...•....•...................•.........••........ (1%)
12. A lecturer fot a particular course found a correlation of 0.90 betWeen the mid
semester exam scores and the final exam scores for a sample of 200 undergraduates
enrolled in the course. How would you interpret this Pearson correlation coefficient
in terms of;
r"
\ )
a) direction: Students with higher mid-semester exam tend to have ......... .
-, ./ .•'.... final exam scores.
b) ll1agnitude·(how strong is the relationship?) .............•....
c) percentage of shared variance i.e. how many percent of the variance in final
exam scores can be accounted for by the mid-semester exam scores
.......% ..
(1.5%)
l3 The Sarawak Tribune (8 February 2004 edition) cited the findings of the Adolescent
Sexual and Reproduction Health Report 2003 as follows:
..• 27% of adolescents engaged in pre-marital sex.
What else would you want to know before you make an interpretation of the report?
State two facts you would expect to find in a report on survey results, but which are
) absent in this newspaper report.
• , ............. a ............................................................. .
........... ; .................................................. : .... (1%)
14 After you have constructed the items in a questionnaire and formatted the layout,
you need to pilot-test it on some people who are familiar with the topic. Why should
researchers do this? State one purpose.
Because ........' ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. (1 %)
·,,',1'1_ _ _ _ _ _ _ _ _ _ _- - - - - -_ _ _ _ _ _ _ _ _ _ _ _:_*_a_ _ _ _ _ _ __
PBT3083IMarch 2004
15 This question requires you to demonstrate your knowledge in constructing items for
survey designs.
- The given items are extracted from a final year project report of a Unimas TESL
student. This questionnaire was designed to find out teachers' perceptions towards
the use of group discussion activities in ESL classrooms.. The response options were
"strongly agree", "agree", 'Ineither agree nor disagree", "disagree" and "strongly
disagree" ..
Each item below has a specific problem. Explain what the problem is•
. a) Students who are weak in the language participate actively hi the discussion .
. . . . . . . . • . . , ............, ..... ; ...' ....... , ......................... " (0.5%)
b)Studertts actively ask questions and seek clarification during group

discussion activities .
. . . • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . , . .. . . . . . . . . . . . (0.5%)
c) Students develop positive interdependence among themselves through group

.discussion activities .
.. . . . . . . ~ ...•........... ".....•..' ............................. ~ . .. (0.5%)
16 Suppose that you plan to conduct a survey to find out whether a relationship exists
between academic achievement and home literacy practices. You have to decide
whether to mail the questionnaires or conduct the survey by interviewing selected
respondents.
:- a) State an advantage of mailing questionnaires to respondents
This enables me to ..................................... ~ .......... (1%)
b) State an advantage of conducting the survey by interviewing selected
respondents face-to-face
This enables me to . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. (1%)
7
•
PBT30831March 2004
17 A survey had an initial response rate of 40 percent. The researcher did follow-up by
mailing postcat4 reminders and copies of the questionnaire. However, the response
rate reaChed only 50 percent. What should the researcher do?
.......... '*: ................... 10 " .............. .... .. 'II .... ., .................... 10 ............................. 10 ....... 10 ....
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (1 %)
18 Explain nYQ key differences between quantitative and qualitative research designs.
a)....................................................................
,. .... ........ ~; ~ ............................................. ..............

b)... ; .............. ~ ................·......................•.........
., ..... 'II .. " ..................... ., ............ 'II ....................................... 10 ............................... ". 'II 10 ....
(2%)
19 State one principle to follow. when you transcribe audio-taped interviews.
......• , .......................... , ............................. (1%)
20 State gne technique of observation that is used to obtain useful data to answer your
researCh questions..
....................................... ~ ........................ (1%)
21 When is it appropriate to use think-aloud as a data collection techriique?
When the purpose of my study is to find out. ...............................
. . . . . . . ~ ...•......•..•.•.........................................(1%)
22 Ethnographic studies are based on a qualitative research design. When is it

appropriate to carry out ethnographic studies?
When I want to fmd out . . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . . . , . .
............. , ... , ...................... , ... , .. '.... , ........'.....(1 %)
23 Why is action research useful for teachers? State one reason.
Because . . . . . . . . . . . . . . . . . . . . '. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . (1 %)
<~
,;,t
:~,j:_ ________________________________________________________________________- - - - - - - - - - -
i""'.• PBT3083IMarch 2004
. ' . . . . .
24 . In qualitative research designs, the concepts of validity and reliability have a

different shade of meaning. What would you ask the researcher if you were to
question:·· .
a) the internal valdity of the findings

. ,
....•.. ~ •.. '.: ............ '. ...........................• ~ ........... (1 %)
b) theextemal validity of.the findings
.......' ...• ~ ................; ..... ~ .................................. (1 %)
c) the reliability of the fmdings?
.......•..: ...; ................................... ~ •... ; ........ ': ....... (1%)
.'Section C (12%)
Write the anSWer required by the question in the space provided. Get straight
.to the point. .
25. This question requires you to evaluate and assess the quality of a survey study using
your knowledge of good research designs and the criteria for evaluating :research
dtsigns. ..
Read the excerpts and evaluate the selected components of the research report,
that is; first state whether or not they are well..fonnulated and then explain why
IOU say so. Do not comment on language errors.
The following are excerpts (slightly edited) from a final year project report of a Unimas
r()
TESL student entitled "Teachets'perceptions toward the use of group discussion
activities in ESL classroom",
9
•
PBT3083/March 2004
a) Abstract
The objective ofthis study is to find out teachers' perceptions toward the use of
group discussion activities in an ESL Classroom.
For the purpose ofthis study, one instrument. has been designed for data collection.
There are 4 sections in this questionnaire which consist of 32 items. The
questionnaire was administered to 50 English teachers as respondents. Table and
percentage formula were used to represent the findings in the study.
Based on theflndings ofthe study, itwasfound that respondents have positive

perceptions toward the use ofgroup discussion in the tedching and learning of
English, and a positive view towards the use ofgroup discussion in terms of
intellectual. soCial and affective development of the students. However, in practice
group discussion activities are notfrequently used in the teaching and learning
process due to the constraints encountered by teachers.
Evaluate the reporting on the methodology (2nd paragraph),

()
........................ '" .............................................. '" ........................ '" ...................... '" .........
.......................... . .."." ........ " ........................ "' ............

' -., ...................... "' .............. "' ........
........................................ : ......................... (2%)
b) Statement ofthe problem

The use ofgroup discussion activity is one ofthe teaching approaches in the ESL
classroom. In order to develop students' ability to speak English, students are given
opportunities to practise using the language through group discussion activities.
During the group discussion activities, students are expected to exchange and share
information in English: Even though group discussion is importantfor the students'
developments in terms ofintellectual, social and emotional aspects, unfortUnately
teachers have to change strategies according to the situation in the classroom. .
Because ofthe above reasons, this research is done to find out teachers' perceptions
towards the use ofgroup discussion activities in ESL classroom.
Evaluate the manner in which the research problem is identified, i.e. how the gap in
knowledge is established. .
....... "' •• ~ ....................................... 11 ..... 11 ......... ...............
.. • • • .. • .. .. • • • • .. • • .. .. .. .. • • • • • .. 11 ....... 11 ................. 11 ..................... 11 ..................
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • t •••••• (2%)
10
111' •
PBT3083IMarch 2004
c) Objectives 0/ the stUdy·

Therefore, this research attempts to find out:
0) . teachers' perceptions towards the use ofgroup discussion activities in
teaching and learning ofEnglish
(ii) teachers' perceptions towards the use ofgroup discussion in terms of
intellectual, social and affective developments ofthe students.
Evaluate how the objectives for the study are worded, bearing in mind the statement
of the research problem.
r
........ ,.;. .... .,.. ................ "' ................................. ,. ................ .
....... ~ ......•. .....•...............•............... :· .............. (2%)
d) Definition of terms
"lnteUectw.tVCognitive Development"
According to Piaget theory, a child at the age of 12 and above can think in a more
abstract and complex way. This encourages "the development ofhigher-cognitive
skills such as ClassifiCation, analySis, synthesis, deduction and drawing of
inferences" (Hamacek, 1995, p. 39). Therefore, group discussion activities help to
develop students; intellectual development through the exchange ofideas and
discussmg different viewpoints which enrich thinking skills. In this study, the
researchetwill obtain teachers' opinions toward the use ofgroup discussion in
terms ofintellectual development ofstudents. -
Evaluate the operational definition for the study, bearing in mind the statement of
the research problem. -
,.... .... "" ................................................. _ ........................ .
t
........... " ,. " ...................................................................................... '" .... '" ................ .
.. . . . . . . . . . . . . . . ... .- ..................•... : ...............•....... (2%)
r
11
--
.
.
PBT3083IMarch 2004
e) Review ofreillted literature

2.4.1 Intellectual development
According to Chitravellu, Sithamparam and The (1995, p. 14), providing , .
.opportUnities to shtlrpen students' thinking, the activities or exercises designed
ought to be meaninful, challenging and questions should be thought provoking.
Learning through group discussion activities does not merely require students to
talk, but to operate athigher levels of thinking and involves a useful exchange of
information aiul viewpoints. ..• Janice (1976, p. 46) pointed out that the develOpment
ofthinking and understanding are called cognitive processes and she stated that
language and intellectual development are interrelated - one cannot be fully .
achieved without the other.
- end ofsub-section
. Evaluate the way the literature review is written, bearing in mind what you learnt
about structuring information in literature reviews.
C) ..... " .. "' .......... ." ..................................................... .
"'-0
•.••••• " .... ? ........... '.............. " ...................................... .
· .. '.' ... , ........•...................•........ ~ " ................ (2%)
t) Conclusions
Based on the .fiiu1ings obtained from the questionnaire, this study implies that group
discussion activities play an effective role in the teaching and learning ofEnglish
language in schools. Besides learning the language to communicate ideas in English
effectively, students also develop intellectually, socially and affectivelY. The use of
group discussion activity is one ofthe teaching strategies that brings about the
whole development ofa person.
Evaluate the way the conclusion is written, bearing in mind the statement of the
research problem.
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. • .. • • • • • • .. • .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. • .. £ ....................... ..
· ..................................................................................................... '" ..... .
· .................' ..............................•.......•....... (2%)
-End of paper
12
Uti
UNlVERSITI·MALAYSIA SARAWAK .
rI 94300 Kota Samarahan
I Sarawat
. FACULTY OF COGNITIVE SCIENCES & HUMAN DEVEWPMENT

- PBT4243
COMPARATIVE EDUCATION
30%
[-0
'---
;Examination: Final
Peperiksaait
Date
Ttirikh
5 March 2004
Semester ll, 200312004 Time : . 9.00 -11.30 am .

Masa (2 hours 30 minutes)
Place DKS Name

Tempat Nama
Lecturer Diana Carol MatricNo.:
Pensyarah· No. Matrik
Instructions: 1. This examination paper consists of four questions. Answer ALL questions.
- Arahan .Kertas peperiksaan ini mengandungi empat soalan. Jawab SEMUA soalan.
·2. Read the questions carefully before answering •

. . Baca soalan dengan teliti sebelll,m menjawab.

TuUs jawapan hanya di dalam kertas jawapan yang disediakan.

Dilarang bercalcap atau mengganggu calon-calon lain di dalamjanglcamasa
peperiksaan.
5. Candidates are not aHowed to leave the examination room during the first 30
. minutes or the last 15 minutes ofthe examination.
Calon tidak dibenarlcan meninggallcan bilik peperiksaan dalam masa 30 minit
pertama dan 15 minit terakhir.
6. Cheating is a very serious offence. Any candidate caught doing so wiD face
Menipu adalah kesalahan yang amat serius dan sesiapa yang didapati berbuat .
demikian alcan dihukum.
4#
'--c=---'---'-'--'-"---"'--"'-"-~'--- ~ ... -.-------~------.------.-...- ..- . - - - - - - - - - - ·_---~-----~-·c·--··-~-,-,-,-,.:,·c-·-
"
-
f
Question 1 (d-%}
To .what extent does the Principle of Lifelong education' in the Malaysian Secondaty School
curriculum ffext B] reflect the ideas put fOlWaro by Dave (1977) [Text A]?
r
.I
~A.. .
"Ufelong education is a comprehensive concept which includes fonnal, non-fonnal and lnfonnalleaming
extendedthrougho!Jt the life-span'of an individUal to attain the ruDest possible development in personal,
social and profesSionallif~. It seeks to -view education in Hs toialHy and includes leaming that occurs in the
home, school, community and wOJkplace •.. Ufelong education is not just preparation forlife; it is an
integral part of IHe.. ' ' .
(Dave, 1977. citedm Giere, 1994,p~.384) .
TextB.. . .' . ' " _. .
This is one ofthe Principles ofthe Integrated Curriculum forSecondaty Schools in Malaysia:
Ufelong eduAAti2n
• To nurture the love for knowledge
• To provide opportunities for acquisition of study skUls
• Inculcation of positive .attitudes that will motivate students to constanUy seek knowledge
r
(Malaysian Ministry ofEducatlon)
Question 2 (8 %) .
Read the extnict on pages 2-3 on the education system in Mauritius.

r (a)Compare and contrast the education system ofMaurltius with that ofMalaysia, looking at the
following areas;
(i) educational objectives/goals
(li) pre-primaIy level education
(ill) primary level education.
(b)Mention one feature that Malaysia can learn from the education system ofMauritius , and one
.that Mauritius can learn from Malaysia. Justify your suggestions.
-
,. ..
. " . . ' . . . .
is
Mauritius an iSland located off the eastem coast of Africa.
Probably diScovered by Arab traders in the 7'h century, Mauritius
.was not occupied untH 1598 by the DutCh who gave it its present
. name. The Dutch left in 1710 and the French took over in 1715.
"The island wasthen conquered by the British in 1810. Mauritius
becam~ inde~ndent in 1968, and since 1992 is aRepublic. With
no indigenous population,it has become ameeting place for
immigrants from Europe, India, China and Africa: .
Mauritius Is currently a multi-ethnic and multi-religious country.
·Kreol (a pidgin of the French-based Creole) is 'the language of
general use. English is the official language used in parliament and .
for adl1linistration~ French. has the status of asemi-ofHciailanguage.

Total a~: ~~40 SCJ ~_. . __
. English and French are U$ed as media of instruction from the first Papulation: 1.129 000
".'-------~
.., ___- . . ; . - - - L
.- ·year of primary~ucation. . . .
. ' ." .. ".' ' . . . . . .
The main educational reforms in Mauritius in recent years have focused on: .
• ail overaU transfonnation of the system, through aprocess of nationwide consultation/collaboration;
• expansion of the infrastructure to Improve·educational coverage and opportunity;
.training and·upgrading Of teaching staff; . . .
.. makillg primary education compulsory and maintaining free education at all levels;
• cumculurn reforms at the primary and secondary levels, and reviewaf courses at the tertiary level;
•.. creation of the Tertiary Education Commission; .
introduction of modem information technologies...
The Mauritian Constitution makes provision for:. the State having responsibility for the provision of
.. education; any individiJai having the right to· open a school; and admission to a school not to be denied to
any pupil on the basis of race,creed or sex.
Underregulation 37, Subsections (1) and (2) of 1I1e Education Act of 1993, all children must attend primary
school, failing which the resPonSible party is liable to a fine and imprisonment Education· is free at 1I1e
primary, secondsI)' and tertiary levels. Free education in Mauritius means that the government pays school
·fees and administrative charges at the secondary level.
. Education in Mauritius is based on universal provision in such a manner~s to have aflexible, trainable and
adaptable human resource that will contribute to· harmonious development of both the individual and the .
country. The overall goals of education are the foiloWing:
• increaSing access and equity in the system;
ensuring quality of education;

• providing effective sector management;
• deve~oping aptitudes and skills·in line with the needs of the country.·
. .
Pre-primary education in Mauritius is not compulsory. However, the majority of 4-year-old children attend
·pre-primary schools, mainly privately operated. 1\ small proportion of 3-year-olds attend playgroups or half
·day pre-primary centf}rs (Munbodh, 1995, p. 638). The gross enrolment rate is 78%.
The. main objectives of pre-primary education are: to provide a smoo1l1 and successful induction to primary
school; and to develop cognitive and behavioural skills.
2
,
1 _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ .__ ,_ ___
·.ll_
1
fi
The-average number of children per class is 22 and the average pupil-teacher ratio is 20:1. Elements of the
pre-prifl)aryeurriculum are as follows: .
PhysiCal education/creative movement; .
language development (Including reading and writing);
,,.... MathematiCS; . .
Eveil scientifique(SCientific thinking);
Creative activitieslplastic arts (drawing, modelling, music, dance, etc.). .
On average, 15 weekly hours are dedicated to the above-mentioned subjects, mainly to language
~
development and creative activities.
, ' Some
. additional 10 hours include welcome,
.
breaks, lunch and (est.
·Primarv edueaDon lasts sixyears. All children must attend primary school, where they stay frol'nthe age of
. 5 years until they are fess thari·13.. Enrolment at primary level
. ' .
stands near the universal rate of 9SOIO.
.
,..... . - The mam objectives of primary education are: th~ full development of the different abilities and attituc18s of
l
~.~ .
Q . those passing "through the system; and the development of EssentialJDesirable Learning Competencies
(ELCslDLCs).
On average, 22.5 weekly hours am dedicated to inStruction in Standard I; 24 weekly hours in Standard II;
and 25.5 weekly hours in Standards III-VI. . -
Automatic·promotion prevails throughout the primary cycle. Pupils are assessed by internal examinations at
school level in Standards I-III and by external examinations in Standards IV-VI.
The Ministry of Education and Scientific -Resean::h is responsible for setting examination papers in
. Standards IV and Vbasically to facilitate the stmamingof pupas. At the end of Standard VI, pupils must sit
anational examinatiOn and, if successful, they receive the Primary Certificate of Education (CPE). The CPE
examination is -conducted by the Mauritius Examination Syndicate (MES). Examination in the core subjects
(English, French, Mathematics, Environmental Studies) and Asian languages (optional) [Hindi, Urdu, Tamil,
Telegu, Marathi, Mandann, Arabic] am IocaUy prepared and assessed under the aegis of the MES. This
examination serves the dual purposes of certification and eligibility for admission to secondary school. In
1995, the CPE pass rate was 65%; 18%- dropped out of school while the remaining repeated Standard VI.·
.
(World data on education, 2001;
Owodally. 2003; Mauritius Examinations Syndicate, n.d.;
Mauritius M'mistry ofEducation arutScientific Research, 2004)
3
9uestiop3 (6 %)
. ~ . .. " . . '
The texts pelowcohtain. inf~rmation .on·· special education in Can~. Cyprus, and Nigeria
~PectiveIY. .. .. . '.. '. .
.Compare and co~t the policies and practices related to special education in these countries.
Canada. , ...., . ... . .. .. . ' . ..

