Abstracts for AIMC 2017
M- LEARNING AMONG HIGHER LEARNING STUDENTS IN KOREA: IMPLICATIONS ON PREDICTING FACTORS AND MODEL
Corresponding Author: Sharifah Sariah Syed Hassan Associate Professor Dr
Co-Authors: Zahra Mardani Landani Abstract
Introduction: With the advent of communication technology evolution , learning becomes flexible and accessible at any time and anywhere. Educational technology researchers have extensively integrated the Theory of Acceptance Model (TAM) and Planned Behavior to link the beliefs and actions to predict mobile learning. This study attempted to predict a hypothesized model of mobile learning culture via smart phone. In this present study, the m-learning culture is conceptualized from the factors of attitude, ethical use, technology competent; technology reliance and social well being. Social well being from the perspectives of The Adaptive Structuration has been integrated to underpin the study. Methodology: 185 samples were drawn from the population of Korea University in Seoul, Korea. Using self constructed questionnaire for the survey, the analyses involved descriptive and simultaneous Multiple Regression Analysis (MRA). The study was supported with qualitative design via interviews. Findings: The findings indicate all predictors are significant except for technology reliance and ethical use. Social well being is the highest predictor for m-learning via smartphone.
The qualitative findings have indicated that Korean students show high ethical use of mobile technology which is already embedded as part of their culture. Contribution: This study has been explored from both quantitative and qualitative research which provide important empirical information to support m-learning culture and its predictors. The findings have contributed to a model of m-learning which extends the literature and existing models of TAM and Theory of Planned Behavior. This study which has been carried out in Korea provides a benchmark for future research to further validate and cross validate in Malaysia and other countries in the world. The mobile learning trend can be put forward for others to learn from Korean's experience.
Keywords: m-learning, smartphone, higher learning, Theory of Acceptance, Theory of Planned Behavior,The Adaptive Structuration
Abstract ID: AIMC-2017-SSH-791
STUDENTS’ EXPERIENCES OF A BLENDED LEARNING ENGLISH COURSE IN A MALAYSIAN UNIVERSITY
Corresponding Author: Nursyuhada' Ab Wahab Universiti Sains Islam Malaysia
Co-Authors: Melor Md Yunos; Farah Adilah Abu Bakar Abstract
Introduction: The use of Blended Learning (BL) to teach language in higher education institution has increased significantly in line with the advances of technology. Methodology: This preliminary mixed-method study was conducted to describe the challenges experienced by the students and identify the current learning strategies used by students in Blended Learning English course. Findings: Quantitative and Qualitative analyses of the data revealed the beneficial growth of student agency. It is also found that blended learning approach provides a positive learning attitude among students despite the challenges that they have experienced. Contribution:
These findings contribute meaningful insights to the teaching and learning practices especially for General Teaching and Learning Practice, ESP course, and Blended Learning Pedagogy in Malaysian context.
Keywords: Blended learning, experience, ESP and Higher Education Institution
Abstract ID: AIMC-2017-SSH-793
FIRST LANGUAGE UTILIZATION BY ‘NON-SPECIALIST’ ENGLISH TEACHERS IN SECOND LANGUAGE CLASSROOMS
Corresponding Author: Noor Hayati Romli Universiti Kebangsaan Malaysia
Co-Authors: Mohd Sallehhudin Abd Aziz Abstract
Introduction: According to the Ministry of Education Malaysia, there were thirty three thousand ‘non- specialist’ English language teachers teaching the English in primary and secondary schools in 2013. These teachers were originally trained to teach subjects like Geography, Science, Physics, History, and Malay but instead they were asked to teach the subject. With a large number of these ‘non-specialist’ English teachers in service, this research attempts to investigate the extent to which these teachers use Malay or the first language in their classrooms. Methodology: This study adopts a qualitative research design in its approach to the investigation and a total of six inexperienced and experienced ‘non-specialist’ English teachers were purposely chosen from three districts in the state of Pahang to partake in the study. They were interviewed comprehensively and some of their lessons were systematically taped recorded. Findings: The results from the interview and observation show contradictory findings on the use of Malay by these English ‘non-specialist’
teachers. Contribution: Malay was excessively employed by 'non-specialist’ English teachers even when they had the chance to use simple English in their lessons.
