B-Case+1-+Malay+Literature+(Secondary)

Engaging students to learn Bahasa Malaysia and Malay Literature
by Radin, Siti K, Carol, Catherine, Mosayeb

=
Radin is a teacher for 32 predominantly Chinese students taking Bahasa Malaysia and Malay literature (KOMSAS). They are taking the 2009 PMR national exam. The students are demotivated and convinced that they will not achieve good grades in both the subjects. This report brings readers through the analysis of roots causes which helped us become acutely aware of the students' sense of helplessness, designing of lesson plans which incorporated technology and explanation of the results or feedback obtained.======

Saya, Radin, mengajar subjek Bahasa Malaysia(BM) Tingkatan 3 dan ICTL Tingkatan 1 di sebuah sekolah kawasan bandar. Bagi subjek ICTL saya tidak menghadapi kesukaran dalam mengajar menggunakan teknologi kerana telah pun dibekalkan modul dan course ware (CDs) yang lengkap. Berbeza dengan subjek BM tiada course ware (CDs) yang lengkap untuk menjalankan pengajaran dan pembelajaran (T&L) menggunakan teknologi. Sekiranya ingin menjalankan T&L menggunakan teknologi, saya perlu membuat course ware (CDs)l sendiri di mana ianya memerlukan masa yang lama untuk disediakan.

Contohnya, untuk mengajar subjek BM - komponen Sastera (KOMSAS), pelajar kurang berminat untuk belajar kerana perlu banyak membaca dan mengingat serta ada juga beberapa perkataan yang mereka tidak faham. Bagi memudahkan mereka faham dalam novel yang diajar, saya terpaksa melukis di papan hitam (visualizing the story) untuk menerangkan sinopsis sesebuah novel. Kadang kala saya mengayakan/melakonkan untuk menerangkan sesuatu perkara. Semasa mengajar prosa tradisional majoriti pelajar tidak faham teks yang dibaca dan saya perlu bercerita dengan kreatif untuk menarik perhatian mereka.

Latar belakang pelajar saya, majoritinya terdiri daripada kaum Cina dan selebihnya ialah kaum India. Kebanyakkan pelajar ini datangnya dari Sekolah Rendah Jenis Kebangsaan Cina dan bahasa penghantarannya adalah Manderin @ Kantonis. Mereka lemah dalam bahasa Malaysia, kurang bertutur dalam bahasa ini dan setiap kali ujian @ peperiksaan hampir 55% pelajar tidak lulus. Malahan ada juga beberapa pelajar yang masih tidak lancar membaca. Taraf sosio-ekonomi mereka adalah daripada keluarga yang berpendapatan tinggi,sederhana dan rendah. Ada tiga pelajar saya yang berhenti kerana tidak minat belajar dan mahu bekerja.

Kekangan lain yang dihadapi adalah kekurang peralatan ICT. Saya guru BM sekiranya ingin menggunakan ICT dalam T&L perlu meminjam LCD dan notebook daripada guru PPSMI. Persediaan untuk menggunakan alatan ini juga memerlukan masa lebih kurang 10 minit atau lebih sekiranya ada masalah teknikal. Untuk membawa pelajar ke makmal komputer atau bahasa pula, memperuntukkan masa yang lama untuk persediaan dan pergerakkan pelajar ke makmal - masa yang dibazirkan mungkin 20 minit.Saya juga perlu mengejar sukatan pelajaran yang perlu dihabiskan sebelum Julai dan selewat-lewatnya bulan Ogos kerana mereka akan menghadapi peperiksaan Penilaian Menengah Rendah (PMR). Apa pun saya kagum dengan kak Mimma yang berkerja keras membawa 5 bag untuk digunakan dalam T&L. Mungkin satu hari saya akan cuba mengikut jejak langkahnya dan saya akan cuba membina sendiri course ware secara berperingkat.

Persoalannya, sejauh manakah keberkesan penggunaan teknologi dalam T&L ?