, Students with special lieeds are accommodated in public schools in various ways. In some cases, separate
programmes are avaHabie to meet their needs (wRhdraWaI); in othercases, these students are integrated
· into:the
.
ordinarY cla$Sroorn
.,.. . .
and fo"ow~ as much as pOSSible, the regular programme
.
'
~ntegration).
· Sp~al needsstudents··a~'those who are assesSed as having anyone of the folloWing exceptionalities: '
cognitive Impaliment;· emotional impairment; learning disabifities; physical disabilities; communications
disorders; sensory impairments: vision,. hearing;·multiple disabilities; and other he81th-relat9d impairments.
· While many of theseexceptiooalitiesare innate, some may manifest themselves as the result of chBdren
beingihe sulVivorsof 'Mirorvictimsof physical or s~xual abuse. Finally, in many provinces; special needs
·.students may also Inctudegifted
~, " .'.'.
students.
'.. " ' .
.
A great deal of debate still occurs around what i$ best for a specific Child Ontegration or withdrawal; the
drawbaCks of labelling, ~tc.). ThE! Issue of Integration in Canada has led teacher federations to demand
better professional education for most regular class teachers, many of whom are daunted by the challenges
of integration. Integration ,has also led to the growth jn numbers of teaching assistants or aides whO' ,help
. teach~rs In clasSes With specific students. .
Cyprus ,.. .. . . '. . , .
The government policy is to encourage and support the integration of children with special needs into the
'educationsystem and provide them with the opportunity to grow and learn together with their non
handicapped peers. In the caSe of children with more severe needs, their Ioeational and social integration is
supported by eXtra-educational help offered by special or support teachers assigned to ordinary schools.
Prer.school heal1ngirnpaimd and autistic children are also partially integrated through their placement in
special units attached to kindergartens and primal)' schools and part-time atteJldance at oroinal)' classes.
· An exception to the integration policy is in the form of education of children With severe mental, physiCal,
sensory and emotional problems WhO are still segregated into special schools. Every effort, however, is
, macieto·encourage 1he development ot links b9tweenspecial and oroinary schools and to promOte social
integraUon. Aceordingto. the 47U9 Law on Special Education, the govemment has undertaken
, responsibility for the education.of children with special needs between the ages of 5 and 1~ years, who are
.either moderately rilentallyretaroed, mildly mentally retaroed, slow leamers, emotionally disturbed, or deaf,
· blind and physically handicapped children. '
For every child special attention has been given to the provision of equal education opportunities. Purs.uing
this policy, the government continues to run special schools for all types of special needs. In 1991192, there
were five schools for the moderately mentaDy handicapped, providing edueation and training on the areas
of sen-eare, oCCupaUonai therapy,~peechtherapy and SUbjects that aim at developing the mental and other
,abilities of the chUdren to the maximum of their potential. The school for the deaf and school for the blind
.,"
4
~
______________
u ______________- -___________________________________________ _
"
,
. .
organize a variety of programmes and activities for the development of the abilities of their pupils, their .
. social adjustment and their vocational rehabilitation. The school for children with behavioural problems
provides a variety ofprogrammes and activities for children with a wide range of needs. There are also two .
schools for spastic children. In addition, there is the Vocational RehabiHtation Centre for disabled people
,.... which assesses the voCational abilities of disabled.persons and offers vocational guidance and training to
such persons for their adjustment and integration into the world of work, and society in general.
Nigeria . . . . .
There are two broad categories of children with special needs, namely, the handicapped and the
exceptionally gifted children. .
. . " .... ' . ." . . .

. -. . . ' ..
. Before 1975, the educationand care of the handicapped was the concem of religious and voluntary bodies. .
. The Governmenfs interv~tion in special education started in 1975. Three types of schools for the disabled
existin the country. They are: schOols for children with only one type of disability, i.e. schools for the blind
and schools for the deaf; Integrated schools for different categories of disability; and ordinary schools
where disabled and normal chHdren learn together.
Furthennore, the intervention.of the government has led to the following achievements:
'. regular publication of Statistical data on education of the handicapped;
• training of special personnel for the education of the handicapped not only for Nigeria, but also for other
countries in Africa; '. .
• integration of about 00% of the enrolment of handicapped persons at different levels of education;
• .implementation of the free education poHcy for all handicapped persons up to the tertiary level by sOme
States, and a scholarship programme for handicapped persons funded by the Federal Ministry of
.Education;
-integration of many handicapped children who attend federal government Colleges which are schools
for'normal children, and placement of those who are unable to continue pure academic programmes
.after junior secondary sohool into federal technical colleges to learn vocational skills;
• provision of faeUities for the education of the handicapped in every state of the Federation. Some States
have started to project at least one special school in every local govemment area;
• Collaboration betWeen the branch which is responsible for the education of the handicapped In the
Federal Minlstry of Education and several other ministries and bodies in matters of job placement,
-
indigence, human rights, health and.rehabilHation for the handicapped. . ,
Decree No. 16 of 1985 places special emphasis on the education of gifted and talented children within the
National Policy on Education. A special programme to identify, encourage and meet the special learning
needs of these Children started in March 1988 with the first set of children admitted into 11 pilot secondary
schools. After the pilot phase, it was decided that a special school was necessary. This special school is
-
known as the Suleija Academy_ The performance evaluation of these children started in 1994, and research
is still in progress..
(World data on education, 2001)
5
. ~ .
.. ',,"
.' p,Oue$tion;l <1Q %) . ", " : .
\.
'. The text below jS.~a.nexi:ract~ll1 the Fmal Report on the International Expert Meeting on
m
.'General Seco1;ldruyEducation the Twenty-first Century: Trends, Challenges and Priorities' ~
· hosted by UNESCO mBeijing (people's Republic ofCbina) from 21-25 May 2001.
To .wh~t extent does the Malaysian Secondary ,education system meet, the goals set at the
1vIeetillg? . ..... . '
Mass an9 §elecitive sChOoling: . .' .' . '. . . .

· - .Commitment to universal access to .Second~IIY 'Education as an aspiration should b8 maintained with
.efforts to remove' barriers and obstacles as w~[ as build on strengths and opportunities especially for
. '·gi~s.· .' . ' ..•. '.' . .'. .',
~ . Serious attention be given to making adequate provision for those not seleCted .into. SecOndary
.Education, those who drop out or leave before completing the cycle and thOse denied access to their
preferred streams.. ..... '. .'.... . .... '. . .
-Where th~re is not fulUransitiori from Primary toSecondary'andlor from lower Secondary to upper
.seCondary, .efforts must .be made to accommodate all those who alB eligible through . altemative .
proviSions. Where this is not po$$ible available places should b9 allocated equitably and transparenUy.
·.•.. Tile structure of programmes and streaming practices should be reviewed to offer greater flexibility and
. chOice to leamers' in the selection process, including the option to IBtum to apreferred
. " " , . , .' .
stream. .
Genel'fll arid selectiY2 (vocational) education
- The Secondary Education system should focus on links between academic'and vocational subjects and
theirinteroepetldence iii the overall educatiOl) of ad9lescent leamersof both genders•.
- Secondary Education is about preparation for life and should IBflect the rearrty of rife in the twenty-first
. pentury that encompasses a seamless to-and-fro between continued'ieaming and the world of work. As
the trend of lifelong leamingis becoming clear, Secondary Education is adjusting to this. reality by
developing flexible structures and varied. options In their programmes, aswell as having stronger links to
.' thewortd of work. .... .' .. , . ' ....
.' Secondary Education including Vocational Education needs to address not only the human' resource
needs of the society but also the development needs and aspirations of the individual. .
• . There isa strong trend in Secondary Education in most countries to include some element of Vocational
EdUcation for all learners. Some countries are experimenting with ways of providing such joint education
to different population groups; including. migrants, isolated rural populations and learners in regular
secondary schools. . .
Cognitive and bebgvioy@1 outcomes . '. .'

- Given the declining role of other socializing agencies schools should take greater responsibility for
, helping leamers acquire life-sklUs. .
- The emerging role of teachers (notably as facilitators), their status, integrity and commitment are
eSsential for implementing life-skills education successfully. The quality of pre-service and in-service
teachertraining is critical in this regard..
[UNESco, 2001, pp. 5-7]
6
------------------------------------
""."
Sarawak
. . . .

Fakulti 8ains Kognitif & Pembangunan Manusia
PBT4363
Instructional Development and Evaluation
Examination : Final .. Date : 2.March 2004

Peperiksaan Tarikh
Semester . : fi, 2003/2004 Time : 10:00am...;. 12:00pm

Masa (2 hours)
... Place
Tempat
. : BS17 Name
Nama
·
Lecturer: Jayapragas Gnaniah
Pensyarah
MatricNo.
No. Matrik
·

2. Read the questions carefuDy before answering.

Baca soaian dengan teliti sebeliun menjawab.
3. Write the answerS only in the spaces and Writfug paper provided.
Tulis jawapan hanya di dalam ruangan dan kertas yang disediakan .
. 4. NoUUking or disturbing other candidates during the examination.

Diltirang bercakap atau·mengganggu calon-calon lain di dalam

I""" the first 30 minutes or the last 15minu.tes of the examination.
Calon tidak dibenarkan meninggalkan bUik peperiksaan dalam masa 30
r minit pertama dan 15 minitterakhir. .
6. Cheating is avery serious offence. Any candidate caught doing so

r .will face disciplinary action.
Menipu adalah. kesalahan yimg amat serius dan sesiapa yang didapati
". PBT4363 Instructional Development and Evaluation

Final Exam (30%)
Name: Matric No:_ _ _ __
Answer QuestiOl1$ :No.1 to 7 in the spaces provided below. Answer Question No. 8 in the wrltiDg papers provided.
1. An interactive multimedia instructional material can be divided to: (3 marks) .

a. ______ ~ _________________ ~ __--___________________________
b. ________~______--------------------------------------
c. ____ ~~ __ --~~-------- ______________ ~ ____________________
. . . .
. 2. Explain what 'presentation' means in an IMM instructional material. (2 marks)
' . .
3~ .Name six attributes identified for effective presentation of an IMM instructional
material. (3 marks)
a, __ __________________ ____
~ ~
d. ________________---------
b. ____ ~ _____________________ e. ________- __________________
c. ____________ ______________
~
L __________________________
4. Why are icons considered as an effective mode for user interface? (6 marks)
a ________ ~ ________________________________________________ ~
b. ____ ~ ________ ~ _______________ ~ ___________________

c.. ______________ __________________________ _____________
~
-
-
~
5.' Answer BOTH the questions.
a. Nanie three types of authoring systems that are available in the market (3 marks)
i.
ii. __________--________________________________________________
iii. _____....,....____~___________,.----------------'----------
1
PBT4363 InstructionalDevelopment and Evaluation
Final Exmn (30%)
Name:_ _ _ _ __ Matric No: _ _ _ __
' . ' ' . ' .

b. Which of the above is best suited for non-programming teachers to use to develop·
JMM materials! Why is this authoring system most suitable for non-programming
teachers? (6 marks) .
6. "Good IMM material can be used to little effect. Poor IMM material can be used
to good effect." Explain what this means (2 marks) .. Briefly but critically diScuss why it
,... is so. Provides examples where necessary. (6 marks)
,i
,r
2
(
PBT4363 Instructional Development and Evaluation
- Final Exmn (30%)
N~: __
~ ____________ MWricNo:____________
t ! •

. . FinalExtnn (30%)
Name:_ _ _ _ __ Matrie No:.~_ _ _~
7. Answer BOTH (a & b) questions. . .
-
!
a.. Name four types of navigational design identified by Rob Philips (1997). (4 marks)
i.
Briefly explain what each s'cheme means. (8 marks)
ii.
.iii.
iv.
,$.
,
Final Exam (30%)
Name:_ _ _ _ __ Matric No:_ _ _ __
b. In youroptnion, which type of navigational design is best suited for computer-based

leaming? Critically but briefly discuss why this scheme is best suited for computer
basedleamilig? (6 marks) .
it
PBT4363 11I8tructional Development and Evaluation
Final Exam (30%)
Nanw:_ _ _ _ __ Matrie No:_ _ _-'-_
,...
,
8. Answer only ONE of the following questions. (10 marks each)

a. . EXperts are still sceptical that computers can really replace teachers as the main
.medium of instruction or be an effective stand·alone medium of instruction. How
theh do you think: that computers can play an effective role in implementing .
teaching and learning? Provide an example and elaborate. (OR)
b. AssUI11ing Virtual or Augmented Reality is easily accessible and cheaply available,

choose a unit of the Malaysian school's English language curriculum and identify
how VR can be used for teaching and learning. Give an example of and describe
how it can be used. . .
6
f
UNIVERsm MALAYSIA SARAWAK

r 94300 Kota Samarahan
Sarawak .
FACULTY OF COGNITIVE scmNCES & HUMAN DEVELOPMENT
PBE 1013
FOUNDATIONS OF EDUCATION
40%
EXamination·· : Final Date : 3 March 2004

Peperiksaan Tarikh
lD Semester :.n, 2003/2004 Time : 10:00am -11.3Oa.m.
- Place . : BS9
.Masa
Name :
(llhhours)
Tempat Nama
Lecturer : ROsDah Mustafa MatricNo. .

Pensyarah . No. Matrik

Afahan J.awab SEMUA soalan.

Raca soalan dengan teliti sebelum menjawab.
3. Write the answers for Section A on the question paper and Section B
on the writing paper provided. .
Tulis jawapan untuk Bahagian A di atas kertas soalan dan Bahagian B
di kertas jawapan yang disediakan.

S. Candidates are not allowed to leave the examination room during

the f'ast 30 minutes or the last 1S minutes of the examination.
Calon tidak dibenarkan. meninggalkan bilik peperiksaan dalam masa 30

will face disciplinary action. .
-
,
-
pbelQ13foe !rin!sem2!04
- PBE 1013 FQundations of Education

Final Exam (40%)
10.00 a.m. -11.S0a.m (1 ¥.a hours)
This paper oo:D.si.sts of 2 sections, A and B. Both sections are

r COMPULSORY.
.Section A: Answer ALL gy.estions
1.
(a) Explain Piaget's concept of adaptation, assimilation, accommodation and
conservation. (6 marks)
-to
(b) Why is knowledge of these concepts relevant for a teacher? (4 marks)
..
'.
, pbel013!oelrmlsem21()4 '"
,'2.
; (a) Name 4 typ'es ofreinfhrcement and provide an examplefor each. (6 marks)
. .
~. .
(b) Imagine that you are an Englishlanguage teacher faced with a classroom of
disinterested teenagers who view the English language as 'unimportant', Which type
of reinforcem~nt would you use to motivate your students? Justify your answer. (5
mmks) "
3.
. (a) Teaching is often referred to as a semi-profession, unlike, for example,.
engineering or medicine. Provide 4 reasons for this. (4 marks)
pbel013foelrmlsem2104
(b) Propose 3 steps in order for teaching to be recognized as a 'full-profession'. (3

marks)· . .
4. Distinguish between a curriculum based on Idealism and one based on

Existentialism (6 marks)
3
.' pbel013foelrmlsem2104
, . '
. '. - ..: . ' ," ,"<:::.'" ..' : .. ' . ..... '. .
.' . " ..:,:' . -\ .' . .',
. "., -.' .' -."
5. Discuss four, factQr$ th8.t affect intellectual development. (6 marks)
, S~tionB; Answer this question in the foolscap paper provided. (10 marks)
·6. Choose' one of the philosophies/theories of education below:·

.' Essentialism '
• Realism
• Pragmatism ,
• 'Progressivism
(a) Explain the essence of this philosophy/theory of education

, (b) Towhat extent is this philosophy/theory practised in the Malaysian:
education system? Discuss. ' .
4
-
PROGRAM PENDIDIKAN - PKPG
r-
F Rekabentuk Pengajaran
- S
(KMP1023)
Alat Minda Pembelajaran
!"""
K (KMP2023)
P Kognisi dan Pembelajaran
- !VI
(KMK3043)
.-.
-,
.
.
:~ .;
..'
....
...
. UNIVERSITI MALAYSIA SARAWAK

,94300 Kota Samarahan
Sarawak
FAKULTI SAINS KOGNITIF & PElVIBANGUNAN MANUSIA
KMPI023
Rekabentuk Pengajaran
instructional Design
. P eperiksaan. :Akbir' Tarikh . 1 Mac 2004

(Date)
Semester .:2 Sesi 200312004 Masa 4.30 - 6.30 petang

(Time) ( 2jam)
Tempat . :Dewan Unl:rD.as . Nama

(Place) (Name)
Pe~syarah :Pn. Nora.ziIa Abd Aziz No. Matrik

Araban:
(Instruction) .
1. Kertas Soalan ini mengandungi 3 bahagian. Jawab SEMUA soalan eli

Bahagian A dan B. Jawab Dua (2) soalan sahaja dl Bahagian C.
(There are 3 sections in this test. AnswerALL questions in Section A and B.
Answer only iwo (2 ) questions in Section C.
2.· Baelt arahan dan soalan dengan teliti sebelum menjawab
(Read the instructions and questions carefully before answering)
. (Write the answers only ,in the answer sheets provided)
- 4. DUarang bercakap atau mengganggu calon-calon lain semasa peperlksaan.