Keywords: English as a Second Language, Malay, ‘Non-Specialist’ Teachers
Abstract ID: AIMC-2017-SSH-796
DEVELOPMENT OF WORDS VISUAL MEDIA FOR STUDENTS WITH HEARING IMPAIRMENT TO STIMULATE LANGUAGE SKILLS IN PRIMARY SCHOOL IN JAKARTA
Corresponding Author: Dr. Murni Winarsih, M.Pd University State Of Jakarta
Co-Authors: Agatha Pianora Saris, S.Pd ; Gabriela Ariel Astari Abstract
Introduction: This study aims to produce visual word form of media that can stimulate language skills of students with hearing impairment in inclusive elementary school. This study’s background are the lack of language skills and communication students with hearing impairment who attend inclusive elementary school in Jakarta, less pedagogical competence of teachers in recognizing the characteristics of students with hearing impairment, and the absence of a special media that is designed according to the learning needs of students with hearing impairmen Methodology: This study uses research and development (R and D) Borg and Gall. In the first year carried out a preliminary study to obtain data on the ability of mastering vocabulary students with hearing impairment who attend inclusive elementary school in lower grade, grade 1,2, and 3. In second year developed words visual media that can stimulate students with hearing impairment language skills based on the results of the preliminary study in the first year. The development of words visual media before the field tests
validated by media experts, subject of hearing impairment experts and Informatics and Technology experts.
Based on research development steps Borg and Gall, and then tested one to one that is testing on words visual media to three students with hearing impairment, then conducted small group test and field test. In a field test on words visual media tested on 30 people of students with hearing impairment.
this media designed for develop students with hearing impairments’ language skills require special media designed specially according to their characteristics. Through the sense of sight then in the learning process teachers should use visual media to replace the sense of hearing that is not functioning. Findings: This research is using the Research and Development Borg and Gall begins with a needs analysis in the field through the initial research that produces findings vocabulary objects students with hearing impairment has just reached 53% and 47% still need to improve their language skills through specialized media in accordance with the characteristics and visual learning styles students with hearing impairment. The development of word visual media is designed in the form of word learning CD, which contains 60 nouns images and writings, which consists of 20 nouns in schools, 20 nouns in the house and 20 nouns in the environment around the child. Word visual media is equipped with words cards and books usage guidelines. After field trials showed that the word visual media can stimulate and improve the language skills of students with hearing impairment in inclusive primary school. Expected that through the use of words visual media students with hearing impairment can follow learning in inclusive schools and can communicate optimally. Contribution: Contribution this research is helping student with hearing impairment in improving their language ability so they can communicate well.
The originality this research has never been done befor in Indonesia, the existed research which is word video is for students in general while this research is delveloped for student with hearing impairment.
Keywords: Word visual media, language skills, students with hearing impairment, and inclusive school
Abstract ID: AIMC-2017-SSH-797
IMPROVE LANGUAGE SKILL STUDENTS WITH HEARING IMPAIRMENT THROUGH VISUAL MEDIA
Corresponding Author: Dr. Murni Winarsih, M.Pd University State of Jakarta
Co-Authors: Agatha Pianora Saris, S.Pd ; Gabriela Ariel Astari Abstract
Introduction:
This study aims to produce visual word form of media that can stimulate language skills of students with hearing impairment in inclusive elementary school. This study’s background are the lack of language skills and communication students with hearing impairment who attend inclusive elementary school in Jakarta, less pedagogical competence of teachers in recognizing the characteristics of students with hearing impairment, and the absence of a special media that is designed according to the learning needs of students with hearing impairment. Methodology: This study uses research and development (R and D) Borg and Gall. In the first year carried out a preliminary study to obtain data on the ability of mastering vocabulary students with hearing impairment who attend inclusive elementary school in lower grade, grade 1,2, and 3. In second year developed words visual media that can stimulate students with hearing impairment language skills based on the results of the preliminary study in the first year. The development of words visual media before the field tests validated by media experts, subject of hearing impairment experts and Informative and Technology experts. Based on research development steps Borg and Gall, and then tested one to one that is testing on words visual media to three students with hearing impairment, then conducted small group test and field test. In a field test on words visual media tested on 30 people of students with hearing impairment.