Problem Statement.
= = // Form 3 students studying Bahasa Malaysia and they cannot perform at grade level because of their low proficiency in the language and the lack of resources. //

// The class is 99% Chinese speaking students and 1% Tamil speaking student, coming from low, middle and high socio-economic background. 60% of the students are boys and 40% are girls. Only 5 of these students meet the form 3 language standards to perform actively in the classroom. Instruction and teaching and learning materials are in Bahasa Malaysia. The goal of this course is to help students to pass the PMR (Penilaian Menengah Rendah) or the lower secondary school national exam. This teacher, among other three, is not provided with the tools such as computer/laptop, over-head projector and other audio visual aids. There are opportunities to use “the language lab”, which consists of only one PC, one OHP and one TV. There are no internet access, video/LCD/DVD player, language software and speakers. LCD projectors are available but there is no direct access to them because they are mainly for the use of PPSMI teachers (teachers who teach English, and Maths and Science in English). The teacher teaches the students for a period of 70 minutes for three times a week. Going to the lab and back would take approximately 20 minutes. Setting up of the ICT tools would take another 10 minutes. This does not include the time to troubleshoot any glitches that may occur. The teacher also spent extra 10 minutes to manage discipline issues. Hence, there is only 40 minutes of teaching and learning time. //

// The students are not motivated to learn the language in class. The teacher sees that technology could help to increase students’ interest in the subject. However, with very limited teaching resources, the teacher is creating visual aids, such as board drawings to capture the interest of the students and role-playing on her part to explain the meanings of words and phrases.

The bottom line is: how effective is the use of technology in teaching and learning for the case above? //

=**Analysis of Radin's case**=

What are the issues faced by Radin?
The lack of content material used such as software, interactive websites or online games in Malay and also the lack of basic foundation in these materials.
 * 1.** **Content Material** ** D **

BM is their second or third language. Their first language is their Chinese dialect, which is Cantonese.
 * 2.** **Students’ Language Background**

With the limited exposure to BM, students find the content not meaningful because they cannot relate the importance of BM to their future educational advancement. Hence, there is a lack of appreciation to the language.
 * 3.** **Students’ Classroom Experience**** E **

There is no AV help as there is no LCD given to BM teachers. The LCDs are meant for PPSMI teachers or teachers teaching maths and science in English and also the English teachers. Hence, the LCDs are only available to the BM teachers if these teachers are not using it.
 * 4.** **Infrastructure** ** C **

All BM teachers are facing these problems and it brings down their morale. They felt that the gap between the stated objectives and practical objectives of the BM class is too wide. ** B **   
 * 5.** **Low Morale of Teachers** ** A **

What are some of the language problems faced by Radin’s students?
They have fluency and comprehension issues:

1. 50% (15 students) can read BM but they are not fluent. From that 50%, only 8 students would understand. The rest do not understand what they read.

2. They are very fluent in Cantonese and their proficiency in Mandarin is average.

3. Always misinterpreted instructions. They misunderstood the term “ How do...” (//Bagaimana...//) and “Why are...” (//Kenapa...//)

4. Their prior knowledge on Malay literary text, such as //syair// is low and they find it too foreign that they are not willing to try and be open to it. They also find it difficult.

What is the goal of the curriculum?
To equip students with the ability to use BM and communicate in the language to fulfil students’ need in education, work and everyday activities.

Learning Objectives:
1. To get students’ involved in social interaction through conversation, discussions and writing in order to foster relationship and engage in getting goods and services.

2. To gain and critically process information from various resources through listening, reading and observing

3. To use information gathered to solve problems and make decisions as well as send information through speaking and writing.

4. To listen, read, observe and respond to various literature and non-literature materials.

5. To give ideas and suggestions creatively and effectively through verbal and written work.

6. To appreciate and practice the moral values, positive behaviour and sense of patriotism portrayed in the stories. Instil sense of being Malaysian.

In one year, they have to cover 2 literary books and 1 language textbook (grammar, vocabulary, reading comprehension, writing essays and summaries.

To achieve these learning objectives, Radin took the following approaches:
 1. Have a discussion with a given topic, for example vandalism and recycling
 * Feedback**: Students did not know the meaning of vandalism in BM and did not know the meaning of “kitar semula” until it was translated into English.