(No talking or disturbing other candidates during the duration ofthe test)
5. Calon tidak dibenarkan meninggalkan bnik peperikSaan dalam masa 30
minit pertauia dan 15 minit tera.khir.
. (Candidates 'are not allowed to leave during the first 30 minutes and the last 15
minutes)
6. Menipu adalah kesalahan yang amat senus dan sesiapa yang didapati
berbuat demikian akan dihukum.. .
(Cheating is a SERIOUS offence and anyone caught doing so will be penalized)
-
Section 2 (20 points), , ,
Instructions: ,There 'are 6 short answer qUestions in thiS section. Read ea~ question
carefully. AnsWer.ALL questions~ Wrlte your answers in the space provided. '
,Arahan: Tero.G.pcit 6 so~~k di bahagian inL Baca setiap soalan dengan teliti.
Jawab SEMUA s,oa1an. Tuliskanjawapan yang dipath di dalam ruang yang dfsediakan.
1., In your own words. define Instructional Design (3 points)
• 2. Why is knowledge and understanding of Learning Theory of great importance to an

instructional designer? (3 pomts)
3. Explain the differences between Norm Reference and crtterton Reference Testing
(3 points) ,
.1
)., ----------------------------------;;---------
4. E.x:plain briefly the three {3J types of REALIA {3 points}
D 5. Explain ttIe differences between Sumtnative and Formative Program Evaluation

(3points) .
6. Ust five (5) guidelines for Writing Instructional Text (5 points)
-
, ' '
Section a - Short Essays (20 poiDts) "
Instructions: , 'ntere' are three (3) questions in this section. Read each, question
carefully and answer ONLY ,two (2) questions. Write your anSWers in the answer
sheets proVided. '
Arahan: Terd.a.pat.3 soalan esei di bahagian tni. ,Baca setiap soalan dengan telUi. dan
'Jawab hanya dna (2) soalan sahqja. 1idiskan jawapan anda di dalam kertas
jawapan yang disediakan.
1. Instructional design models, generally describe the steps or procedures which need
to, becarrled out when designing instructions. The number of steps and the
eXtensiveness, of procedures vary from one model to another~ Despite the valiance,
,there are, five (6) , common 'steps which are evident in all of them and many
,instructional des~ers refer to these steps as ADDIE. Explain wbat the ,acronym
, .ADDIE me.- and briefly describe the activities that are carried out In each
, $tep of ADDIE. '
(10 points)
2. Any instructional media a teacher uses has advantages. disadvantages and requtres
C)
, some preliminaiy preparation. Choose two (2) instructional media discussed in the
'Course and compare and' contraSt their advantages,' disadvantages. and the
preliminary preparation required for their use In an instructional setting.
(10 points)
3. Your received an e-mail' from your former colleague expressing her worries over the
directive which' she had recently received from her school principal. According to
her, the prinCipal insisted that all teachers in the school must first identtfY the enby
behaViOrs arid characteristics of the students in their classes before planning for
instruction. This is to ensure that mismatch of iristruction and students does not
occur, as this will affect their study performance. Based on the knowledge that
you. have gained from. KMP1023 Instructional Design. describe to her what
entry behaVior and characteristics she needs to identify and how she should go
about identifying each of them..
(10 points)
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.
- ".
- UNIVERSITI MALAYSIA SARAWAK

Sarawak
(Facu1ty of Cognitive Sciences & Hriman Development)
KMP2023
NUNDTOOLSFORLEAmmNG
40%
Peperiksaan Akhir Tarikh 2 Mac, 2004

. (Date)
Semester 2 Sesi 2003/2004 Masa 11.OOam-l.30pm·

~
(Time) (2~ jam)
Tempat DK7 &BS 20 Nama .

(Place) (Name)
Pensyarah Shaziti Aman No.Matrik

r"" (Lecturer) Julia Lee . (Matrie No.)
[ Fitri Suraya
Araban 1. Jawab semua soaJan.

r
I (Instruction) (Answer all questions)
,
2. Baca soalan dengan teJiti sebelum menjawab
(Read the questions carefully be/ore answering)
3. TuIis jawapan hanya di daIam kertas jawapan yang disediakan.

4. Dilarang bercakap atau mengganggu calon-calon lain di daIam

(No talking or disturbing other candidates during the duration o/test)
5. Calon tidak: dibenarkan meninggaIkan bilik: peperiksaan daJam

6. Menipu adalah kesalahan yang amat serius dan sesiapa yang .

didapati berbuat demikian akan dihulmm.
-
'(
20. To use Constructivism, we need to change our ''teacher roles" to these roles. EXCEPT
A Coach
B Guidance counselor
C Emotional helper
D Instigator
SECTION B (40%)
1. Look at this picture carefully. and read the description below it.
What type of thinking do you engage in, when you try to decipher the picture whetherit is a
young woman or an old woman?
A Cognitive thinking
B Critical thinking
C Creative thinking
D Complex thinking
Why did you choose that answer? Justify your choice
2. Look at this picture carefully, and read the description below it.
What type of thinking do you engage in. when you try to count the black dots?
i " ,i 4t 4; ...,1
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"..,. A Cognitive thinking

t B Critical thinking .
C Creative thinking
D Complex thinking
Why did you choose that answer? Justify your choice.
What type of thinking do you engage in, when you tty to decipher how many legs the
elephant have?
,...
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B Critical thinking
C Creative thinking
D Complex thinking
Why did you choose that answer? Justify your choice
What of did the main character when he was in the scene?
B Critical thinking
C Creative thinking
I D Complex thinking
Why did you choose that answer1Justify your choice.
5. Self-regulated.Jearners are able to...
i. Plan learning activities to achieve learning goals

ii. Motivate themselves intrinsically
iii. Start work independently
iv. Reptoducelearning
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A. i and iv B. i. ii and iii
r C. ii and iii D. ii and iv

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,
6. Lavenault (1989) argues that there should be "adaptability" in the learner, and that it
accounts for the characteristics of adult intellectual evaluation". which are:
i. Operations
ii. Organization
iii. Generalization
iv. Flexibility
v.. Stability
A. i, ii, iii and i v B. i, ill and v

C. ii. iii, ivand v D. i, ii and iv
7. These are some of the features we use when we assess student learning using Mindtools:
i. Originality of Interpretations
ii. Leamer interactions
iii. Level.of Curiosity, interest and puzzlement shown
iv. Frequency of Involvement in Discussion
. A. ii andiv B. i and iii

C. i, ii and iii D. All of the above
8. These are some of the uSes of Spreadsheets as mindtools, as described by some research
studies presented in Jonassen's text, EXCEPT:
A Demonstrate multiplicative relationships in elementary mathemtlcs

r B Solve complex chemistry problems in a Mass & Energy Balance course
C Facilitate the measurement of the dimensions of a scale model of the Milky Way
D Calculate the number of loops made in an electrical circuit board
r
Why did you choose that ftDSWer? Justify your choice.
9. Semantic nets can be used as an assessment tool because
A They can significantly increase the quality of learning.

B They can present the teaching contents in logical mind-maps.
C They can be used to relate to learners' performances in examinations.
D They can help teachers to monitor students' performance in learning.
1o. You encounter a situation, act on it, and then think about what you did, make inferences
from the experience, determine implications, and retain the experiences and reflections' .
This statement describes
A experiential thinking
B constructive thinking
C reflective thinking
D generative thinking
11 What is taught and what is learned in most educational institutions are driven by our
A goals for learners

B assessments
C teaching philosophy
D national agenda
12. You are a teacher who has set up a website for an asynchronous discussion of your students.
However, the majority of the students are rather inactive online. What is the BEST
approach to solve the problem? .
"'-,--------------------------------------------
'"
•
A Prompt active students to contribute more ideas or reactions to the discussion

B Send feedback through emails to inactive students privately
r .C
D
Continuously throw out engaging question or issues that clarify ideas.
Praise your active students and compare them to inactive students

-
r
13. Which of the statements below IS NOT true about the construction of concept
maps/semantic maps?
A Reflection should wait until the project is completed.
B Identify what was learned about the semantic nets.
C Ask questions about how working together taught the students about collaboration.
n Reflection can be done individually and collaboratively.
14. What is the frrst step that a teacher should do when coaching students to use spreadsheets as
mindtools in the classroom? Introduce sprea&heets to the students by
.A asking them to adapt existing spreadsheets.
B asking them to make a plan:
C providing a spreadsheet template.
D asking them to design new spreadsheets
. .
15. The following are challenges to teachers in developing mindful and self-regulated learners
EXCEPT
A Computer literacy
B Relinquishing authority
C Rigid learning schedule
D Administrative support
-
I
•
16. The primary medium of social negotiation of meaning is
A Technology
B Discourse
C Story
D Conferencing
17. The following are limitations of semantic networks as mindtools EXCEPT

()
A . Inability to define causal links
B Structural knowledge is dynamic
C Not truly maps of tb.e mind
D The propositional networks in the mind is too complex
18. The following are advantages of asynchronous conferences as mindtools? Asynchronous

conferences
i. meet one of the primary goals of education, which is to socialize school children.
ii. may be helpful for shy, introverted, and reflective people.
iii. support students' learning process through constructive arguments and disagreements.
iv. support collaborative learning.
Ai C. i, u and iv
B. i andu D. all of the above
Why did you choose that answer? Justify your ch9ice.
4U,
•
19: Which of the statements below DOES NOT describe the intentional use of the World Wide
. Web?
- A
B
C
D
Construct relevant Boolean expression to do your search
Explore interesting topics by following the various linkS
Checkthe authors' research methods.
Identify the purpose of the website.
r Why did you choose that answer? JuStify your choice.
r
20. When assessing the learning outComes of mindtools, teachers will be required to
-CO L
i.
ii.
. iii.
iv.
Make different assumptions about assessments
Employ different methods of assessments
Relinquish some authority as teachers
Use multiple criteria
A. ii and 'iii C. i. ii and iii

B. i andii D. all of the above
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.
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SECTION C (40%)
1. Refer to the situation below.
Student: I want you to give me answers to the questions. You are the expert; I want to know
the right answer.
Teacher: I want you to become a critical thinker. I want you to challenge my answers and
pursue your own answers through active questioning. This means a lot of hard work.
a) What contributes to the student'sorientatioo towards hlsIher role as a learner?
b) What constructive roles should the student play in order to meet the teacher's
expectations?
c) Based on your teaching experience. describe ONE strategy you would use to adapt your
student to the role of a critical thinker.
(20 marks)
2. Can a tool be intelligent? What is the smartest tool that you know of? What makes it
smart? Justify your reasons.
(10 marks)
3. Can you, as a teacher, really teach students what you know? Is it possible for them to know
ideas in the same way you know them?
(10 marks)
4. If you understand what ''Mindful Thinking" is, then what is ''Mindless Thinking'? Can you
describe what students do if they are mindless?
(lOmarks) .
5. Explain the challenges to teachers, in trying to integrate Constructivism into the classroom.
Support your opinions with appropriate examples.
(lOmarks)
6. To effectively integrate mindtools in the classroom, teachers may have to develop new
teaching skills. Discuss THREE teaching skills teachers need to develop.
(10 marks)
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•

Sarawak

(Facility of Cognitive Science & Human Development)
KMK3043
Kognisi dan Pembelajaran
.(Cognition and Learning) .
o Peperlksaan Ak:hir Tarikh

(Date)
3 March. 2004
SeD:tester 1 Sesi 200312004 Masa 8:30a.m. - 11 a.m. .

(Time) (2 ~jam)
Tempat Dewan Unimas Nama

(Place) (Name)
Pensyarah Dr. Norsiah Fauzan No. Matrik
(Lecturer) JuliaACLee (Matric No.)
·Arahan 1. JawabSEMUAsoruwn

r (Read the questions carefully before answering)
3. Tulis jawapan hanya di dalam kertas jawapan yang. disediakaD.

4. Dilarang bercakap atau mengganggu calon-calon lain didalam

S. Calon tidak dibenar~n meninggalkan bOik peperiksaan dalam

(Candidates are not allawed to leave during the first 30 minutes and
6. Meuipu adalab kesaIahan yang amat serius dan sesiapa yang

7. Anda banya boleh baca kertas soalan selepas diberitahu.
8. Semua telefon bimbit mesti di tutup (switch off your handphones).

. )
KMK3043 Cognition and Learning (final test) QUESTION PAPER

C. The left side of the brain connects both side of the body.
D. There is no connected between the right and left side of the brain.
19. Which of this is TRUE of procednral memory:

A. Conscious memories.
B. Occurs primarily in the hippocampus.
C. Involves unconscious memories and motor skills
D. Represented in deClarative sentences.
20. The reasons for the lack of transfer are due to the following:
i. Emheddedness in single contexts.
ii. Metacognitive skills ..
iii. Lack of conditional knowledge.
iv. Lack of principled learning.
A. IT
B. illandIV
C. I, ill, and IV
D. All of the above
IPART B: True-False section (10 questiotis, total =15 points)

1. Asking what an "elephant" "tree," and "luggage" have in common [T FJ
utilizes divergent thinking.
2. Most psychologists today believe that intelligence involves only [T F]
general abilities to handle a wide range of cognitive tasks and
problems.
3.. Psychologists use a computer-controlled device called an Fixation [T FJ
tracker to make precise measnrements of eye movements.
4. Good readers pause for a shorter time before making the next [T F]
saccadic movement.
S. New information must be "kept alive" in long term memory while [T FJ
previously encountered information is drawn from working memory.
6. One component of expert reading is automaticity. [T F]
7. You can be trained to use both sides of the brain. [T FJ
8. According to the situated cognition theory, to know something means [T F]
that we need to participate in that particular environment.
9. Expert's eyes fixate on words that are difficult for them. [T FJ
10. Intelligent children measnred by conventional intelligence tests are [T FJ
definitely intelligent.
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4/4
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PART C: Matching section (10 questions, total = 15 points)
Match the classroom activities that may stimulate the following types of multiple intelligences in
your students.
A. Bodily-Kinesthetic E. Naturalist
B. Verbal-Linguistic F. Interpersonal
C. Musical-lRhythmic G. Logical-Mathematical
D. Intrapersonal H. Visual-Spatial
Write you answers [A, B .....H] in the empty spaces under "Intelligence that this activity
stimulates." There is only ONE answer for each question. .
No. Classroom activities Intelligence

that this
activity
stimulates
1. Write a response to a newspaper editorial.
2. Tell a story in a song.
3. Create an argument defending the idea that some people might find
controversial.
4. Sketch your ideas rather than to write them.
S. Spend time in the zoo or the aquariums.
6. Become aware of your moods- what makes you happy, sad, angry, or
frustrated.
7. Practice different ways to communicate with someone else; for
example, use facial expressions, body posture, gestures, and sounds .
8. . Reflect on how you solve problems and deal with crises.
9. Outline the procedures for a task in a linear, sequential manner.
10. Use your body to depict your thoughts.
515
I ... . ''lr;
IPART D: Essay (40 points)

Instrudion: Question 1 is compulsory (20 points)
Soalan 1 adalah wa'ib.
1. Recently, the government in particular the Prime Minister of Malaysia suggested that all
students in primary schools and secondary schools should learn science and mathematics in
the English Language, There are still many debates about this suggestion.
. Based on what you have learned about research on mind, brain, and learning,
a. State whether you agree/disagree with this suggestion and why. (4 points)
b. Explain your perspective based on research on language and brain development.
(8 points)
c. Explain your perspective based on research on the wiring ofthe brain. (8 points)
Instruction: Choose 2 questions only. Pilih 2 soalan sahaja.
Answer these questions CONCISELY! Jawab soalan den an at.
1. a) Sketch a diagram of the cognitive model of the writing prOCeSS. (3 points)
b) Explain in detail the three components of cognitive model of writing process. (7 points)
2. a) Define what is creativity. (1 point)
b) Discuss how creativity can enhance problem solving. Provide ONE example. (3 points)
c) Explain each of the 4 steps in the creative process based on ONE example integrating
those 4 steps in the creative process. (6 points)
3. a) Wby is emotional intelligence important in your career? Provide three -points.

(6 points)
b) Provide one ORIGINAL example for your answer in 4a) (4 points)
,)
6/6
J~v~'.;__" "__________" __.$________________________________________________" "________________

BAHASA KETIGA, BAHASA INGLISH, PELENGKAP, KURSUS FAKULTI
Kaunseling & P'bangunan Kerjaya Dim Organisasi
F
(KMS2043)
Pengkaedahan Penyelidikan
(KMF2033)
Asas Statistik
(KMF2013)
-
-
s Bahasa Mandarin level 2
(PBC2022)
Bahasa Arad Peringkat 1 (Pelengkap)

(PBA0033)
Bahasa Arab Peringkat 2 (Generik)

(PBA2022)
-
Bahasa Jepun Peringkat 1 (Generik)
(PBJ1012)
Bahasa Jepun Peringkat 2 (Gererik)
(PBJ2022)
Bahasa Perancis Peringkat 1

(PBP00331 PBP1012)
-
(PBP2022)
Bahasa Isyarat Peringkat 2
-
(PBV2022)
Bahasa Malaysia
(PBM2022)
Bahasa Inggeris Untuk Tujuan Sosial 1

(PBI0070n1/30)
Bahasa Inggeris Untuk Tujuan Sosial 2

(PBI0080/81)
-
Bahasa Inggeris Untuk Tujuan Akademik
(PBI0052)
-
English For Professional Purposes
(PBJ0062)
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Sarawak
. FAKULTI SAINS KOGNITIF & PEMBANGUNAN MANUSIA

KMS2043
Kaunseling dan Pembangunan Kerjaya Dalam Organisasi
(Counselling and Career DevelopmentIn Organization)
Peperiksaan : Akhir Tarikh : 2 Mac 2004·

(Date)
Semester :2 Sesi 2003/2004 Masa : 12 tgh -2 ptg

~) (Time) (2jam )
Tempat :BS24 Nama

(Place) (Name)
Pensyarah :Pn. Sabasiah Husin No.Matrik

'(.c
Araban 1. Jawab SEMUA soalan

!""'"
!~
f 2. Baca soalan dengan teliti sebelum menjawab

dalam jangkamasa peperiksaan.
duration oltest)
4. Calon tidak dibenarkan meninggalkan bilik

r peperiksaan dalam masa 30 minitpertama dan 15 minit
-
i
terakhir.
5. Menipu adalah kesalahan yang amat serius dan sesiapa

yang didapati berbuat demikian akan dihukum.
1
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· Part 2 : Answer 2 only.
1. Compare Freud's approach to counselling with Ellis's. Summarize the similarities
and differences.
(10 marks)
2. Explain the principles behind Rogers's theory of counselling. Defend or criticize his
thesis that counselling processes are not independent of personality.
(10 marks)
3. Discuss the statement: Counselling.is a continuous process.

(10 marks)
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Sarawak

KMF2033
Pengkaedaban Penyelidikan
(Research Methods)
Peperiksaan :Akhir Tarikb : 4 Mac 2004

(Date)
Semester : 2, Sesi 2003/2004 Masa : 2:00 pm - 4:00pm

(Time) (2jam)
Tempat : Dewan Unimas Nama

(place) (Name)
Pensyarah : Peter, Rusli. Noorshah No. Matrlk

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(Lecturer) (Marne No.)

(Instructions) (Answer ALL questions)
r 2.
3.
Ba(!a soalan dengan tellti sebelnm menjawab
(Rerul the questions care/uUy before answering)
Tulis jawapan banya di dalam kertas jawapan yang disediakan.