this media designed for develop students with hearing impairments’ language skills require special media designed specially according to their characteristics. Through the sense of sight then in the learning process teachers should use visual media to replace the sense of hearing that is not functioning. Findings: This research is using the Research and Development Borg and Gall begins with a needs analysis in the field through the initial research that produces findings vocabulary objects students with hearing impairment has just reached 53% and 47% still need to improve their language skills through specialized media in accordance with the characteristics and visual learning styles students with hearing impairment. The development of word visual media is designed in the form of word learning CD, which contains 60 nouns images and writings, which consists of 20 nouns in schools, 20 nouns in the house and 20 nouns in the environment around the child. Word visual media is equipped with words cards and books usage guidelines. After field trials showed that the word visual media can stimulate and improve the language skills of students with hearing impairment in inclusive
primary school. Expected that through the use of words visual media students with hearing impairment can follow learning in inclusive schools and can communicate optimally.
Contribution: Contribution this research is helping student with hearing impairment in improving their language ability so they can communicate well. The originality this research has never been done befor in Indonesia, the existed research which is word video is for students in general while this research is delveloped for student with hearing impairment.
Keywords: Word visual media, language skills, students with hearing impairment, and inclusive school
Abstract ID: AIMC-2017-SSH-804
PERBEZAAN SKALA INTEGRASI PEMBELAJARAN MAKMAL SAINS TERHADAP PELAJAR SEKOLAH DI MALAYSIA DAN JEPUN
Corresponding Author: Nor Aina Mhd Khotib Universiti Malaya
Co-Authors: Abdul Muhsien Bin Sulaiman Abstract
Introduction: Suasana pengajaran dan pembelajaran memiliki signifikan yang tinggi terhadap pencapaian pelajar dalam sesuatu subjek. Ini kerana suasana pengajaran dan pembelajaran mempengaruhi minat dan sikap pelajar, justeru mempengaruhi pencapaian pelajar dalam bidang akademik. Kajian ini telah dijalankan untuk melihat perbezaan skala integrasi (sejauh mana aktiviti amali digabungkan dengan teori dalam kelas) antara sekolah terpilih di Malaysia dan Jepun berbasiskan makmal Sains. Kajian ini memerhatikan pengaruh, pemahaman dan minat pelajar terhadap sesuatu subjek yang dipelajari (dalam bidang Sains). Hal ini diambil kira kerana Jepun dianggap antara negara yang terbukti mengalami perkembangan pengajaran dan pembelajaran Sains yang efektif disamping juga turut memiliki suatu bentuk pengajaran dan pembelajaran yang tersendiri. Standard pengajaran dan pembelajaran dibandingkan dengan amalan pengajaran dan pembelajaran di Malaysia. Methodology: Borang kaji selidik telah digunakan sebagai instrumen kajian. Responden terdiri daripada pelajar sekolah menengah di beberapa buah sekolah di Malaysia dan Jepun. Findings: Tujuan perbezaan integrasi ini dikaji adalah disebabkan bacaan kemasukan pelajar Sains di peringkat sekolah Malaysia dicatatkan begitu rendah berbanding kemasukan pelajar dalam bidang sastera pada tahun 2015-2016.
Justeru, perbezaan tersebut dapat membantu untuk mengenal pasti antara punca kekurangan kemasukan pelajar Sains di peringkat sekolah di Malaysia. Contribution: -
Keywords: Pengajaran dan pembelajaran Sains Jepun-Malaysia, minat dan sikap pelajar Sains dan integrasi pembelajaran berasaskan makmal Sains.