2. For reading comprehension, no one volunteered to read the given text when asked; hence, the teacher randomly picked the students to read aloud. In trying to make students understand the text, the teacher:

a) assist students to infer meanings of difficult words and phrases by role-playing b) find a Chinese equivalent to the difficult words c) visualise/draw the stories d) translate BM into English e) use dictionaries

3. To enhance learning, the teacher revised the text and exercises.

4. Motivation to learn comes in advices and talks about their future if they fail BM

Results: Unfortunately, students do not remember what they learnt and there were no improvement in behaviour nor grades. Instead, they would play with rubik cubes, chat with friends or doodle on their books at lesson time. Most of the time, they would laugh at the teacher's drawings and if given exercises with multiple choice questions, they would not attempt the them. Instead, they would shade the options in the answer sheet to finish so that they will be done with the task given. 

Based on the analisation of Radin’s problems, 6 hypothetical root causes have been identified:

1. Tension between the **Stated Objective** and the **Practical Objective**.

2. Language problem originated from the **attitude of students** who did not find anything meaningful from learning BM/KOMSAS and they could not relate to it. Their lack of vocab to communicate and comprehend what is read.

3. Lacking of infrastructure like AV help, tech support and suitability of resources.

4. Teacher and student demoralised

5. They are academically strong in their L1/ mother tongue. Reason for them to perform poorly in L2/BM. They socially communicate in L1 in class. They lack the foundation for BM – primary foundation.

6. Students do not see the relevance and importance of learning BM.

Out of the 6 hypothetical root causes, the group finalised it to only 2 root causes which are highlighted in purple. The lack of infrastructure is one situation which is largely beyond the control of Radin at this moment. Perhaps, that can be partly solved in the long run with the support of the school and the State Department of Education.

=**Proposed Solutions**=

**Part 1**
14/8/09 (Radin) 1. Menggunakan **teknik baca kuat** untuk mnggalakan pelajar membaca. Cadangan ini disokong dengan kajian oleh Kajian Kathy (1994) juga menggunakan teknik baca kuat untuk menggalakkan pelajar membaca dan buku percuma diberikan kepada pelajar yang terlibat. Buku-buku bentuk rekreasi perlu ditambahkan untuk menggalakkan minat membaca di kalangan pelajar.

//The **technique of reading aloud** could be used to motivate students to read. This is supported by a research by Kathy (1994) who used this technique and provided free books to the students involved. Other types of books, such as those read for recreation can also be used to motivate reading among students.//

2. Puisi-puisi dalam buku **dipuisilagukan** - menggunakan kecerdasan muzikal Mohd Nasir Hassan (2002) menjalankan kajian kes selama empat minggu semasa praktikum dengan menggunakan teknik melagukan puisi. Beliau menggunakan kecerdasan muzikal yang ada pada pelajar dengan melagukan sajak diiringi petikan guitar dan tiupan harmonika serta disesuaikan dengan latar belakang yang membantu proses mengapresiasi sajak. Dapatan kajian ini menunjukkan pelajar Cina yang tidak meminati sastera dan tidak faham sastera mula meminati sastera dan boleh menghafal sajak yang dipelajari apabila dipuisilagukan.

//**Poems are to be given rhythm**. Mohd Nasir Hassan (2002) carried out a research for 4 weeks on the use of music on teaching poems//. // Based on students' ability in music, he used the guitar and harmonica while reciting poems, which helps in the appreciation for poems. Results have shown that Chinese students who are not interested in literature began to like it and memorise poems. //

3. menggunakan model pembelajaran **"Role Playing"** Penerapan model pembelajaran “Role Playing”digunakan oleh Sadali dalam menjalankan kajian tindakan untuk meninjau pengaruh model ini ke atas 30 orang siswa dengan pendekatan kualitatif dan kuantitatif. Dapatan kajian ini menunjukkan bahawa (a) terdapat peningkatan kemampuan guru dalam mencapai objektif pembelajaran, memotivasikan pelajar dan membimbing perbincangan; (b) pelajar lebih berani menyatakan pendapat; (c) terdapatnya kesedaran hubungan antara peranan yang dimainkan dengan masalah kehidupan masyarakat yang sebenar dan (d) memudahkan pelajar mengingat kembali tentang konsep, fakta dan teori. Model Main Peranan dicadangkan sebagai salah satu alternatif untuk mengatasi masalah kualiti proses dan hasil pembelajaran.