(Write the answers only In the answering sheets provided)
4. DiJarang bercakap atan mengganggn calon-calon lain di dalam

Jangkamasa peperiksaan.
s. Caloutidak dlbenarkaa meoinggalkan biUk peperiksaan dalam

r masa 30 minit pertama dan 15 minit terakhir.
(Candidates are not aUowed to leave during the first 3tJ minutes and
6. Menipn adalab kesalahan yang amat serins dan sesiapa yang

didapati berbnat demikfan aw dihukum.
o
Bahagian B: Soalan Pendek (60 points)
1. You are about to embark on a research project on job satisfaction. Read the problem
statement, below, and answer the questions that follow.
Problem Statement: Many studies have attempted to isolate variables thought to be

associated with the job satisfaction of workers in the business and industry sector.
Limited amounts of research have concerned the job satisfaction of educators. However,
during the 1960's and the early half ofthe 1970's, researchers sought to identifY variables
which may contribute to the job satisfaction of educators, primarily those teaching on the
secondary level. Few studies have concerned the job satisfaction of educators on the
post-secondary and higher education levels. The job satisfaction of teacher educators in
vocational education has gone virtually untouched. This study will attempt to full this
void as it explores variables possibly related to the job satisfaction of teacher educators in
agriculture. Specifically, this study is designed to answer this question: What
relationship exists between selected job satisfier factors; selected job dissatisfier factors;
and selected demographic variables and the job satisfaction of teacher educators in
agriculture?
1. What are the three independent variables and a dependent variable in this study? (4
points)
ii. At this point, state one hypothesis of this study in its null form: (2 points)
lll. List four search terms you intend to use for doing your literature review: (4 points)
{ ) IV. Define the popUlation of your study: (2 points)
v. How do you determine the content validity ofyour instrument? (2 points)
VI. Describe one method you will use to determine the reliability of your instrument?
(4 points)
"
vii. You use certain scales in your instrument to measure the variables. Give an
example of the variables in your study that will be measured using the nominal,
ordinal, interval and ratio scales. (4 points) .
. YIll. Which of the above variables are quantitative and which are qualitative? (4 points)
2. Explain the concept of internal validity (kesahan dalanian) of-a research design. (3 markah)
3. Discuss the differences (perbezaan) between Action Research and TraditionaVConventional

Research. (8 markah) ..l
4. Describe briefly the two (2) most popular data collection techniques that are used in qualitative
research. (4 markah)
5. Distinguished between predictor variable and criterion variable in correlational research by

giving an example for each one of them. (3 markah)
r
6. For each of the reSearch example below, choose a research methodology that is most suitable.
(6markah)
a. Essay Versus Multiple-Choice Type Classroom Examinations: The Student's Perspective.
Methodology: .
b. Some Effects ofTmining on the Competence ofBeginning HRD Managers.
Methodology:,_ _ _ _ _ _ _ _ _ _ _ _ __
c. Becoming a HRD Consultant A Study of Perspectives.
Methodology:,_ _ _ _ _ _ _ _.-.;..._ _ _ __
. 7. Describe three (3) common flaws (kecacatan) in questionnaire item/question construction

(pembentukan) and how they can be handled (6 markah)
C) ()
8. Give two (2) major differences (perbezaan) between correlational and experimental research
(4markah)
~~
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. __________________....__--*'----------__________________________________________ t.J_ _ _ _ _ _ _ __
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Kertas Jawapan unink SoaIan di Bahagian A
Tandakan (X) untukjawapan yang paling tepat
1. a ,b c d
2. a b c d
3. a b c d
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5. a b c d
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-
17.
18.
19.
a
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a
b
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20. a b c d
- 7
--
, ..

Sarawak:

(Faculty of Cognitlve Science & Human Development)
KMF2013
Asas Statistik
(Basic Statistics)
-
Peperiksaan
Pemberatan
· Final
30%
Tarikh
(Date)
: 8 Mac, 2004
Semester 2 Sesi 2003/2004 Masa : 2-4pm

(Time)
Nama
-
Tempat BS23
(Place) (Name)
Pensyarah · Pn. NoorShah Md Salleh No. Matrik

(Lecturer) Dr Tan Kock Wah
Araban l. Jawab SEMUA soalan

r
2. Baca soalan dengan teliti sebelum menjawa
3. Tulis jawapan hanya di dalam ruangan jawapan yang disediakan.
(Write the answers only in the spaces provided)
4. Dllarang bercakap atau mengganggu calon-calon lain di dalam
(No talking or disturbing other candidates during the duration of
test)
5. Calon tidak dibenarkan meninggalkan bllik peperiksaan dalam
(Candidates are riot allowed to leave during the first 30 minute and

1
.. 'to
. ,.
-
BahagianA:
Jawab SemuaSoaian Dalam Bahagian lui (10%)
1. Name two (2) types of data that non-parametric test is appropriate for?
Berikan dua (2) jenis data yang sesuai bagi pengujian bukanparametrik?
a)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _(l)
b)._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _{l)
2. State briefly the type of errors that may occur during hypothesis teSting.
Nyatakan jenis ralat yang mungkin berlaku semasa menguji hipotesis
a)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _(l)
c) b)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _(l)
3. For the following region of rejections, sketch the sampling distribution of z

and indicate the location of the region of rejection.
Bagi kawasan penolakan berikut, lakarkan taburan persampelan z dan tunjukkan
lokasi kawasan penolakan.
a) z > 2.57 (2)
b) z < -1.645 and z> 1.645 (2)
4. Two assumptions underlying inference in ANOVA tests are!

Dua andaian inferensi bagi pengujianANOVA adalah:
a)_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _(·l)
b)_ _ _ _ _ _ _ _~_ _ _ _ _ _ _(l)
2
-
BahagianB:
Jawab Dua dari Tiga Soalan Dalam Bahagian lni (50%)
1. A school teacher is keen to determine whether the average' IQ of a group of

. teenage slow learners is below 70. The teacher assesses the IQ of a random
sample of 26 students who are between the ages of 17 to 19 and found that
the mean IQ is 67, and the sample variance is 144. Conduct a hypothesis test
=
using a O.OS.
Seorang guru sekolah berminat menentukan samada IQ purata sekumpulan
.-
pelajar remaja lembap kurang dan 70. Beliau niengutip data dan 26 orang
pelajar remaja yang berumur antara 17 ke 19 tahun dan ~apati min IQ bagi
sampel tersebut adalah 67 dan sample vanans adalah 144. Jalankan satu
pengujian hipotesisdengan mengguna a= 0.05.
a) State the null and alternative hypotheses, using appropriate symbols and
notations. (6)
b) Indicate what the critical value of the test statistic is at the indicated significance
level (including degrees of freedom as appropriate). (6)
c) Calculate the test statistic (show fonnulas and work). (6)
3
.
d) Make the decision whether or not to reject the null hypothesis. State the
conclusion. (7)
2. Data below reflects the outcome of a one-way ANOVA.

Data berikut adalah hasil ANOVA sehala.
() =
SSBG 280.20
SSWG = 330.67
=
k 4 (or the number of columns)
. nl =5. n2 =5. n3 =4. 14 = 3
a) Determine the MSBG. (6)
b) Determine the MSwG. (6)
c) Deteumne F. (6)
1
~-------------------------------------------------------------------
d)If the critical value of F at a = 0.01 is 5.74, what is your decision? (7)
3a) Fisbing nylon string tends to shatter in cold weather. Two sample sets of nylon A
and B are tested and found to possess breaking strength (in pounds) at -3s'1? as
follows. Suatu jenis tali nylon memancing ikan didapati putus dalam iklim sejuk. Dua
set sample nylon jenis A dan B diuji dan didapati mempunyai «breaking strength"
dalam paun seperti berikut pada suhu -3f1F. ..
SampkA: 10.1 6.2 9.8 5.3 9.9 5.7·
Sample B: 10.2 9.7 9.8 10.3 9.6 10.1
i)Compute the mean, standard deviation and the range for Sample A and B
above. Kirakan min, sisihan piawai dan julat untuk Sampel A dan B di atas (18).
5
ii)Compare your answer in (i) for both the samples and try to explain which nylon
. fIShing string gives better and more consistent performance in terms of breaking
strength. Bandingkan jawapan anda di (i) untuk kedua-dua sample tersebut dan cuba
jelaskan tali nylon yang mana mempunyai prestasi daya ketahanan ("in breaking
strength") yang lebih konsisten? (7)
l\ .•
BahagianC
Jawab Empat Dari Lima Soalan Berikut (40%)
r
l)Sixteen students randomly selected from an English class are assigned randomly
to two experimental conditions. Both groups are given the same 25-item multiple
choice test on class material. One group (Condition A) is given hints on taking
multiple choice tests; the other group (Condition B) is not given any help. If the
scores obtained by students.are as below, ron a test on the data at a = .01
Enam belas orang pelajar yang dipilih secara rawak dari satu kelas Bahasa Inggeris
dibahagikan ke dalam 2 kumpulan eksperimen. Kedua-dua kumpulan· diberi ujian yang
mengandungi 25 soalan (berbentuk aneka pilihan) mengenai topik yang dipelajari dalam
kelas. Satu kumpulan A diberi panduan bagaimana menjawab soalan berbentuk aneka
pilihan manakala kumpulan B tidakdiberi panduan. Jika skor pelajar adalah seperti di
=
hawah, jalankan satu pengujian bagi data berikut pada a .01
Condition A ConditionB
12 16
17 14
15 18
13 19
11 17
10 13
16 11
12 10
r
I
Type of data :_ _ _ _ _ _ _ _ _'---_(2)

Independent Variable :_ _ _ _ _ _ _ _ _ _ _ _ _ _ _(2)
DependentVariable: (2)
Test (specific) : (2)
Reason(s)
_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _(2)
(Type of data refers to the type of measurement, e.g. nominal and so on)
2a)State the null AND alternative hypotHesis for the following questions.
Calculations not needed.
Nyatakan hipotesis nul DW altematifbagi soalan-soalan di bawah. Pengiraan tidak
diperlukan.
i) XYZ company claims that the mean of the population in Kuching orders
milk from them is 6000 people. You as the researcher wish to test the
hypothesis if less than 6000 people order milk from the company.
Syarikat XYZ mendakwa bahawa min penduduk di Kuching memesan susu
daripadanya adalah 6000 orang. Anda sebagai pengkaji ingin menguji jikalau
kurang daripada 6000 orang memesan susu daripada syarikat tersehut. (1)
7
-
ii) A psychologist desires to determine if the average time taken by aD adult

to respond to an emergency is 0.56 seconds, as claimed by other
psychologists. Seorang ahli psiJwlogi hendak menentukan jilailau masa
purata diambil oleh orang dewasa untuk bertindakbalas dalam keadaan
kecemasan adalah 0.56 saat, seperti yang didakwa oleh ahli psikologi lain.
(1)
()
iii) An import- export company in Kuching purchases mandarin orange
. from a wholesaler in China for the purpose of celebrating Chinese New
Year. All the oranges are packed into boxes weighing 10OOkg. The
company worries if the average weight is significantly less than 10OOkg.
Formulate the hypothesis based on level of significance 0.1.
Sebuah syarikat import dan eksport di Kuching membeli limau mandarin
untuk tujuan menyambut tahun baru daripada pemborong di China. Semua
limau itu seharusnya dibungkus dalam kotak yang seberat lOOOkg. Syarikat
bimbang sekiranya berat purata adalah kurang dari lOOOkg secara
signifikan. Formulasikan hipotesis berdasarkan aras keertian 0.1. (1)
()
'-.
b)Try to associate the values of ''r'' below with the correlation relationship in the
diagram. Cuba hubungkaitkan nilai «r" di bawah dengan perhubungan korelasi dalam
gambarajah.
i) -0.08 ii) -0.80 iii) 0.8 iv) 0.08 (4 )
~
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A,_ _ _ _ _ _ _ _- -_ _ _ _ _ _ _ _ _ _ _ _ _ _ _~
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ac:
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.. c)Draw out the correlation relationship which shows the relationship r = 0, r =1

Lakarkan perhubungan korelasi yang mempamerkan perhubungan r =0, r =1 (3)
rf)
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,
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3)The chart below shows how many hours per week seven students spend
playing badminton and what their grade point averages are. Based on the data,
what-test should be used to see whether there is a relationship between the two
variables? .
Carta berikut menunjukkan jwnlah jam seminggu pelajar menggunakan masa untuk
bermain badminton dan nilai GPA mereka. Berdasarkan data benkut, apakah pengujian
yang sesuai diguna untuk menentukan samada wujud hubungan di antara kedua-dua
variable ini.
Hours Playing Badminton GPA

2 3.50
8 2.50
10 2.25
12 1;75
o
16
6
4
0.50
3.00
3.25
Type of data :_ _ _ _ _ _ _ _ _ _(,2)
Independent Variable :_ _ _..:...-_ _ _ _ _ _ _ _(,2)
Dependent Variable: (2)
Reason(s)
_ _ _ _ _ _ _ _ _ _ _ _ (2)
(Type of data refers to type of measurements, e.g~ nominal and so on)
4)Miss Salmah is interested to determine whether her university students maths

scores has any relationship with their earlier scholastic aptitude scores. She collects
data from 100 students in the class on their performance in the maths course, and
obtains respective students' scores on their former aptitude test. Her research
question is: How well does aptitude test marks predict test performance in
mathematics course?
Cik Salmah berminat untuk mengetahui jika skor pelajar universiti dalam kelas
matematik beliau mempunyai perhubungan dengan skor sikap kesarjanaan. Beliau
meinperolehi data dan 100 orang pelajar dari kelas tersebut. Selain mendapatkan skor
pencapaian pelajar dalam matematik, beliau juga memperolehi markah ujian sikap
kesarjanaan mereka sebelum memasuki universiti. Persoalan kajian beliau adalah:
Sejauhmanakah markah ujian sikap kesarjanaan pelajar menjangka prestasi mereka
dalam kelas matematik? .
Type of data :._ _ _ _ _ _ _ _ _ _ _(2)
Independent Variable :_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _(2)
Dependent Variable : (2)
10
$ £
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-
..
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Test (specific) :_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _(2)

Reason(s)
_-'--_ _ _ _ _ _ _ _ _ _ _ _ _(2)
(Type of data refers to type of measurement, e.g. nominal and so on)
5)A car manufacturer wants to determine if there is a relationship between gender

of young· graduates and the. type of car· they use. Over a six-month period, he
records whether the car purchased is the expensive imported type (BMW,
Mercedes, Alfa Romeo) or the cheaper, local types (Kancil, Proton Wira, KeIissa)
and whether the purchaser was male or female. He finds the following:
Seorang pengeluar kereta ingin menentukan samada wujud hubungan·di antara jantina
graduan baru dan jenis kereta yang mereka pakai. Bagi tempoh lebih kurang enam
bulan, beliau membuat catitian samada kereta yang dibeli adalah jenis mahal dan
diimpot (8Mw, Mercedes, Alfa Romeo) atau jenis buatan tempatan yang lebih murah
,.... (Kancil, Proton Wira, Kelissa) dan samada yang membeli itu lelaki ·atau perempuan.
I (). Dapatan beliau adalah seperti berikut:
',--y
ImportedlExpensive LocaJJCheaper
Men 22 37
r
, Women 18 28
Testing at (X = .05, what test is suitable to determine whether gender and

type of car they use are related.
Menguji pada a = .05, apakah pengujian yang sesuai untuk menentukan
samada jantina dan jenis kereta yang dipakai ada kaitan.
Type of data :. _ _ _ _ _ _ _ _ _ _(2)

Independent Variable :. _ _ _ _ _ _ _ _ _ _ _----:(2)
Dependent Variable: (2)
Reason(s)
_ _ _ _ _ _ _ _ _- - - - ( 2 )
(Type of data refers to the level of measurement, e.g. nominal etc)
11
4 Q
- UNlVERSITI MALAYSIA SARAWAK
8.arawak
',FAKuLTI SAINS KOGNITIF. & PEMBANGUNAN MANUSIA,'

PBC2022 , '
BAHASA MANDARIN
(25%)
r Tarikh
Lb Peperiksaan Akhir
(Date)
: 5 Mac 2004
Semester 1 Sesi 2003/2004 Masa 5:0Opm-7.00p~

(Time) (ljam)
Tempat BS22 Nama

(Place) (Name)
,
, PenSyarah NgYuLan N:o.l\f1ltrik
(Lecturer) (Matric No.) ,
.: ;
; ..
, ,
, , Araban' 'Jawab SEMUA soalan

(InNtTuctlon) (Answer AU (fuestions) ,
2. Baca soalan dengan t,eliti sebelum Dlenjawab

, (Read the questions carefuUy before answering) ,
3. Dilarang bercakap atan mengganggu calon-talon lain di dalm;n

jangkamasa peperiksaan., '
(No talking or disturbing other candidt#es durilJg the duration oftest)

(Carididates are not allawed to leave during the first 30 minutes and
the last 15 minutes) , " '
5. Menipu adalah kesalahan yang amat sirius cbul sesiapa yang

didapati berbUat demikian akan dihukum. ' , '
:
,
,
..
Dengar soalan dengan teliti, kemudian tandakan jawapan yang bem!.
(0/) Jadual PeJjalanan Bas Borneo Highway
KUCHINGIBINTULU RM60
KUCHING/SmU RM36
L .it
KUCHING/SRI AMAN
( ) .
RM12
( )
2. .it ( )
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3. .it ( ) ( )
C) 4. .it ( ) 4t ( ) 0
5. .it ( ) 4t ( )
k1i:Jl1frkal-Yt
(19.01.2004)
1. .it ( ) ~ ( )
2. .it ( ) 4t ( )
3. .it '( ) 4t ( )
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4. .it ( ) 4t ( )
5. .it ( ) ~ ( )
.1.
J~-------------------------------------------- & _ _ _ _ _ aa
__ __ _ _ _ _ _ _ __ _
B. ~- l' Pfj if- ~ 1R $}j it ~J. (4%)
Be)rdasarkan maklumat yang diberi di ba'wah, buat satu rancangan untuk ct.iti
- anda. yang akan datang. (Tulis dalam Bahasa Mandarin)
( Balik kampung )
"....
l.b
c. % fJf If- -F 0 (3%)

Tahun Bam Cina bakal menjelang. Sediakan sekeping kad perayaan untuk rakan
anda (Xiao Ming). Tuliskan kata-kata ucapan yang sesuai dalamBahasa. Mandarin.
~
I
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" . ..
Do ~ ~ YA r 1t ;/:+ l§1 $. 1'iiJ ~: (5%)
Jawab soaJan berdasarkan maklumat ini daJam Bahasa Mandarin
m~1i
- :!d. ~:.£ IJ' ~ a J!JJ: 15.2.2004
4} *- JIlt f1l il& 4} a }flt f2l *

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10 Siapakahpesakit ini?
20 Bilakah pesakit ini betjumpa doktor?
3 0 Berapa kali pesakit ini makan ubat daJam sehari?
)
40 Bilakah pesakit ini makan ubat?
5 0 Berapa biji ubat dimakan sekati ? -

i
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I
j .5_______'_4*__________________________________________________________________
Eo (4%)
Jawab soalan ini da1am Bahasa Mandarin.
r i~.t ih t
Proton Wira 1.5 ( m #.1), ~ jt ~, ~ ~
it *f, QKQ 7 ***0 1! 1ft- RM 45,000,
*-
;{f f; ;f-, -it M- ~ yt 1. 019~88804627 0
1. Apakah jenis ikla.n ini?
2. Apakah wama kereta ini?
3. Siapakah pemilik kereta ini?
4. Berapa harganya kereta ini?
F. (4%)
Anda telah bersedia pergi beljumpa kawan di bandar.Ketika itu, bapa anda
menefon mengatakan bahawa dia tiM sempat pulang makan malam bersama.
Kebetulan emak anda tiM ada di rumah. Tuliskan sebuah memo kepada emak
.tentang hal ini dalam Bahasa Mandarin.
r
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Sulit
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Sarawak

PBA0033
BAHASAARABPELENGKAP
PERINGKAT 1
(20%)
Peperiksaan .. Akhir Semester Tarikh 10 March, 2004

(Date)
Semester 2 Sesi 200312004 Masa 4.30 -6.30 p.m.