Abstract ID: AIMC-2017-SSH-807
THE IMPLEMENTATION OF FIELDWORK PROGRAM BASED LESSON STUDY TO IMPROVE PEDAGOGICAL SKILLS OF TEACHERS AND STUDENTS LEARNING OUTCOMES
Corresponding Author: Suparti Universitas Negeri Malang
Co-Authors: Andriati Aziizah Syafitri; Betharisa Atsala Abstract
Introduction: The main purpose of this research was to explain how the implementation of Fieldwork Program (Praktik Pengalaman Lapangan/PPL) based lesson study can be improve pedagogical skills of teachers and students learning outcomes. The study was conducted based on basic question, how to improve teachers’s skills and students’s learning outcome. Methodology: This research is a class action research that uses descriptive qualitative approach. The research is conducted in PGRI Vocational School in Malang, Indonesia, with 33 students (eleventh grade) and one teacher who became a model teacher. The instruments used in this research such as (1) the execution sheet of the lesson study steps which includes 3 steps such as plan, do, and reflection (see), (2) learning observation sheet, (3) teacher pedagogic skill assessment form that contains the assessment aspect as well as the teacher pedagogic indicator (PPL students) during learning process, (4) cognitive test questions used is quiz (post test), (5) supporting data such as students’ responses questionnaire and field notes.
Findings: The results showed that implementation of PPL based lesson study can improve pedagogical skills of teacher from 69,4 to 77,75 point. The increase of teachers pedagogical skills have an impact on students learning outcomes. Students learning outcome can be reflect on classical completeness class, raised from 68,73% to 87,96%. Based on these results can be concluded that the implementation of PPL based lesson study can improve teachers pedagogical skills and students learning outcomes Contribution: This research will
strengthen the rationale for using lesson as an alternative method to increase teachers’s skill (especially on pedagogical skill) and students learning outcome
Keywords: lesson study, pedagogical skills of teachers, students learning outcomes
Abstract ID: AIMC-2017-SSH-809
THE EFFICIENCY OF USING ROLE-PLAY IN ENHANCING SPEAKING SKILLS AMONG TERTIARY STUDENTS
Corresponding Author: Marsha Lavania Manivannan Southern University College
Co-Authors: Kevin Raj Abstract
Introduction: Speaking is an ability that demands the mastery of many other essentials of a particular language. Components such as vocabulary, grammar and pronunciation are vital in achieving Accuracy and Fluency. Nevertheless, there are many learners who find it challenging to attain a comprehensive speaking ability. This leads to the objective of conducting this study, which focuses on the efficiency of using role-play in improving speaking skills among students and was carried out in several tertiary institutions Methodology: This is a qualitative based approach. Reason to this is the very fact that qualitative approach is more subjective and aspects of emotions as well as gestures can be noted. Our main design is based on Classroom observations. This is due to the fact that we're able to define role-playing's true value and its nature. In addition to that, interviews were done as to facilitate the reliability and validity of our observations. Moreover, it was also done to find out the obstacles that teachers go through in carrying out this approach in classroom. Findings: The findings showed that role-playing had massively helped in terms of student involvement and this actually got them to speak more than the usual traditional instruction. Nevertheless, in classrooms with a larger number of students, it was noted that the crowd control was obsolete. The interviews were favorable towards the use of role-playing, however, it was mentioned that one problem was the time factor. Adding to that, it was said that a huge crowd could be chaotic depending on the participants' attitude. All in all, focusing on the fact of whether role-playing is efficient in enhancing speaking skills, nevertheless, its implementations have to be proper to not allow the efficiency to fall short Contribution: There are many researches on role-playing, nevertheless, not many have looked on its efficiency moreover from a teacher's point of view. The main fact we can't deny is that the teachers or lecturers play so much of an important role in this approach, and getting their views and challenges was an intuition towards carrying this research out. Our contribution is more towards bringing realisation that role- playing is probably one of the best approaches in terms of speaking enhancement, and even better when its obstacles are depleted
Keywords: Role-Playing, Tertiary Learners,
Abstract ID: AIMC-2017-SSH-810
MODELLING QURANIC UNDERSTANDING AMONG DIVERSE GROUP OF PEOPLE Corresponding Author: Mohd Azmir Mohd Nizah
Universiti Sains Islam Malaysia
Co-Authors: Mikail Ibrahim; Ikmal Hafiz Jamal; Hishomuddin Ahmad;
Abstract
Introduction: This article was initiated to develop a new model for the understanding of Quran. Due to time and modernity, the study of Quran and its interpretation methods are evolved tremendously. Among the approaches are Semantic analysis and socio-linguistic approach. However, the combination of these two approaches has not been extensively explored. This study also aimed at classifying the diverse group of people in a modern society. It also explores the understanding of the diverse group of people on the contents of the Quran.