// Sadali incorporate **role playing** to see its influence on 30 undergraduates through qualitative and quantitative research. Results have shown that: a) there was an increase in the teacher's ability to achive the learning objective, students' motivational level and guided discussion b) students are more confident and brave in voicing their opinion c) students are aware of the relation between the roles they played and the real problems of society d) it allowed students to remember concepts, facts and theories.

Hence, the model of role-playing is proposed as an alternative to the problems of learning. //

4. **Sokongan dari ibu bapa** Ibu bapa memainkan peranan penting dalam menggalakkan anak membaca sastera. Sastera yang digunakan sebagai bahan pengajaran dalam pendidikan tidak terlaksana secara sewenang-wenangnya sahaja. Tujuan pelaksanaan pendidikan sastera ialah mendidik pelajar untuk menjadi seorang pembaca tulen, mendidik pelajar untuk memahami dan menghayati unsur serta nilai kebaikan dan hiburan yang dapat diberikan oleh sastera, serta mendidik pelajar untuk terus menjadi pembaca tulen yang setia dan kritis sepanjang hayat. (Hashim, 1989)

// **Parents** play an important role in motivating children to read literature. The use of literature in school curriculum is not done delibrately. The objectives of incorporating literature in the curriculum are to teach students to be authentic and critical readers (Hashim, 1989), and allow them to appreciate the moral values and accept it as an element of entertainment. //

5. Mewujudkan suasana pembelajaran yang baru menggunakan **ICT** Membina satu bahan ICT menggunakan software Photospace untuk menarik minat pelajar dalam T&L Pembelajaran interaktif mula diperkenalkan oleh Brown, Campione, Reeve, Ferrara & Palincsar (1991). Pembelajaran interaktif adalah suatu kaedah yang melibatkan interaksi antara pensyarah dengan pelajar, pelajar dengan pelajar atau pelajar dengan komputer. Pembelajaran berlaku semasa pelajar dan pensyarah berkongsi idea dan saling memimpin dalam perbincangan. Ia mencabar pelajar untuk membentuk kebolehan untuk membuat pembentangan dapatan dan membuat rumusan hasil dapatan dalam proses pengajaran dan pembelajaran.

//**The Incorporation of ICT in the Classroom** To build teaching materials based on Photospace to attract the interest of students. Interactive learning was introduced by Brown, Campione, Reeve, Ferrara and Palincsar (1991). Interactive learning is a method used to get students to interact with teachers, students with students and students with computers. Learning occurs while students share ideas and guided discussion with their teachers. It challenge students to present and summarise their thoughts in the process of teaching and learning.//

6. Free Voluntary Reading (FVR) Krashen (1993) recommended the free voluntary reading or FVR, which avid readers do all the time. That is to pick up any book and put it back anytime they feel that they do not like it. There would be no pressure after reading the book. According to Krashen, it’s all about “going through the path of pleasure” instead of “going through the path of pain”. He also stated that FVR is what’s missing in these times of “literary crisis” and it is the link to more advanced reading. Without FVR, higher level of reading cannot take place. In general, FVR leads to: a) More reading b) Better scores in comprehension, test c) Better writing and spelling d) More time at school library means more reading and bigger library with larger reading collections makes a difference to amount of reading made.

(Krashen, 1993, The Power of Reading; Insights from the Research. Englewood, CO: Libraries Unlimited, Inc.)

7. Ujiie and Krashen reported in one study comparing the comic reading habits of children from two different socio-economic class: affluent and low socio-economic background. Both groups indicated no difference in the frequency of reading comics. Furthermore, comic book reading is also associated with reading for pleasure, for the children. They went on to report that comic books did not stop children from reading other serious readings.

(Ujiie and Krashen, Comic Book Reading, Reading Enjoyment, and Pleasure Reading Among Middle Class and Chapter 1 Middle School Students)

**Part 3**
These are the typical solutions that I have used in my bilingual/ ESL classrooms with my students in USA. I learned about them by either being trained in workshops for elementary teachers, bilingual teachers, ESL teachers, reading teachers, also by being guided for the reading specialist in my school or by looking and listening to the experienced teachers. They were very effective for me; I hope that at least some can be very effective in your classroom too.