(Time) (2jam)
Tempat DK1 Nama

(Place) (Name)
Pensyarah . UstHj.RosIan Ali No.Matrik


r
i
!

r- (No talking or disturbing other candidates during the duration oftest)
i
4. Calon tidak dib4:lnarkan meninggalkan bllik. peperiksaan dalam

,.... masa 30 minit pertama dan 15 minit terakbir.
5. Menipu adalah kesalahan yang amat serius dan sesiapa yang didapati
berbuat demikian ak:an dihukum.
r •
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Soalan Pertama: Jawab soalaIrsoalan berikut daIam bahasa Malaysia dengan berpandukan menu yang
disediakan. (2.5 markah)
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J~J , -JU uJJ ,, ~I ~ •
J~..l Y ~I~ uJJ "". J,bli
J~..l \dH Jts1S J~JY" 1>

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1. Apakah makanan dan mimlman tengah harl yang boleh anda bell dengan wang sejumlah 10 Dinar
(tldak kurang atau lebih) ?
2. Senaraikan menu untuk sarapan pagi.
3. Berapakahharga keseluruhan untuk 2 ge1as jus asil dan 2.ketul ayam?
4. Apakah minnman yaDg paling murah dalam senarai mimlman di atas?

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5. Apakah makanan yang paling mabal dalam senarai makanan di atas?
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Soalan Kedua: lsi ruangan kosong di bawah dengan jawapan dan soalan yang bersesuaian
dalam bahasa Arab. (5 markah)
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___________________________________________ .1
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____________________________________________ .0
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(.btij 0 ).~~I JlyJl J.SI J 1)1 : 6J1if1 JI~I
r Soalan Ketiga: Baca dan lengkapkan dialog di bawah ini daIam bahasa Arab. (5 markah)
~t:?~t F I~ J.A - I
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SoaianKeempat : Fahami peta yang diberi dan jawab soaIan-soalan di bawaa (5 markah)
-'.{ .
1. Hospital terletak dijalan mana? (0.5 markah)
2. Lintasan kereta api merentangi jalan apa? (0.5 markah)
3. Di jalan manakah kita boleh mengambil teksi? (0.5 markah)
4. Di mamlkah kita boleh minum kopi? (0.5 markah)
5. Di jalan mana anda bo1eh membeli-belab? (0.5 markah)
6. Terangkan arab yang akan anda ambil untuk pergi ke taman rekreasi dari Hotel Zanubia.
(Tulis da1am babasa Arab). (2.5 markah)
,....
4
(bIZ '( .0) .~j:lUI w.i4 ~I ~G~11 u.o Jyaill ~ :~till Jljw
Soalan Kedua: Terangkan maksud isyarat-isyarat berikut Ire dalam babasa Malaysia. (2.5 markah)
- , ti:J1
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94300 Kota.Samarahan
Sarawak
FAKULTI SAINS KOGNrrIF & PEMBANGUNAN MANUSIA

PBA2022
BAHASA ARAB GENERIK
PERINGKAT2
- (25%)·
Peperiksaan . Akhir Semester Tarikh 3 March, 2004

(Date)
Semester 2 Sesi 2003nOO4 Masa 7.30 -9.30 p.m.

(Time) (2j~)
Tempat DKl Nama

(Place) (Name)
Pensyarah Ust.Hj.Roslan Ali No.Matm: ..

r""
Arahan 1. Jawab SEMUA soaJan

2. Baca soaJan dengan teliti sebelum menjawab

3. DHarangbercakap atan mengganggn calon·calon Jain di dalam

4. Caton tidak dibenarkan meninggalkan bilik peperiksaan dalam

5. Menipu adalah kesalahan yang amat gerius dan sesiapa yang didapati
-
:
l.b..t~1 J (a.1lQJt, lb~1 oj!.> ~I '.1J..r.l 1 ~ ,~)~13J1 uSL.~' e'.,!1 ~ :JJ~I J'j..J1
(&.:J~J'" 'f~O) .~ ~ D~ rJl tlol....~4 k.-JJlI
&alan Pertama: Tentukan kedndlilaw. tempat-t:empat berikut (hospital, pejabat pas, bank, balai polis dan hotel)
ill dalam peta di bawah ini dengan mendengar kepada keterangan daripada pen~ar anda (2.5 matkah)
() ()
(O~J'" 'f,C) .~W,f SJ~4 DJJ~I J~..w. d! aJ~1 ~.lp..} D~ ~~I ~ :,?tlll Jlj..J1
Soalan Kedo.a: Hari Raya Korban semakin dekat. ToIi"l sekepiag kad SeIamat Hari raya lrepada l'akan anda
yang berada di Jordan dengan ucapan dan kata-kata yang sesuai. (2.5 markah)
~ ;
ullll ~ r.fJ u~ #J CJ.o 4JL.,J o~ clit~ Jl o~ 4JL.,J ~f :~tlll Jf.;..J'
(~4-J~ '( ,o).~~1 ~1o..,.tJ4 ~<tj'<10 ~.,.JI WJI ~ .,,>~I uG..:lo "i U"'~Y
Soalan ketiga: ToIis nota ringk:as dalam bahasa Arab kepada rakan anda supaya menempah Dewan
UNIMAS untuk peperiksaan pertengahan Semester bagi pelajar-pelajar babasa Arab berpandukan
maklumat-maklumat di bawah. (2.5 markah)
( HariRabu ) ~
'" ____ [r--1-2I2'-200--41

La ( 2.~0-4.30 Petang j'---'
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(..bW 0) '~J;,UI .::..1.."LJ1

Soman Keempat: Anda ingin memasukkan wang ke dalam akaun bank ayah anda. Sila isi borang berikut
dalam bahasa Arab berpandUkan maklumat-maklumat yang diberi. (5 markah)
Nama ayah: Abdullah bin Osman
No akaon: 750006-13-1950
Jumlah wang: 1500RM
Tarikh: 14I2l2004
No Tel: 013-8227453
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Soman Kelima: Lengkapkan perbualan berikut dalam bahasa Arab supaya menjadi perbualan yang
dapat difahami. (2.5 markah) .
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dalam ayat yang lengkap. (5 markah)
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1. Berdasarkan perbualan di atas, sebutkan nama restoran dan nama pemesan tersebut?
2. Nyatakan bentuk dan nama pesanan?
3. Kenapa pemesan bersetuju untuk membeli 3 set hidangan?
4. Di manakah pesanan itu harns dihantar dan apakah nombor yang patut dihubungi?
/ )
5. Berapakah saiz pesanan yang dikehendaki dan apakah jenisnya?
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SoaIan Ketujuh: lsi borang permohonan di bawah dalam bahasa Arab dengan maklumat
maklumat yang bersesuaian. (5 markah)
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PBJI012
Bahasa Jepun Generik Peringkat 1

(Generic Japanese Levell)
30%
Peperiksaan : Akhir Tarikh . : 3 Mac 2004

(Date)
Semester :2 Sesi 200312004 Masa : 10 12pagi

(Time) (I ~jam)
Tempat : BSl4 Nama

(Place) (Name)
Pensyarah :Mdm; Fumie Hashizume No. Matrik :

(Lecturer) ,(Matnc No.)

(Instruction) (Answer AU questions)
Baca soalan dengan teliti sebelum menjawab

3. nllarang,bercakap atan mengganggu calon-calon lain di

r'0 dalamjangkamasa peperiksaan.
duration oftest)
4. Calon,tidak dibenarkan meninggalkan billk

peperiksaalJ dalam masa 30 minit pertama dan 15 minit
terakhir. -
r minutes and the last 15 minutes)

yang didapati berbuat demikian akan dihukom.
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, Listen to the Japanese and choose the correct meaning from the choice below. Circle it.
Oengar penerangan dalam bahasa Jepun dan pilih terjemahan bahasa Inggeris yang tepat.
Bulatkan jawapan anda. 15 markah
1
A Saya bekerja di kedal baslkaJ salama 6 jam sehan.
B Saya akan pergi kerja menaiki basikal pada pukul 6 pagi esok
C Saya pergi ke kedai,basikal pada pukul6 setiap pagi.
D Saya pergi kerja menaiki basikal pada pukul 6setiap pagi.
A Maafkan saya, lolong berikan saya 40 keping setem 20 yen dan 50 keping poskad.
B. Maatkan saya, tolong berikan saya 40 k~ing setem 2? yen dan 15 keping poskad.
C Maafkan says, tolong berikari saya 20 keping setem 20 yen dan 15 keping poskad.
D Maafkan saya, tolong berikan says 20"keping setem 40 yen dan 50 keping poskad.
3
A Kadang-kadang Encik Ya.mada membe.li-belah di gedung membeb-belah dengan
ibunya.
B Encik Yamada selalu membeli-belah di gedung membeli-belah yang berhampiran
dengan kedal ibunya.
". C Kadang-kadang Enclk Yamada membeli-belah di gedung membeli-belah yang
berhampiran dengan kedai ibuoya.
, - D Encik Yamada selalu membeli-belah di gedung membeli-belah dengan ibunya.
1\ iArO):f:IUX.1'."'..rJ't: "H\.1 -;-6'0 0-7~'(+. ~ ~ ~ "'0

What do you say in the following situation? Write in roma-ji.
Tuli~kan dialog yang sesuai dalam situasi berikut. Tuliskan dalam ro-maji.
1
A:shanpu- wa _ _ _ _ _ _ _ _'
B: kocchl desu.
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1
sua
2
A: ________~---------
B: ma-, sumimasen..
3
A:. osaka,do- desu ka.
B· _ _ _ _ _ _ _ _ __
- 4
A:.senzai wa _________
B: nikai desu.
A: irasshai.
B:__________________
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Choose the meaning of signboards from the choices be/ow.

Pilih makna tanda-tanda berikut daripada pilihan jawapan yang disediakan.
Example : (B) 15 markah
1)jD .$ 1)t ( )
( )
( .)
A. p'intu kecemasan B.Pintu masuk C. Keluar D. Peringatan

E. Pelbagai F. Tolak G. Bahaya
H. Sedang dalam pembinaan I. Tandas J .. .Jangan Guna
K. Bilik Mesin ATM
IV
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See the newspaper and answer the following questions. Answer in English or Malay.
Telitrsurat khabar berikut. Sila jawab dalam bahasa Inggeris atau bahasa Malaysia.
r--:--------::----.;.~....:.....~-====:..:..:.:..=-~·
'''::;---;:::-:=--::'';- 16 markal:!.
A. Is this a morning newspaper or evening newspaper?

Adakah ini surat khabar pagi atau petang?
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B. Which day ora week is this newspaper distributed?

Pada hari apakah surat khabar ini diterbitkan?
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See the menu and answer in English or BM

SUa telin menu berikut dan jawab dalam bahasa inggeris atau bahasa Malaysia.
,-. 14 markah
i
r 1 "J T
-It :/ ¥450 iJ v- '7 1 A ¥600 ;t V :/ ::;::;;L - A¥450
r -:A r ¥200 :A rUT 7' -1 ¥650 :::r-1::.-¥400
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;f.; h' I'P ¥150 1:::'-4f ¥600 .: .; t;, {> ¥350
~ Iv? ¥200
1) Apakah yang awak ingin makanpada-waktUtengah-harn- ~¥J ~ ~"t-:: \' -C'.,.h',,--------------·--------,

What do you want to eat in the noon time?
( )
2) 8erapakah harga bagi semangkuk bubur dengan secawan kopi?

How much is one bowl ofporridge and one cup ofcoffee?
( )
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The following picture is what you want to .ask your child to go out to buy. Write down
what you want hirrv'her to buy in Japanese character.
Gambar-gambar berikut menunjukkan barang-barang yang anda minta aoak anda belikan
di pasar raya berdekatan. Tuliskan pada sehelai kertas barang-barang yang anda
, mintaanak anda belikan. 15 markah
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94300 Kota Satnarahan
Sarawak.

PBJ2022
Bahasa Jepun Generik Peringkat 2

(Generic Japanese Level 2)
25%
Peperiksaan :Akhir Tarikh : 7 Mac 2004

(Date)
Semester :2 Sesi2003/2004 Masa : 4- 6 petang

(Time) (1 ~jam)
Tempat :DK4 . Nama :

(Place) (Name)
Pensyarah :Mdm. Fumie Hashizume No.Matrik

Araban 1. JawabSE~Asrndan
(Instruction) (Answer AU questions)
2. Baca soaIan dengan teliti sebelum menjawab

3. Dilarang bereakap atau mengganggu caIon-calon lain di

daIam jangkamasa peperiksaan.
(No talking or disturbing other candidates during the"
duration oftest)
4. CaIpn tidak dibenarkan meninggalkan bilik

peperiksaan dalam masa 30 minit pertama dan 15 minit
terakhir.
(Candidates are not allowed to leave during theftrst)O
5. Menipu adalah kesaIahan yang amat senus dan sesiapa

yang didapati berbust demikian akan dihukum.
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Write the meaning of the following signboard in English or Malay.
Tuliskan makna papan tanda Jepun berikut dalam bahasa Inggeris. Anda juga dibenarkan
menjawab dalam bahasaMalaysia. 12markah
1)ji~ ( ) 4)*? tJ- ( )
2)A..OO.:t ( ) 5)t:P£: ( )
3)~AQ ( ) 6)it.... ( )
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See the advertisement of apartment below and answer the questions in English or Malay.
Teliti lklan apartment berikut dan jawab- soatan-soalan dalam Bahasa Malaysia atau Bahasa
• , _" "-~ _ _ _ ._~ _ _ Mo,
Inggeris. 6markah
LDK _
A. ;(" /' ::" :3 / ' IJ' ~ t J: ? 0) t ~ 1 -e (::" 0) (. ~ \, \ Q'.Q'? 1 T.Q' 0
Serapa lama masa yang diambif dari apartment tersebut ke stesen,

yang terdekat? How lonifd6es it take from the apartment to the neareststation?- ..
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B. :itA':> J:;t --r-~:~tA -} S.*ti\'\ ( ~"t'T lJ'o

Pada permulaannya, berapa yang harus· anda bayar kepada tuan punya
apatment? How much do you have to pay to the owner at the beginning?
, )
C. llv l"? ,;1 \, \ <"? ~ f) 1 T .Q' 0 Berapakah bilik tidur di apartment tersebut?
How many bedrooms are there?
( )
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" - - - - - - - - - - - - - - - - - - -____________~____________~,J . ISS

3.
Anda ingin memohon untuk membeli tiket prabayar kereta api untuk ke·· sekolah setlap
hart Isikan borang permohonan berikut berdasarkan maklumat berikut. Sila tulis
dalam karakter Jepun.
Ini merupakan kali pertama anda memohon untuk tiket jenis ini. Anda ingin mula
menggunakannya dari 1 Mac hingga 31 Ogos. Nama sekolah tersebut iatah Jfl J1't ~IIL
Nombor teleton sekolah ialah (078)999--9999. Anda akan menaiki kereta api dari
stasen .3..1 t" hingga stesen ¥i: re . AIamat anda ialah T 6 6 5 0 2 1 1 ~ F if'! 'f
*~ it *- 3 - 2. No. telefon anda. ialah (078)567 - 8900. Anda akan menggunakan
kad kredit untuk pembayaran.
You want to apply prepaid. ticket for train to. go to school evel)' day. Fill in the
application form according to the Information below. Write in Japanese characters.
This is yourtirsi'time~to apPfy~thiSiicket You want tostiiiTtrom"tStof March tiIl81$f~or
August The mime of the school you go to is JfIlXf!t/ll. Your school's phone no. is
(078)99~9999. You will take the train from 3./ 't" station to :/Ijffl station. Your address
is 6 65- 02 1 1 if/, 1/ir;fIf/if r-* 3 - 2 Your phone no. is (078)567 - 8900.
You are going to use your credit card for the payment. .
1markahx9 + 3markahx7 (30markah)
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4. Anda·ingin memohon untuk mendapatkan borang permohonan dan maklumat dari jL

;t. EJ *li.~. Tuliskan sepucuk surat yang mengandungl maklumat berikut.
Anda ingin belajar di sekolahbahasa Jepun. Anda ingin mula belajar di sana pada
bulan Oktober tahun ini. Alamat andaialah T 6 6 5 - 0 2 1 1 #' F IP "f *' g.-t *
3 - 2 . Tarikh hari in! latah tarikh sebenar. Gunakan nama sebenar anda.
. You want to request for an application form and information from It,*" a *1f.~.
Write a letter with the following information.
You want to study in the Japanese language school. You are going there in October this
year. Your address /s T 6 6 5 - 0 2 I I # ' r 1P"f*' g.-t *3 - 2 . Date is today's
date. Use your actual name.
1markahx3 +6markah x7 (45markah)
3
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5. Write the card words for yourfrfend's Birthday in Japanese character.
Tuliskan kad untuk hari jadi rakan anda. Tuliskan kad tersebut dalam karakter Jepun.
7markah
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, UNlVERSITI MALAYSIA SARAWAK

, 94300 Kota Samaraban
Sarawak
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(Faculty of Cognitive Science &HumaIi Development)....
r PBP0033
(French Language Levell)
20%
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Peperiksaan . ! Akhir Tarikh 10 Mac, 2004
(Date)
,',' Semester 2 Sesi 200312004 Masa 4:30pm - 6:30pm

(Tune) ( 2jam)
Tempat Dewan Kuliah 2 Nama

" (Place) (Name)
Pensyarah No.Matrik

, (Instruction) (Answer AIL questions)
2. Baca soalan dengan te1iti sebelum menjawab

, ___(ll#a4JM q"(lestiollS carefully before answering)
DiIarang bereakap atau mengganggu calon-calon lain eli dalam