Methodology: This study involved 5000 respondents nationwide, which use a survey methods benefits from a self-develop and self-administered set of questionnaires. Findings: It reveals that comprehension, religious practice, belief, language literacy and learning style significantly contribute as factors for Quranic understanding. Contribution: It is imperative in order to provide a better understanding of a diverse group of people in this modern age, especially among the multi-cultural society in Malaysia in particular and the general mass.
Keywords: Muslim, Quran, Social Strata, Religion, Language
Abstract ID: AIMC-2017-SSH-811
THE EFFECTIVENESS OF DIFFERENT LEVELS OF OPEN INQUIRY-DISCOVERY MODEL FOR CHEMICAL REACTION CONCEPTIONS
Corresponding Author: Johari Surif UNIVERSITI TEKNOLOGI MALAYSIA Co-Authors: Wan Nurul Aini Wan Nor Yuhaidi Abstract
Introduction: This study aimed to evaluate the students’ chemical reaction conceptions when implementing the Open Inquiry-Discovery approach along with building acquisitions with three levels of conception.
Methodology: The research was conducted as a quasi-experimental study upon sixty-three high school science stream students in Johor Bahru. All students were divided into the controlled and treatment group. The controlled group had been taught with the conventional approach, whereas the treatment group undergone a lesson with the Different Levels of Open Inquiry-Discovery Teaching Module (DLOIDTM), specifically established to facilitate in learning chemical reaction concepts. Of the 63 students, 8 were purposely selected for the semi-structured interview session. Three instruments consisting of: (a) DLOIDTM for the conception of chemical reactions; (b) Pre and Post Concept Test; and (c) Semi-Structured Interview Set, were used. The DLOIDTM for chemical reaction conception was designed based on the 5E’s Science Learning Cycle, to test the effectiveness of the model towards the students’ understanding in learning chemical reaction concept. Findings:
Data were collected and analyzed using the Two-way Mixed Anova method and the content-analysis technique based on Grounded Theory. The results were pre-eminent of proving the effectiveness of conducting the DLOIDTM in supporting the students to understand chemistry, and advocating their conceptual thinking towards a chemical reaction concept. In addition, this model also strengthens the students’ capability to master the three levels of conception. Contribution: This research provides pedagogical implication to the Science Curriculum, as well as helping to develop a scientific society.
Keywords: chemical reaction, open inquiry-discovery approach, three levels of conception.
Abstract ID: AIMC-2017-SSH-812
THE USING OF SAS METHOD (STRUCTURAL ANALYTIC SINTETIC) TO IMPROVE ELEMENTARY SCHOOL STUDENTS’ READING SKILLS
Corresponding Author: Rini Endah Sugiharti Universitas Islam 45
Co-Authors: Rini Endah Sugiharti Abstract
Introduction: Reading skills will greatly affect the breadth and depth of views on the various problems encountered. To know the development of partial knowledge and information, reading skills are needed. One of the methods that are able to develop students' reading skills is SAS method. The purpose of this study was to determine the effect of the SAS method toward students’ reading skills improvement in English subjects.
Methodology: The method used in this research is quasi experiment with non-equivent Control Group Design which was held on the second grade of elementary school consist of 60 students. Findings: The result showed that the influence of the SAS method to the experimental class students' reading skills are 49.5% (medium), while the control class are only 17.4% (low). Thus, this study showed a significant difference between the experimental class and control class. Contribution: The use of SAS method is better and affect students' reading skills. It can be seen during the learning process takes place in the classroom. First, the students were able to pronounce the sentence well and did not show the characteristics of regionalism. Second, students were already able to analyze in a clear voice and did not stammer. Third, students already able to read the description of the sentence as good as the letter with the right intonation. Fourth, students were able to arrange the jumble words into a good sentence, they were also paying attention to punctuation.
Keywords: Structure Analytic Sintetic Method, Reading Skills