 * We can approach the language in 2 levels of proficiency.**

Instructions for your students must be in BM, if one student does not understand and needs translation ask one of your students that is strong in BM to explain and/or translate to him or her. Why do you have to do this? If the teacher is always translating for students, they don’t feel the need to learn because they know you will be translating for them. Accept the answers in any language if is too difficult for them but repeat their answers in BM so they get used to hear their answers in BM.
 * a) Social Language: basic commands, social conversations, communicative fluency.**

When students are not strong in L2 read aloud in class is very effective for them to learn the language better and at the same time works on their reading comprehension as well as reading fluency. You can start reading a chapter but after one page or too they have to take turns to keep reading aloud.
 * b) Cognitive Academic Language Proficiency: Reading, Writing, Content-Based.**

In your classroom you need to have 3 things: Rules, consequences and rewards. Rules for them to respect and follow, rewards to reinforce their positive behaviour and consequences to correct their negative behaviour. The system of colours is something very useful to control behaviour, because they don’t want to deal with the consequences like a phone call to their mom, and also they want stay in blue to receive their tickets to collect them until they have enough to collect prizes from the prize basket or the treasure chest.
 * 8. Revise the actual classroom management system**

Tickets for academic performance and good behaviour can be given to students. When they have enough they can collect a prize from the prize basket or the treasure chest. What can you put inside these? Candies, cheap toys, fun cheap books and whatever thing that motivates them.
 * 9. Use reward systems (for classroom management and academic performance)**

For cooperative learning make them work in groups or teams. You decide who is going to be in each team. Teams should be 5 or 6 people no more. The idea is that you mix your low, intermediate and high students equally in each team, that way teach team has the same level. That way the higher students in each team can help the lower students in their teams. Use competitive learning to make the teams to compete against each other, that way they have an extra incentive to work well with their own team.
 * 10. Cooperative Learning and Competitive Learning.**

Same concept as above, always mix your high students in BM with the low or intermediate, that way they can help each other.
 * 11. Bilingual pairs or teams**

By giving them a project or problem to do or solve they will become more proactive in their learning.
 * 12. Project/ Problem-Based Learning**

Instead of you doing the drawings or other things for them to summarize the story ask them to do it (ideally after a reading aloud)
 * 13. Hands on Activities**

Ask them more questions for them to elaborate a little more the answers and the language, we can not accept yes or no answers we need to keep asking why, how, what, who and any other question that guides them to give you a longer answer.
 * 14. Open Ended Questions**

Bilingual Flashcards (BM/Chinese? Or BM/ English?) for them to use in classroom activities. You tube video to show interesting stories (in BM), games in BM, songs in BM.
 * 15. Plenty of Manipulatives ( visuals, objects, audio, video, technology)**

In hands on activity ask students to recreate one of the old stories read by making drawings and sentences, then you can create the Digital story and show them the final result. This might inspire them to learn and use DST to present or represent a story or something else in BM.
 * 16. Use Digital Story Telling to present information or/teach students to use DST to present their work.**

You can have learning centres for reading short and interesting stories, games, flashcards games etc. May be you can use this as part of a reward system when there are finish with their work earlier. No more than 4 in a learning centre.
 * 17. Learning Centres for comprehension and vocabulary development.**

Label words in the classroom that students needs to know in BM
 * 18. Label Classroom and objects in L2**

Create a BM word wall from A to Z, each week you incorporate new words in to their vocabulary and you place them in the word wall for them to see and use when working independently.
 * 19. Word Wall for L2**

Writing journals are very effective for them to write on their own level about stories being read or to work on other activities for writing. Personal Dictionaries is basically a journal were students write new words, the definition and create sentences with them.
 * 20. Use Writing Journals and Personal Dictionaries for vocabulary development in L2**

Ask students if they have favourite books, comics, magazines, games, etc in BM that can be use in the classroom.
 * 21. Consult with students about materials and resources that are interesting for them or that they might have and that they would like to be using in the classroom**

Collaborate with the other BM teachers by sharing with them some of your resources and strategies and by asking them to do the same with you, plan activities together, share what works well in the classroom and what doesn’t work well. Communicate with parents constantly to let them know about students’ weakness and strengths and how they can collaborate from home.
 * 22. Work towards creating a learning community between teachers, students, parents.**