(No ttz/kin.gor disturbing other ctuulidates duting the duration oftest)
Calon lidak elibeoarkan meriinggalkan bilik peperiksaan dalam

masa 30 minit pertama dan IS minit terakhir.
Meoipn adalah kes3lahao yang amat serius dan sesiapa yang

didapati berbuat demikian akao dihukUm.
.<'
A - Match the dialogues with the situations on the pictures I Padanktindiaiog

dengan situasi di dalam gambar I Associez les dialogues aux situations visibles sur les.
photos. (6 markah)"
'"
Rencontres
- salut!
• -Solut!
-Cava?
- Qui va va_. Salut ! AbientOt !
revoir!
: - Bonjour mademoiselle.
- ~njour monsieur.
- La professeur Martin,
s'l vous pldlt?
"- Bureau 8.
: - Ce n'est rien.
• - BonsOIr; madame.
- Bonsair, monsieu[
Apresvous.
- Mercl.
Qa va, madame Bouvet?
-Qui, 90 va.
- Et monsieur Bouvet?
-Go va aussi.
-:- Bonne nuit, madame Bouvet
- Bonne nult
- Excusez~moi, I'ovenue
Victor-Hugo?
- Poria.
-Maret
Monsieur Dupre ?
-Oui.
Bonjour monsieur.
aes $ k
... 'II!
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!""'" B - Observe the time references given, then translate inhl French the following' ,
words or sentences I Perhatikan jadualwaktu yang t#berL Kemudian terjemahkan
'perkataan atau ayat yang berikut kepada Bahasa Perancis' I, Observez les references
,...
, temporelles donnees, puis traduisez en fran¢s les mots ou phrases ci-dessous.
(14 markah) ....
\ "
L
__________ p_rurt
____________
~~~T~bn~e~~_L
References __t_u_re________~l'
_________Fu _
The day before Yesterday Today Tomorrow The day after

yesterday tomorrow
Two weeks ago Last week, This week Next week In two weeks
Spring Summer Fall Winter
In the morning Noon In the afternoon In the evening Midnight
Late/slow (my watch is) Early/fast

. On time
(11 pts)
................................................................? = what is the day today? (1 pt)
................................................................? = what time is it now? (1 pt)
............................................................... = from 6 atn to 7 pm (0.5 pt)
................ ,.................. , ........................... = 3 ,times (in) a day (0.5 pt)
2
, .
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C - Julie Fontaine is looking-for new sboes. She tells the shop assistruit what she
wants ! Julie Fontaine ingin membeli kaaut barn. Dia memberitahu kepada
pembantu kedai barang yang dia ingin membeli I Julie Fontaine veut acheter de
· nouvelle& chaussures. Elle elit ala vendeuse ce qu' elle veut. (10 markah)
.. .•..
..
La vendeuse : Bonjoyr mademoiSelle. Je peux vous aider?
Julie ": Qui. . ............................. (I would like a pair of) de
0 •••••••• 0 •••••••
chaussures, s'il vous plait. -~..... .
La vendeuse : Bien mademoiselle. Quelle est votre pointure ?
· Julie : Je ......... (my size is 37)
0 0 • • • • • • •0 : • • • • • • • • 0 • • • • 0 . . . . . . . . 0 0 • • • • •
La vendeuse : Quel type de chaussures aimez vous ? .
Julie : Je prerere les (high heels), avec des ........... .
0 •••• 0.0 . . . . . . . . . . 0 ••••••••••••
(pointed). C' est ......................(fashionable)
La vendeuse : Voulez-vous des chaussures en daim ?
Julie : Non, ............................ (made of leather).
La vendeuse : Alors, vous aimez ces cbaussures?

· Julie : Oui, mais elles ..................... , ....................(they fit me well) .
... . .... . ..... ....... .... . .. ........... (I'll take them)
La vende~e : Comment payez-vous?
J u l i e : Je ................... (I pay by credit card) .
0 •••••••••••••••••••••••••
. ... . .. .. .. . . . . . . , ............................. (How much does it cost?)
La vendeuse : Ca fait 40 euros. Voila Ie r~. Au revoir mademoiselle.
D - The following fashion items are all connected to a body part. Puteach number
at the right place ! Berikut adalah barangan fesyen yang berkaitan dengan tubuk .
badan inanusia. Letakkan setiap nombor barangan padatempat yang betul! Les ---
articles de mode suivants sont tollS lies a une partie du corps. Inscrivez chaque numero a
l'endroit qui convient. (10 markah)
1. boucles d'oreilles 2. costume 3. cravate 4. soutien-gorge 5. lunettes

-6. chapeau 7. foulard 8. echarpe 9. collants 10. montre 11. chaussettes
'----12: bague 13. ceinture 14. pantalon 15. gants 16. nreud papillon
17. alliance 18. tailleur 19. bottes 20. collier
Eyes : Fingers:
Waist: Chest
Head Ears
Neck : Feet .:
Hands : Wrist :
Legs : Whole body:
;1
,"Ii ,
I""" E- You are doing your shopping list. Select the appropriate answer I Anda sedang
l
• f
!
membuat senarai membeu-:belah. Pilih penjodoh biltmgan yang sesuai I VOUS faite/i
votte liste de courses: Choisissez la reponse qui convient. (10 markah)
l. _ _ _ _ _ _ d'huile. Alun paquet' B) une bouteille C)une cuillere

. \ - ' .
- 2.
3.
_ _ _~___' de papier toilette.
_ _ _ _ _ _ de pizza
A) un rouleau B) un kilo C) un sac
"_4<
A) une tranche B) 100 grammes C) une part
4. _ _ _ _ _ _ de yaourt. A) une botte B) un sac C)-un pot
5. _ _ _ _ _ _ de chips. A) un sachet B) une bOlte C) un sac
r 6. _ _ _ _ _ _ _ de carottes. A) nne grappe B) une botte C) une bOlte
7. ________ d'<X;!ufs. A) une botte 'B) un paquet 'cj une douzaine

8. _ _ _ _ _ _ de viande. A) 4 paquets B) 4 tranches C) 4 parts
LO 9. _ _ _ _ _ _ _' de lessive." A) un rouleau B) un litre
,
C) un paquet
r
10. _ _ _ _ _ _ _ de raisins.A) une grappe B) une tranche C) une douzaine
F - At the restaurant. Complete the following dialogne using the answers given I Di
sebuah restauran. Lengkapkan dialogdi bawah berdasarlaln pilihan jawapan yang
telah disediakan I Au restaurant. Completez Ie dialogue suivant en utilisant les reponses ,
donnees. (15 markah)
Bien cuit i'addition plat du jour Ie menu "conseillez-vous
reservation nne bonne annee non-fumenr pres de la fenetre
la carte des vius ou sont les toilettes gardez la monnaie bon appetit
Ie repas etait excellent excusez-moi
Ga:n;:on : Bonsoir monsieur. Avez-vous une,_ _ _ _ _ _ _ _ 1
MrLeduc : Non, avez-vous une table libre? s'il vous plait.
Gar~n : Qui monsieur. Voulez-vons cette table ?
MrLeduc : Qui, ~ sera bien. Merci beaucoup. Pardon! _ _ _ _ _ _ _ __
- - - - -_ _ _--__1
Gar~on : Elles sont la-bas monsieur.
.....
,
MrLeduc
Gar~n : Qui monsieur. Vous desirez?
Mr Leduc : Pouvez-vous m'apporter _ _ _ _ _ _ _ _, s'U vous plait?
Gar~on : Bien siir, un petit instant. Le voila.
Mr Leduc : Merci.
Gar~on : De nen. Voulez-vous commander?
Mr Leduc : Qui. Que me _ _ _ _ _ _ _ _ _ _ _ ?
-
....
, .
. ..
"
Gar~on : Je vous conseillele ____________" un steak avec des frites.
MrLeduc : Tres bien. Je prends ~a.
Gar~on : Comment voulez-vous votre steak ?
~rLeduc : __. __________________

. G3r~on : Que voulez-vous boire ? _~ ..
. M r Leduc : Je. ne sais.. pas. PouVez-vous m'apporter ________________ ?
Gar~on .: La voila monsieur.
Mr Leduc ! Hummm ! Je prends celui-ci.C'est ___________'-"" ___.
Gar~on . monsieur!
.
MrLeduc : Merci beaucoup .
Gar~on : Est-ce que c'etait bon?
Mr Leduc : Qui, _ _ _ _ _ _ _ _ _ _ _ _ _ _.. Pouvez-vous m'apporter
_ _ _ _ _ _ _ _ _"s'il vous plalt ?
Gar~on : Voila monsieur. Ca fait 8,50 Euros.
Mr Leduc : Voila 10 Euros! _"""-_ _ _ _ _ _ _ _ _ _. C' est votre pourboire.
Gar~on .: Merci beaucoup monsieur. Au revoir.
G - Look at the following pictures and write under the proper word/sentence in
French I Perhatikan gambar rajah berikut dan tulis perkiltaanljrasa yang sesuai
dalam Bahasa Perancis I Indiquer Ie lieu et Ia direction : regardez les dessins ci-dessous
et inscrivez Ie mot correspondant. ( 15 markah)
. . . :1
I
: ·1
J 4
UNIVERSITlMALAYSIA SARAWAK
Sarawak
•
- FAKULTI sAiNs KOGNITIF & PEMBANGUNAN MANUSIA
(Faculty of Cognitive Science & Human: Development)
PBP 1012
(French Language Levell)
30%
,.....
h
r
'0
J~.
Peperiksaan Akhir Tarikh .. 1 Mac, 2004
(Date)
Semester 2 Sesi 200312004 Masa 5:00pm - 7:00pm

,..,. (Time) (2jam)
Tempat Bilik Semirulr 19 Nama

(Place) (Name)

Arahan 1. Jawab SEMUA silalan

(Instruction) (Answer AIL questions)
2. Baca soruan dengan teliti sebelum menjawab

(Read tlurquestions car:efully before answering)
3. Dilarang bercakapatau meilgganggu calon-calon lain di daJam

jangkamasa peperiksaan. .
(No talldng or disturbing other candidates during the duration oftest)
4. .Calon adak dibenarkan meninggalkan bilik peperiksaan dalam

masa 30 Ji1init pertama dan 15 mini"t terakbir•
1""" . (Candidates are not allowed to leave during the first 30 minutes and
the last15 minutes)
-
~,
5. Menipu adalah kesaJahan yang amat serius dan sesiapa yang
didapati berbnat demildan akan dihuknm.
-
, ' ,
A -Who are they? Read the following sentences then'find who are the persons theSe
people are talking about. I Siapakah mereka? Baca ayat yang berikut dan kemudian
kenaI pasti orang yang mereka bualkan I Qui sont ils? Lisez Ies indications et trouvez
de qui padent ces personnes. (15 markah)
1. Robert-Elliot: "C'est Ie marl de rna fIlle!" " " ...... " .... " " " .... " .. " " ................ " ....... " " .................. 6" .... ..
2. Ann Elliot : liCe sont mes petites-fllles !"
3.• Tim Elliot: "C'est mon neveu I"
4. PeterBlackburn: "C'est l'epouse de mon beau-pere !"

5. Sue Elliot: "C'est rna belle s~ur I"
6. Chris Elliot: flCe sont les parents de mon pere !"
7. Tessa Elliot: flC'est la cousine de mon frere !" o
8. Ann Elliot: "C'est la niece de mon beau fIls I "
9. Peter Blackburn : "C' est Ie- cousin de mes enfants ! Pt •••• ; •••••••••••••••••••••••••••••••
10. Elaina Elliot: "Ce sont les enfants de mes beaux-parents !tI ................••.•.......
11. Elaina Elliot: !fC'est l'epoux de ma belle-mere! If
12. Tessa Elliot: "C'est Ie beau-frere de mon onc1e !"

13. lack Blackbum : "C'est Ie neveu de ma tante !"
.
14. Chris Elliot: "C'est Ie marl de rna tante I"
15. Robert et Ann Elliot: flCe sont les freres de nos petites-fllles ! "
Robert Elliot Ann Elliot
Sue Elliot Peter Elaina Elliot Tim Elliot
Blackburn (nee Kim)
,.~
.' ,
Emily
i,i
••
Jack Tessa Elliot Chris Elliot
,Blackburn Blackburn
..i>
'''~
$
t.
B .:... Listen carefulIyto the hours and daily activities given, then write down the '
sentence number and time under the right activity (seepictnres) I Dengar den-gan '
teliti pada masa dan aktiviti harlan yang diberi. Kemudian,tuliskan nombor (ayat Nol,
No2 .• ~) dan masayang betul pada gambar rajah yang sesuai. I Ecoutez attentivement
les heures et activites donnees, puis inscriyez Ie numero de phrase et I'heure sous Ia
. bonne activit~Jvoir despins). (10 iitarkah) ..'
c - Fill in the gaps in the sentences I lsikan tempat kosong yang berikut J Completez'
les phrases suivantes. (10 ~rkah) .
L She is only one metre 45. EUe est ......... ~. . ............... (quite small)
2. My father is one metre 90. nest ......... ...... ...............(very tall)
3. This man eats too much. Maintenant il est .................. (fat)
. 4. Her son is neither tall, nor smalL II est de......... ..:............ (medium height)
5. His wife doesn't eat much. EUe est ..... ......... .. ...............(quite skinny)
6. Paul's sister does a lot of exercise. EIle est ................... (slim).
7: Your wife has brown eyes, long black hair and dark skin, right? Non, elle ales
....... ................. (green eyes), les .................... .. ........ ;. (blond hair) et
.............. (short). Sa ......... (skin) est .........'. ..... (fair). ,
8. Have you seen his girlfriend? How is she? Qui, elle est ...................... (cute).
C'est une fiUe .........................(nice) and ........................... (smart).
·2
. . ..
D - Complete the following dialogue using formal language! Lengkapkan dialog di

bawah (dalam Bahasa Perancis yang/onnal) I CompIetez Ie dialogue suivanten
utilisant Ia langue formelle. (5 markah)
Bonjour monsieur, comment .............. ............?

Je v~_~ien. me.rci. " ...
Comment .................................?
- Mon nom est Luis Garcia.

. . . : .. Quel .••..•. ..••...•.•••.••.••••..•••.•..••...• ?
Je suis espagnoL
Qnel .......... . ..........?
1'ai 26 ans.
Quel .. ...... .. ......... . ............................. ?
J e suis informaticien.
()
VODS •••••••••• •••••••••••••••••• ?
-_ Non,je suis marie
........ ..................... vons ?..
Rue Pablo Picasso, aMadrid.

- .
.... ~ ........-... . .................... Monsieur Garda
- De rien. Au revoir!
. Oui, au revoir.
E - Paul Legrand and Julie Foqtaine are talking about their tastes. Complete the
sentences I Paul Legrand dan Julie Fontaine sedaflg berbual tentang kegemaran
mereka. Lengkapkan perbualan ttirsebut I Monsieur Legrand et Madame Fontaine
---parientdeleursgouts. Compl6tez les phrases (5 markah)
Paul L : Bonjour Julie. Comment vas-tu ? Dis moi, est-ce que tu connais Elton
John ? Est-ce que tu connais ses chansons ?
Jul.ie F : Qui, j' .............................. (quite like). C'est un bon chanteur. Et toi.
que penses-tu d'Enrique Iglesias? l' ......................(love) ses chansons.
Paul L : Qui, pas mal ~ Mais je ......................(prefer) son pere, Julio.
Julie F : Ah non. je ............ ;........................ (don't like at all) Julio Iglesias.
nest trop vieux.
Paul L : Et que penses-tu de Eminem ? Moije ..........................(hate). nest
vulgaire.
Paul L:· Vulgaire? Qui, un peu, ou alors tu es demode!
; .
,.
. ;'",
. . . . . " . .
F - Write the corresponding nu:nlber under each notice and signboard I Padankan
gambar dengan makna perkataan yang telah .diberikan I Ecrivez Ie numero
correspondant sous chaque panneau/signe. (S markah)
>
1. interdit de fumer 2. sens interdit· ... 3. hors service 4. tirez 5. sortie

6. interdit de stationner~. 7. sens !iratoire 8.ouvert ·9. pelouse interdite
10. faites laqueue ici 1 L poussez 12. chaussee glissante 13. fenne
14. voie sans issue· 15. entree
II
!
•
,... G - Select the appropriate word(s) for each item in the.list below and write the
corresponding letter> at the right place I Pilih perkataan yang sesuai bagi setiap
barangyang disenaraikandan tuliskan penjodoh bilangan pada tempat yang betul I
Choisissez Ie mot qui convient pour chaque produit de la liste suivante. Ecrivez la letter
. correspondante au bon endroil. (10 markah) .
a) pot b) part c) donzaine d) paquet e) sachet f) canette
g) grappe h)botte i) tranche j) bol k) bouteille. 1) rouleau
1 . nne...... ~ .....d'oeufs. 6 . nne.............de pizza.

2. une............ de raisins. 7 . un .: ...........de chips.
3 . un ............ papier absorbant. 8 . une ............de lail.
4 . une ............de carottes. 9. un..............de confiture.
5 . une ............de. viande de boeuf. 10. un ............de lessive.
- 4
-
H - At the department store. Write what you have to tell the shop assistant I Di
sebuah pasar raya. Talis perkara yang hendak ditanya kepada pembantu keilai I Au
grand magasin. Ecrivez ce que vou,s devez dire a la vendeuse. (10 markah) . .
Bonjour madame. Puis je VOllS aider?
Qui, !ll~rci. ....., ... '" ...."! ~.~ ...................... ? (How much does this skirt cost?)
30 euros, madame.
............................................... ? (Can I try it-on?)
Bien sfir madame. Quelle est votre taille ? .
............. ~ .................... (My size is 37).
Voila du 37 madame!
· ............... _............ " ........... '" .............. (Where is the changing room?)
BIle est la-bas, pres de la caisse.
Cette jupe est trop petite. .......... _...... ,.... ,........................ ? (Do you have
one size bigger ?) .
Bien sur, voila du 38.
Merci. ....•. :............................ ~ .... ,........... (It suits me well)
C)
Qui, madame. Tres bien. '
· ... " ............. ,....... , ........... " ...... ? (Have you got a different color?)
Oui, j' ai cette jupe en bIeu, vert, et noir.
Tres bien, ............................ (I'll take it) en vert.
Comment payez vous, madame?
·................................ ,....................., ? (Can I pay by credit card?)
. Non, madame. En espece uniquement. Cela fait donc 30 euros.

Desolee, ............................................. (l only have a 100 euros note)
Ce n' est pas grave. Void votre monnaie.
Qui, merci beaucoup. Au revoir.
I - Look at the picture and give the names (in French) of 10 items and designate tern
using arrows I Namakan (dalam Bahasa Perancis) 10 jenis barang dan tunjukkan
anak panah ( ~) ke arah barang tersebut I Qbservez cette image et donnez les noms (en
£ranyais) de 10 objets qui se trouvent dans la chambre. ( 10 markah)
, 4
, .

Sarawak
FAKULTISAiNS KOGNITIF & PEMBANGUNAN MANUSIA

(Faculty of Cognitive Science & Human'Development)
PBP2022
(French Language Level 2) .
25%
Peperiksaan Akhir Tarikh 4 Mac, 2004

(Date)
Semester 2 Sesi 200312004 Masa 5:00pm - 7:00pm

(Time) C2jam}
Tempat Bilik Seminar 23 Nama

(Place) (Name)

(Lecturer) (Matne No.)


t . 3. Dilarang bercakap atan menggauggu calon-calon lain di dalam

jangbmasa peperiksaan.
, (No talking or disturbing other candidates during the duration oftest)

(Candidates are not allow.ed to leave during the first 30 minutes and .

..
I·
A'-Tom apd Penelope have just become parents. Their daughter's name is Nicole.
Write a shortcard to congratulate them for this birth. 1 Tom dan Penelope baru
.!lahaja menimang cahaya tnaI:IJ. Nama bayi perempuan mer,ka ialah Nicole. Tuliskan
ucapan ringkas pada sekeping kat1 unIuk megucapkan takniah kepllda mereka I
Tom etPenelope viennent tout juste de de:venir parents d'une petite Nicole. Ecrivez une
... -" les felli;:iter. (5 markah)·
petite carte pour .
.
() o
B - Your holidays in France and Paris turned to be a bad experience. Write a post
card to your French teacher in Kuchirig telling him about the people, the food, the
landscapes, Paris, the weather. IPercutian anda di Perancis dan Paris telah menjadi
satu pengalaman pahit bagi dirianda. Tuliskan pada sekeping poskad kepada guru
Perancis anda di Kuching dan ceritakan lentang penduduk, makanan, pemandangan,
kotiJ Paris dan cuaca di situ.. I Ecrivez une carte postale a votre professeur de fran9ais a
. Kuching, lui disant votre deception quant aux gens,paysages. nourriture, Paris, et au
. temps. (15 markah)
France
.. C ..,:. Here isa Short phop.e conversation. FiUin the bla~ks~ " Di bawah adalah
.perhualan ringkas melalui telefon.lsikan tempat kosong. I Voici une courte
conversation telephonique. Complcrez la.· (5 markah)
.;. Bonjour! Je ... :.: .......... :.:.................. MrLapointe; (would like to talk to)
-
••.. ........... .
•.. ...... ... ..•.... .
calling.1)
.......... .. ..... ?• (Wh0 IS
C'est Monsieur Dupond. .
. Un instant, s'il vous plait. ......................................(hold on/don't hang up).
n n'est pas ici pour Ie moment.
- • .: .. _...................................... ~ ................... ? (Can I leave a message?)
Bien 8ur,je vaisle prendre.
........ .......... ............. :.................. (I'll call back later), au revoir.
r
tD D - Mrs. Perin is at the airport. Complete the following text using the wor~ given
in the list , Pn. Perin.berada di lapangan terbalJg. Lengkapkan teks berikut .
menggunakan perkataan-perk:ataan yting telah disediakan di bawah I Mme ~erin est a
l'aeroport. Completez Ie texte suivant en utilisant les mots ci-dessous. (to markab) .
r .. ' comptoir visa carte d'embarquement non-fumeurs passager

bagages a main reclamer embarquement atterrissage
escale magasin hors-taxes destination aller-retour affaires
decollage vol rangee agent passeport siege
- Mme Perin prend l'avion a Lyon, a._________d,e New York. Elle fait un
international. Elle a un billet , en classe
Elle est au de la compagnie d' aviation Air France.
Elle parle al' . n veut voir son et son _ _ _ __
Mme Perin ne fume pas. EIle a Ie C dans la _ _ _ _ _ _ _ 20,
dans la section _ _ _ __
Dans l' avion, les _ _ _ _ _ _ _ _ _ _ _ _ _ doivent etre places sous Ie siege
du . Madame Perin n' a pas de probleme. EIle a seulement une

.mallette.
Pour monter dans l'avion, il faut une _~_ _ _ _ _ _-'-_ _ _ _ _ _ __
Mme Perin a enregistre ses bagages jusqu' aNew York. EIle a son talon et elle peut
________._ _ ses bagages aNe)V York.
Avant l' eJJe va au pour
- acheter des souvenirs.
Le vol de Mme Perin va faire nne _ _ _ _ _ _ _ aParis.

Madame Perin est toujours malade au et a1'_ _ _ _ _ _ __
- 2
r
.. '
..
'E - Read the following sentences: answer in French I Baca ayat-ayatyang berikut
dan tuIiskanjawapan dttIam balursa Perapcis I .compl6tez les phrases suivantes: •
repondez en fran~ais. (15markah)
1. When a client goes to the hotel, he speaks to ( _ _ _ _ _ _ _ _ _ _ ).
Apabila pe1ll!!:.ggan pergi lee hoter,llia berhubung dengan ............
2. fu general, the clienthas to fill ma ( d ' ) and show his
passport. Kebiasaannya, pe/anggan perlu mengisi ............dan menunjukkan
pasportnya.
3. A ( _ _ _ _ _ _ _ _ _ _ _ _ _ _ ) is a room for a single person only.,
.,.......... ialah bilik untuk seorang sahaja.
4. H the bedroom ( . ), it must be very noisy. But
if it's facing the sea, it's very nice. Jika bilik itu.........;.. , bLinyinya sangat bising. Tetapi
jika bilik itu menghadaplee laut, sutisananya sangat menarik.,
5. I want to have all my meals in the hotel so I must ask for a room with ( _~__
_ _ _ _ _ _ ). Saya hanya mau menjamu selera di hotel jadi saya perlu' meminta
o
bilikyang· mempunyai............
6. fu winter, I would like a room with ( ) and in summer I would like a
room ( ). Pada musim sejuk, saya mahukan bilik yang dilengkapi
dengan...•.....dan pada musim panas, saya maukan bUlk yg mempunyai........ .
7. It's more expensive but I prefer a room with private ( ). I
don't have to share. Walaupun Iebih mahal tetapi saya lehih 'suka mendapatkan hilik
yang mempunyai ......... persendinan. Saya !idak perlu herkongsi dengan orang lain.
8. My room is on the grd floor so Imust use ( ) to go there. Bilik
saya terletak di tingkat 3 jadi saya mesti menggunakan ............ untuk pergi Ice sana: '
9.'If the hotel is ( ),that means there is no room ( _ _ _ _ _ ).
Jika hotel itu ............ ;·hermakna tidak ada bilik ........... .
lO.The ( to
) help the travelerS carry their luggage.
............ menolong pelanggan membawa bagasi mereka.
11. The ( ) clean the rooms everyday.

, ........... .membersihkan bilik setiap pagi.
12. In many hotels, the clients must ( . , ) theroom before 12.00 on
the day of their departure.. Di kehanyakan hotel, para pelanggan mesti ............ dan
biliknya sebelumjam 12 tengah han pada hari mereka bertolak.
to
13. Before leaving the hotel, the client must go the cashier and pay his ( ).
Sebelum meninggalkan hotel, pelanggan. mesti pergi ke kaunter pemhayaran untuk
membayar ........... .
3
tl
r
. F ~ You are in a restaurant. Match whalthe waiter and the client say I. Anda
. berada di restotan. Padankan perbualan yang sesuai di antara pelayan dengan
pelanggannya. I Vous etes dans un restaurant. Faites correspondre les mots du serveur.
avec ceux du client. (10 mark,ah)
...
Bonsoir Monsieur. Avez vous une Qui, je suis presse.
reservation?
C' est un steack avec des frites,·
Garc;on. Le menu, s'il vous plait ! monsieur.
Voulez-vous . Je regrette mais nous n' en avons plus.

commander maintenant?
Qui, une table pour 2 personnes, au .
,... Que me conseillez-vous ? nom de Mr Durand
[~b Pouvez-vous m' apporter les Je ne sais pas. Apportez-moi la carte

couverts ? des vins.
L'addition s'il vous plait ! Oui Monsieur. Ca fait 20 euros.
N o~ je voudrais des spaghettis Merci pour Ie pourboire. Au revoir.

sauce Bolognaise.
Voila Monsieur. Une fourchette et
Et que! est Ie plat du jour ? une cuillere.
Que voulez-vous borre ? ... Je vous conseille Ie plat du jour.
Gardez Ia monnaie, g~n. Bien sur monsieur, Ie voila.
F()
- 4
11

Sarawak

. (Faculty of Cognitive Science & Human Development)
PBY2022
Bahasa Isyarat
(25%)
Peperiksaan : Akhir Tarikh : 1 Mac2004

(Date)
ro Semester :2 Sesi 2003/2004 Masa

(Time)
: 8-9pagi
( Ijam)
Tempat :BS9 Nama

(Place) (Name)
Pensyarah :Catherine Peter Naill No. Matrik

r Arahan 1. lawab SEMUA soalan


dalamjangkamasa peperiksaan.
duration of test)
4. Calon tidak dibenarkan meninggalkan biIik

peperiksaan dalam masa 30 minit pertama dan 15minit
terakhir.

yang didapati berbuat demikian akan dihukum.
1
,
... ""
-
II
~ ..
Bahagian~A.
Pengajar akaIi menunjukkan isyarat sekali sahaja.siia tulis jawapan anda berdasarkan
isyarattersebut. (5%)
o 5._·____~--____--------------
6.____________________________
9.______________________________
10.._ ________________________
m
',-
Bahagian B
Pengajar akan berisyarat sebanyak dua kali mengenai petikan ini, sila jawab
soalan-soalan berikut dengan lengkap dalam Bahasa Malaysia. (5%)
1. Di manakah situasi ini berlaku?
2. Bagaimanakah rupa binatang ini?
3. Apakah khasiat dagingnya?
4. Apakah kegunaan kulitnya?
5. Apakah tujuan pesawah memelihara binatang tersebut? .
BahagianC.
Pengajar akan menunjukkan Bahasa Isyarat sebanyak dua kali, kemudian jawab
soalan-soalan yang di bawah ini dengan lengkap dalam Bahasa Malaysia. (5%)
L Apakah tajuk yang sesuai untuk petikan ini?
2. Di manakah situasi ini berlaku?
3. Bila situasi mengejut ini berlaku?
4. Berapa orang yang terlibat dalam kematangan ini?
5. Apakah yang dilakukan oleh pegawai kerajaan yang datang ke situ?
r
r
·.. ,
BahagianD
Pengajar akan menunjukkan isyarat dan pelajar diminta menghitamlmenanda .pada
tempat yang berkenaan. (4%)
JloS;',.",.
~~:.,.~ I
<1:.
.'
" : ~'J' . ".~

Bahagian E
Pengajar akan berisyarat mengenai situasi ini, kemudian pelajar diminta menulis
nota berpandu kepada isyarat yang telah ditunjukkan . (6%)
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Sarawak

r
PBI0071
English for Social Purposes 1
(50%)
r""'_,
to Peperiksaan Final Tarikh
(Date)
2 March. 2004
Semester 2200312004 Masa 10.00 a.m. - 11.30a.m.

(Time) (1 ~jam)
Tempat Nama
(Place) (Name)
Pensyarah (Matric No.) :
,...
,,
Araban 1. Jawab SEMUA soaIan
< (lnstmction) (Answer ALL questions)
2. Baca soaIan dengan teliti sebelnm menjawab

(Read the questions carefully before tUtswering)
3. TuIis jawapan hanya di daIam kertas jawapan yang disediakan.

-
,
4. Dilarang bercakap atau mengganggn calon-calon lain di dalam
jangkamasa peperlksaan.
(No tIllking or disturbing other cmtdidates during the duration oftest)
5. Calon adak dibenarkan meninggalkan bilik peperiksaan daIam

6. Menipu adalab kesalaban yang amat serios dan sesiapa yang

';\W¥4I
-
. .. '. .
E. (Questions 41-45) Answer the questions. Write a sentence for each.
41. You want a friend to go to a concert with you. What do you say?
(3)
42. You ask: a friend about tomorrow's weather. What do you say?
(3)
43. A friend asks about your plans next weekend. You aren't sure., You might clean your
apartment. What do you say?
(3)
44. You want to place an order at the restaurant. You want a drink and some fried
noodles. You would like some napkins as well. How do you say that?
(3)
45. Tell about buying something. What did you buy? Where did you buy it?
(3)
(15 marks)
F. The following excerpt is part of a letter from Natasha. Read what Natasha says
/ ,
about her plans and need to learn English. Reply to Natasha in the form of a letter
-) in about 80 words. Include the following details:
o comment on life at the university
o state your plans and ambition.
o mention how you feel about learning English or other languages. (15 marks)'
. .. PVejust compfetetlmg !form sflc.: I am waitingfor mg results. p,{quite fi.I(g. to wort(ant!
eom a lOt ofmoneyl 6ut first I neetf toget some qualifications. I am. tliin/l;jng of appfging for
a pfaa at Universitl !Ma.faysia SMawat(andPmgoing to tfO an economics tfegree. LaWunges
Me important in tIie 6usiness wor~ so tfiJs 6reaRt Pmgoing to enrolfor some P:ngfisfi
lAnguage dasses. I tliinl( it is important to 6e a6fe to speak.. well in ,'Ettgfisfi. I want to feam
ot/ie:r languages aJ& fre.ncIi too. ~t tfo !Iou tIii:nXJ
$
. . , .

.94300 Kota Samai-ahan
,..., Sarawak
I
I
FAKlJLTI SAINS KOGNITIF & PEIVrnANGUNAN MANUSIA
. PBI 0080IPBI 0081lPBI 0030
English for Social Purposes n

(50%)
5.
Examination · . Final Date .. 2 March 2004
Semester 2 Session 100312004 Time 7.15pm- 8.45pm

( I1hhonrs)
Venue · Name
I""'"
Lecturerl MatricNo~ :
IDStnictor
Araban 1. Jawlib SEMUA soalan

(Instruction) (Answer AU., questions)
2. Ba~ solllan dengan teliti sebelum menJawab

(Read the questions carefttUy before answering)
3. Tulis jawapan hanya di dalam kerlas jawapan yang disediakan.

4. Dilarang bercakap atau mengganggu calon-ealon lain di dalam jangkamasa

peperiksaan. .
(No talking tW disturbing other candiilates during the duration of test)
5. Caton tidak: dibenarkan meninggalkan bUik peperiksaan daIam mass 30 minit

pertama dan 15 minit terakbir.
(Candidates are not allowed to leave during the first 30 minutes and the last 15
minutes)
6. Menlpu adalah kesalahan yang amat serius dan sesiapa yang didapati berbuat
demikian. akan dihnkum.
. 22. Pigeons played an important role in the pOstal system in ancient China.
'A. True' ," '
B. False
. 23. The Reut~r$ ,news agency originally used pigeons as a way to send messages.,
A. Tnie
B. False
. . - . .
. 24. Pigeons brought messages from Napoleon directly to Nathan Rothschild.
.A. True ' '
B. False
! 25. funchpigeons were sent to Britaffiin speciru'boxes during World Warn. '
A. True ,.
L ()
B. FciIse
. D:, Writing (40 nutrks) " ,

r Answer both questions in the question booklet provided.
1. You have not been feeling well and you are unable to attend a lecture tomorrow. Write a note
l""'" (not.mol'e than 50 words)to yourfriend. asking binllhertotake the lecture notes for you.
(lOmarks) " , ' . , ,
- - ,..' .
-
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2. Your younger brother/sister has jUst registered to study in a local university and will be away
from home for the first time. Write a letter (between 160 wordS to 200 words) to bimlher
giving advice on how to adjust to university life. (3Omarks)
J .4 iN
. 94300 Kota Samarahan
-.
, Sarawak ..
FAKULTI SAIN'S KOGNITIF & PEMBANGUNAN MANUSIA

of
. . (Faculty Cognitive Science & Human Development)
PBIOO52
English for Academic Purposes
(30%)
Exaoination :FUud Date : 4Matth 2004

Peperiksaan Tari1ch
I""'"
:n. 200312004 : 4.30~7.30 pin
~().
Semester· TIme
Masa (3 hours)
Place Name
Tempat Nama
Lecturer Matrie No. :.

'i' ,.: .';

. . ,. ... .
•In.sh.uctions· ! . . 1~" .AnswerALL~uestions. . i
Arah4n . '. Jawab SEMUA soalan.

Boca soalan dengan teliti sebelum menjawab.

TUlis jawapan hanya di dalam kertas jawapan yang disediakati.
4. No talking or disturbing other candidates during th~ examination.

Dilarang bercakap atau mengganggu calon-caloh lain. di dalam
jqngkamasa peperiksaan. . .

t~ first 30 minutes or the last 15 minutes of the
examination.
Calon tidak dibenarkan meninggalkan billk peperiksaan daiam inasa 30
minit pel1ama dan 15 minit terakhir. .
6. 'Cheating is a very serious offence. Any ca:ndidate caught doing so

Menipu adalah kesalahanyang amat serius dan ses~apa yang didapati
berbuatdemikian akan dihukum.·
..
-
-
- - -
Write a discussion of about 500 wo!'ds on the topic below. Cite at least one source in your-_
text.
_Question:
Have computers made lITe better? Discuss.
C)
1 "
,-
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UNIVERSITI MALAYSIA SARAW~K
Sarawak

PBI0062·
English for Professional Purposes
(50%)
Examination Final Date 1 March 2004
Semester 22003/2004 7.15pm-9.15 pm

(2 hours)
. Venue Name
LecturerlInstructor: Matricno.

(InstrUctions) (Answer ALL questions)

3. TuBs jawapan hanya di dalam kertas jawapan yang disediakan.


jangkamasa peperiksaan. .
(No talIdng or disturbing other candidates during the duration of test)

6. Menipu adalah kesalahan yang amat senus dan sesiapa yang

/ didapati berbuat demikian akan dihukum. .
L;a
,
,.
Instructions:
Answer ALL questions .
. Answer questions 1 and 4 in this booklet.
Answer questions 2 and 3 on the foolscap paper provided
Question 1: Memo (10% )
Answer this question in the space provided below~
You are taking yourannuaI holiday at the beginning of next month and you will be out of
the office for three weeks.
Write a memo of 30-40 words to your secretary, telling himlher:

• when you are going on holiday and for how long
• 'Yhat should happen to your mail
• what helshe should do in case of an emergency_
()
._ _________________________________________________- -_______________;_.___w_.._ ___________

J
Question 2: Letter of complaint/adjustment (15%)
You are the secretary in a company, which makes plastic tableware. Your boss, 10hn has
"...
left the letter below for you to answer.
I
Write a letter of lOOM200 words to Ms Jerome, explaining the reason for the damaged
goods. Use the information in her letter and the notes from your boss.
Pl~ wnttl. b:t&';to ~$ ,ruo:me.
WI~ re.r~s)' e-f-c... We tnus-tn't loSe.. ~
Cw.3-~mer- ~ 1ha.nh - ~~I'\

Quality Cafeterias Inc.
New Road
Kuching
"...
19 February 2004
tD
The Manager
Plastic-A-Plenty Co.
Demak Industrial Estate
Petra Jaya
Kuching
5 10:At'S ~ be.
Dear S i r l M a d a m . \ / . ~Q.cl:.
PL~CTABLEWARE - Product nos. 0821(forks) and 7234 (bowls)
We have used your company as a supplier to our restaurants for several years, and until recently the quality
of your products has always been good. . .
However, on 15 January this year, we took delivery for some plastic tableware, which was of extremely
poor quality. Many of the bowls were chipped and several of the forks were broken. We cannot use them in
our cafeterias. . ~ W~ ""II t"e.rlAce it..em tu at cJ..~
I do hope that such a delivery will not be repeated, and that your supplies to us in the future will again be of
high quali . If, however, we receive any further faulty plastic tableware from you, we will be obliged to
find ano plie to provide us with goods, which meet our own high standards. I am sure you will be
able to provide a satisfactory explanation.
Yours faithfully
(J.n~~.
,.-
A.Jerome
Restaurants Director
-
..
Question 3: Report Writing (15 % )
. Many students have been complaining about the availability of computer units on the
university campus. In response to these complaints, the management of the university has
proposed the setting up of cyber cafes and has informed the Student Representative
Council.. . . ..
As Head of Student Welfare, you have been asked by the president to study the feasibility
of the proposal. .
Proposal by university management for the setting up of Cyber Cafes
• To set up three cyber cafe units on main campus

• Setting up of these cafes - in 2 phases
• Cost of project- funded by the university
• Charge students entrance fee based on hours
• Cyber cafes - to operate from 6.0Opm -12.00pm, Mondays to Fridays
• Each cyber cafe - to have a maximum of 20 computer units only
Write a feasibility report on the proposed project to be submitted to the President of The
Student Representative Council in the form of a memo.
,l
.,---------------------------------
, .1:4
) <'I .~ ..
1 1 <1
Answer Question 4 in this booklet.
Question 4 [10 %]
Consider the following minutes of a meeting. Some items need to be revised. Rewrite these items using the correct format and
appropriate language for minutes of meetings. Write your answers in Column A.
Minutes of the fourth meeting of the Student Affairs Committee on 26tbFebruary 2004 at 10.00 am in Seminar Room 3, UNIMAS
Present Absent with Notice
Mr, Azmi Salleh -Chairperson Ms.Lily Tan Mr. David layalingam
Mr. Tony Lee - Secretary Ms. Karmila Daz
Mr. Chua Peng How Mr. Keith Hu
Ms. Noraida laafar Mr. Ian Roberts
Ms. Shereen Abdullah Ms. Ng Mei Lee
Action Column A (Write your answers in this column)

The chairperson welcomed all members to the meeting.
1. Apologies for absence

Mr. Jayalingam told the chairperson that he was. not able to come to the
meeting because he had doctor's appointment
2. Minutes of the previous meeting

Nobody made any comments, so the chairperson confirmed the minutes of
the previous meeting
3. Matters arising
The chairperson announced, " Since we don't have any matters arising can
we proceed with the meeting?"
---.. ~ -
<'-"""
..
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4. Library
The chairperson points out that the library is.underused. The committee
carried out a survey and the result is that only 53% of the student population.
use the library. He asks the committee for any suggestions on how to
overcome this problem.
4.1 Ms Abdullah says that the university should improve facilities in the
library to encourage more students to use it.
4.2 Mr. Roberts agrees and suggests that more reference books be bought
and kept in the library as he feels that the library has insufficient reference
books. He also wants the library to extend its opening hours till 1.30 p.m.
from Monday to Saturday and till 2.00 p.m. on Sunday.
4.3. The committee agrees to the suggestions made and wants these to be Mr. Lee
forwarded to the proper authority for actions to be taken. The chairperson
asks the secretary to send a letter to the Chief Librarian outlining these
suggestions.
5
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5. Students' Parking Space

Ms. Daz brings up the issue of students' parking space in campus. The lack
of space to park their vehicles is causing a lot of anguish among students.
They complain that they have to park their vehicles outside campus and this
is an inconvenience to them especially on rainy days.
5.1 Hu thinks that students should not be deprived of such basic amenity and
he suggests that several members of the committee headed by the
. chairperson discuss the issue at length with the relevant parties.
5.2 The committee agreed to the suggestion. Ms. Tan volunteered to make
arrangements for this special meeting.
6. Get.Together- Night
Everybody agrees that the Get- Together~ Night will be held on Saturday
Get~
19th June 2004. Mei lee, Noraida and Chua agree to take charge of the
Together-
arrangements. Noraida will contact the local hotels to make preliminary
Night
enquiries about theirJacilities. She will tell us about it in the next meeting.
Committee
7.Any Other Business
No more
8. Date of next meeting

All agree: Monday 15 th March 2004, 9.00a.m.,Seminar Room 1, UNIMAS
The meeting adjourned at 1.00 p.m. with a note of thanks from the chairperson.
msz/epp/sem2/2003/2004
6
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lTNIVERSmMALAYSIA SARAWAK
94300 Kota Sama.~
Sarawak
- , . ( .", . . . . .
FAKULTI SAINS KOGNITlF & PEMBANGUNAN MANUSIA

(FacUlty ofCognitive Scienc~ & Human Developnrent)
PBM2202
Bahasa Melayu
(40%)
Peperiksaan Akhir , Tarikh 4 Mac 2004

~ ( Date)
1\0' Semester It Sesi 200312004 Masa 8:00pm -lO:OOpm

(Time) (2jam)
Tempat Nama.
(Place) (Name)
Pensyatah No.Matrlk
(Lecturer) ,,(Matrie No.)
,
'Araban 1. Ja:wab SEMUA soalan
".., (Instruction) (Answer AU questions)
2. Baca soalan dengan teliti sebelum menjawab ,

(Read the tjuestions carefuUy before answering)
3. Tulis jawapan hanya di dalam keriaS jawapan yang disediakan. '

(Write the answers only in the answering sheets provided) .
4. Dilarang bereakap atao mengganggu calon:..ealon lain di dalam

(No talking or disturbing other candidates during the duration 0/ test)
,...
5. CaJon tidak dibenarkan meningga1kail bilik peperiksaan daIam:
masa 30 minit pertama dan 15 minit terakhir. '
(Candidates are not allowed to ieaveduring the first 30 minutes and
'6. Mempo adalah kesalahan yang amat

seriusdmi sesia;a yang
didapati berbuat demikian akan dihuknm. ' ,
(Cheating is a very serious offence. Any candidate caught doing so
,willface disciplinary action), '
38. Pilih salutasi yang SALAH dalam ucapan
a. Yang Dipertuan Negeri - Tuan Yang Temtama

b. Tan Sri - (Yang Berjawatan Politik) - Yang Berbahagia
c. Datuk Sen (Tiada jawatan politik) - Yang Amat Berbahagia
d. Menteri _.yang Berhormat
39. Pilih petiggunaan kata sendi nama yang BETUL dalam ayat-ayat berikut.
a . Keputusan dari penghakiman yang saksama itu. telah mengembirakan kedua

dua belah pihak.yang terlibatdalam perbicaraan tersebut.
b. Pembunuh sel-sel perumah, yang mana ia adalah satu sifat perasit, dijayakan
Qleh rembesan enzim.
c. Di manabumi dipijak,di situ langit dijunjung.
d. PelakSanaan projek tersebut dibawa kepada tahun hadapan.
40. Pilih ejaan yang BETUL

()
a. lapok. c. serOOk
b. lakun d. tulen
BAHAGIAN B : SOALAN STRUKTUR (20 MARKAH)
Laras Minit Mesyuarat

Ayat-ayat berikut dipetik daripada penulisan minit mesyuarat. Gantikan perkataan
perkataan yang dihitamkan dengan perkataan atau gaya bahasa yang Iebih sesuai. Anda
.tidak perIu menulis semula ayat tersehut.
L Ahli jawatankuasa Tertinggi Unimas ak:an memikirkan cadangan-cadangan

yang telah dikemukakan oleh pelajar-pelajar bagi memperbaiki kemudahan
yang terdapat di universiti ini
2. Minit Mesyuarat Ke-13 Fakulti Sains Kognitif dan Pembangunan Manusia

disahkan tanpa sebarang perubahan.
3. Mesyuarat tidak akan mencadangkan agar sem~a peserta Khidmat Siswa

diberi sijiI penghargaan.
..
4. . Lembaga bersetuju meluluskan perlaksanaan projek tersebut bergantung
kepada adanya belanjawan yang mencukupi.
5. Pengerusi minta kerjasama semua AJK untuk memperbaiki serta mengemas

bilik komputer guru pelatih.
(1 markah x 5 = 5 markah)
Laras Laporan
.Ayat-ayat berikut dipetik daripada penulisan laporan penilaian bertajuk ''BengkeI
. Kecemerlangan Din". Terdapat banyak kesalahanbahasa dalamayat-ayat tersebut~
Antaranya, petnllihan perkataan yang lrurang tepat, maksud' ayat kurang jelas kerana
struktur ayat yang janggal, gaya bahasa yang tidak menepati konteks dan frasa yang
melewah.
r
iO.
"'-/ Anda dikehendaki membetulkan kesalahan tersebut tanpa mengubah maksud asalnya.
Anda dibenarkan mengubah struktur ayatnya .
1.. ,Aktiviti yang dijalankan sepanjang bengkel "Kecemedangan Diri" pada kali ini
adalah tidak mencapai sasaran.
---~---.---------------~--~---~----------'--------------------------------~-----------------------------
(1 markah)
2.' Berdasarkan pemerhatian yang dijalankan, kebanyakan pelajar didapati

mengantuk semasa aktiviti bengkel sedang dijalankan disebabkan faktor suhu.
Dewan yang digunakannntuk menjalankan aktiviti ini terlalu sejuk.
(2markah)
:3. Para fasilitator juga hams memastikan bahawa suhu dalaril dewan tersebut
mengikut kehendak pelajar supaya tidak terlalu sejuk atau terIalu panas.
9
"-,
(1 markah)
4. Para peserta juga sepatutnya dinasihatkan untuk berpakaian .tebal sebelum.
datang ke dewan.
. .
-----~---------<-----------------------------------------------------------------------------------~------
------------------.--------------------------------------------------------------------------------------
(1 markah) .
5. Berdasarkan maklumat yang diperolehi darlpada borang kaji selidik yang telah
diberikall keparui parapeserta, ·lapan puluh peratus (80%) daripada peserta
berpendapat bahawa mereka tidak memahami ceramah tersebut.
(1 markah)
o 6. Topik ceramah yang ditetapkan oleh penganjur. tidak relevan dengan tema
bengkel kali ini. Pada masa akan .datang, diharap pihak penganjur dapat
memastikan bahawa topik ceramah adalah sesuai dengan tahap minda pelajar.
---------.--.-~--------~-------. -------------------------------------------------------------------------
(2 markah)
7. Inibermaksud, para penganjur perIu menetapkan topik-topik ceramah yang

tidak terlalu serius kerana ia tidak membawa apa-apa manfaat kepada para
peserta jika mereka tidak memaharninya.
(2 markah)
10
a
, Laras Memorandum
Bahasa dalam laras memorandum banyak menggunakan ungkapan-ungkapan khas.
Berikan sam contoh gaya atau, penggunaan bahasa yang sesuai dan tepat untuk setiap ,
tujuan berikut. Contoh ayat yang diberikan hendaklah jelas dan lengkap.
Cth: ( menyatakan terima kasih)
Pertlmbangan dan kelulusan daripada pihak tuan amatlah dihargai dan kami
dahului dengan ucapan terima kasih.
1. Membuatperakuan penerimaan barangan yang'dihantar ke pejabat
,
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2. ' Memohon bantuan dalam sebarang bentuk daripada pihak tertentu
lO
-------,-----------------------------------------------------------------------------------------------
3. Memohon pertimbangan/kelulusan dan menyatakan harapan
-------------*-----------------------------------------------------------------------------------------
4.' 'Menetapkan tarikh penerimaan borang atau jawapan mengenai sesuatu perkara
5. Menyampaikan satu keputusan yang kurang positif.
(1 matkahx 5 =5 markah)
11
BAHAGIAN C : SOALAN ESEI (20 MARKAH)

. .
Arahan: Teks berikut dipetik. daripada artikel bertajuk "Penyesuaian dan Tumbearan
[lam Siakap, Lates Calcarifer Dalam Air, Tawar". Faktot-faktor seperti topik
perbincangan; tujuan, hubungan sosial dan cara penyampaian adalah antara faktor yang
mempengaruhi dan menentukan gaya serta penggunaan bahasa dalam konteks tertentu.
Berpandukan teks berikut, bincangkan ciri-ciri laras bahasa ilmiah dan faktor-faktor
yang mempengaruhi penggunaan bahasa daIam bidang tersebut.
KEPUTUSAN KAJIAN DAN PERBINCANGAN
Pada perpindahan secara langsung, anak ikan siakap telah berupaya untuk
menyesuaikan diri' kepada kepekatan sebingga 1 % air masin dengan 100% kadar
kemandirian pada suhu air 28.3 - 30.4 Celsius. Kematian sebanyak 10% berlaku dlam
air tawar. Anak ikan siakap berupaya bidup dalam air tawar jika mereka disesuaikan
terlebih dahulu dalam sama ada 3% atau 1% air masin untuk selama saina ada 24 atau
() 48 jam sebelum dipindahkan ke dalam air tawar. Anak ikan yang ditemak dalam air
tawar mencapai saiz 50.2mm panjang atau seberat 1.91g selepas 5 minggu, sedangkan
temakan dalam air masin mencapai saiz 57.0mm panjang atau 2.62g pada suhu 28.3
30.5 Celsius. Kadar kemandirian ikan yang ditemak dalam air tawar (68%) adalah
rendah berbanding dengan temakanair masin (86%). Kadar penukaran makanan
adalah masing-masing lebih kurang 1.2 dan 1.9 untuk anak ikan yang ditemak dalarn
3ir masin dan air tawar.
Anak ikan yang telah disesuaikan terlebih dahulu dalam sarna ada 3%,2% atau
1% air masin sebelum ditemak dalam air tawar telah menunjukkan tumbesaran yang
harnpir serupa dengan tumbesaran ikan yang dipindahkan secara langsung dari air
masin kepada air tawar.;Walau"bagaimananapun, tumbesarandan .kadar .kemandirian.
adalah lebih rendah jika berbanding dengan yang ditemak dalam air masin (Rajah 2),
Chervinski (1977) telah' mendapati bahawa anak ikan belanak ,CheZon Labrosus (18 -'
32mm, panjang) berupaya bidup dalam perpindahan secara langsung dati 100% air
masin kepada .air tawar dengan 100% kemandirian, sementara Liza Saliens (25
43mm., panjang) berupaya untuk hidup sebingga cuma 5% air masin dan kedua-dua
spesies dilaporkan memasuki perairan air payau untuk mencari makanan.
Anak ikan siakap tidak boleh hidup dengan 100% apabila dipindahkan dari
100% air masin kepada air tawar. Walau bagaimanapun, melalui penyesuaian mereka
boleh hidup dalarn air tawar. Besar kemungkinan jika semakin lama tempoh masa
penyesuaian semakin tinggi kepekatan air masin itu, maka anak ikan siakap akan dapat
hidup dalam air tawar dengan lebih baik lagi.
Anakikan siakap yang ditemak dalam air tawar telah menunjukkan kadar
tumbesaran dan kurang kemandirian jika dibandingkan dengan yang ditemak dalam air
masin. Liao et.al (1971) telah menjelaskan bahawa kadar tumbesaran juvenile MugU
Cephalus yang ditemak dalam air tawar adalah kurang baik. Mereka hanya mencapai
saiz 8.9mm panjang dan berat cuma 6.25g selepas 129 hari selepas menetas. Kajian
tumbesaran ikan iiri dalam sangkar atau kolarn air tawar sebingga ke saiz pasaranperlu
dijalankan untuk mendapatkan maklumat lebih lanjut lagi.
12
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HELAIAN JAWAPAN
NO.MATRIK: FAKULTI: . KOD PROGRAM:
PERINGATAN: mTAMKAN JAWAPAN PILIHAN ANDADENGAN JELAS
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Kertas Soalan Peperiksaan Akhir Fakulti Sains Kognitif Dan Pembangunan Manusia Universiti Malaysia Sarwak PDF

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SEMESTER 2 SESI 2003/2004

FAKULTI SAINS KOGNITIF DAN PEMBANGUNAN

Unit Peperiksaan Fakulti Sains Kognitif Dan

Pembangunan Sumber Manusia

Keselamatan & Kesihatan Pekerja

FAKULTI SAINS KOGNITIF &PEMBANGUNAN MANUSIA

Tempat BS24 & BS25 (KI) Nama

Pensyarah Leniiw Roman r No. Matrik

Arahan: 1. Jawab SEMUA soalan

2. Saca soalan dengan teliti sebelum menjawab

3. TuUs jawapan hanya di dalam kertas jawapan yang disediakan,. Untuk

4. Dilarang bercakap atan mengganggu calon-calon lain di dalam jangkamasa

5. Calon tidak dibenarkan meninggalkan bilik peperiksaandalam masa 30

PART FOUR: STRUCTURED QUESTIONS. Answer aD questions. Write your answers in

1. Define and differentiate between the following concepts:

b) Learning Structure in "Pedagogy" and "Andragogy" approaches (5 marks)

Confidential Page 4 of5

Confidential PageS of5

- UNIVERSITI MALAYSIA SARAW AK

FAKULTI SAINS KOGNITIF & PEMBANGUNAN MANUSIA

Penrekaan dan Pengurusan Program Latihan

Peperiksaan: Akhir Tarikh 3 Mac, 2004

Semester : 2 Sesi 2003/2004 Masa 10.00 am 12:00 am

Te~pat : DK1, 8S23 Nama

Pensyarah No. Matrik

Arahan: 1. Jawab SEMUA soalan Bahagian A dan C dan hanya

Please Answer All the Questions

-------~~----------------- .... - - -....­

--~~ ...~ ...~.

1. . Evaluate how performance appraisal infOlmation can be use when

2. Why would some managers resist conducting evaluation of training

3. As a human resource development professional, you are to conduct special

4. Discuss the four levels of evaluation that make up Kirkpatrick's model of

- evaluation. Identify one example of data at each level that might be

Answer the entire questions base on the case study below

QC101 Ltd is a thriving electronics manufacturing company The

The company has always invested heavily in training its workforce.

Walking through the production department a few weeks ago, the

2. Propose one appropriate type of training would you recommended to

the non-technical staff and why? (5 marks)

3~ Would you consider purchasing a training program from outside?

. Provide your rationale. (5 marks)

. 4. Many of the courses that people were applying for appeared to be

FAKULTI SAINS KOGNITIF & PEMBANGUNAN MANUSIA

Peperiksaan Akbir(35%) .Tarikh 5 Mac 2004

Pensyarab Puan Masiniah Marzuki No.Matrik

Araban 1. Jawab SEMUA soamn eli Bahagian A dan C.

2. Baca soalan dengan teliti sebelum menjawab

3. Tulis jawapan hanya di dalam kertas jawapan yang disediakan.

4. Dilarang bercakap atau mengganggn calon-calon lain eli dalam

5. Calon tidak dibenarkan meninggalkan biIik peperiksaan dalam

6. Menipu adalah kesalahan yang amat serius dan sesiapa yang

because she has a date. Fazira's grandmother is

A. Not a typical elderly adult

PARTB: BRIEF ESSAY QUESTIONS (20%)

INSTRUCTION: ANSWER TWO QUESTIONS ONLY FROM THE FOLLOWING

2. List and discUss four negative consequences of teen pregnancy (10%).

TRY YOUR VERY BEST!!!

UNIVERSITI MALAYSIA SARAWAK

FAKULTI SAINS KOGNITIF & PEMBANGUNAN MANUSIA

Semester :II, 200312004 Time :10­ Itgh

Place : BS20&DK6 Nama

-------~~----------------- .... - - -....

Semester :II, 200312004 Time :10 Itgh