The instructor can use games to get the interest of learners to learn a new language and also to retain their attention as well as improve their vocabulary. For instance, the instructor can use simple technology, like the white or black board and write an easy paragraph about one of the students. Learners are supposed to guess the correct answer and write it down on a piece of paper and hand it over to the instructor. Students are rewarded for giving the right answer. The instructor can start with an easy game and followed up with a challenging one. For example, providing some paragraphs about famous people, countries and holidays. In fact, the instructor can change the main idea of each paragraph to suit the academic levels of students**.**
 * 23.** **Games**

**Part 4**

24. **Using games** The instructor can use games to attract the interest of learners to learn a new language and also to retain their attention as well as improve their vocabulary. For instance, the instructor can use simple technology, like the over head projector and enlarge examples of students’ excellent works, such as a good paragraph or essays. Teachers can use this samples to play games. Learners are supposed to guess the correct answer and write it down on a piece of paper and hand it over to the instructor. Students are rewarded for giving the right answer. The instructor can start with an easy game and followed up with a challenging one. For example, providing some paragraphs about famous people, countries, and holidays. In fact, the instructor can change the main idea of each paragraph to suit the academic levels of students**.**

Part 5
25. Bagi mengatasi masalah tidak ada courseware
 * Dicadangkan supaya guru-guru KOMSAS bekerjasama menyediakan satu courseware setiap orang berdasarkan tajuk yang telah ditetapkan. Contohnya, dalam bentuk power point, flash etc.
 * Guru-guru KOMSAS juga boleh bertukar-tukar courseware dengan rakan guru KOMSAS dari sekolah lain.

// In solving the problem of the inability of BM software, teachers teaching Malay literature could come up with one based on topics. Content can be presented in powerpoint or flash. //

26. Bagi mengatasi masalah pelajar kurang vocabulary dalam BM
 * Dicadangkan guru minta pelajar menyediakan satu “vocabulary note book”. Dalam buku tersebut, guru minta pelajar menulis sekurang-kurangnya 5 perkataan baru seminggu.Cari dan tulis makna perkataan tersebut. Perkataan yang diberikan itu, boleh ambil dari novel yang dipelajari. Guru boleh digalakkan menyemak buku tersebut setiap minggu bagi memastikan para pelajar menjalankan tugasan yang diberi.

// Meanwhile, in solving students' low level of vocabulary in BM, teachers could prepare a vocabulary note book where teachers asked students to write at least 5 new vocabularies with their definitions and a sample sentence to show their understanding of using the words which they learn from their novels every week. Teachers could evaluate on the progress of the students by checking their vocabulary note book weekly. //

27. Cadangan lain pula ialah, guru-guru KOMSAS boleh bekerjasama membimbing beberapa orang pelajar membuat satu pementasan drama dalam bahasa Kantonis. Guru boleh memilih babak yang penting dalam novel tersebut untuk dipentaskan.

// Finally, teachers teaching Malay literature could coorperate to come up with a drama presentation involving students in Cantonese. They could choose only important scenes to explicate the stories. //

**Tee's comments (28/08/09) -** Very exciting thoughts/ideas! At this point, you have a myriad of solutions. How would you go about creating some focus? My suggestion: looking at your root problem and learning objectives, use TPCK to pin down a solution path that will give you/your students the best chance of success.

We will work on the comments made by Dr. Tee. Currently, we have made some progress. On 19 August 2009, we visited Radin and her students at school and a video of her students in action at the language lab was taken. Unfortunately, the file could not be uploaded because it is more than 50 MB, the maximum uploading file size for wikispaces. Hence, the solution is to re-edit the file by chunking it into several video files.

=The School Visit=

With the help of Radin and Catherine, the rest of the group were invited to the school where Radin's students are. A class period of 2 hours were selected where all five members will be able to:
 * 1) observe students' participation in class
 * 2) expose students to the benefit of being bilingual
 * 3) implement the reward system, so that they are motivated to coorperate with the teacher

Activity 1: Sharing of Experience with People who are Bilingual
Mosayeb and Carolina had a session with the students where they share their experience of being bilingual. As a complimentary to the tube videos, we thought that telling them about real experiences coming from Mosayeb and myself (Carol) could also motivate students to speak BM as students witnessed for themselves the benefit of bilingualism from people who have enjoyed being bilingual. Some of the things mentioned were: How easy is communicating with people from different places by using different languages. How jobs opportunities increase when being able to manage and perform in more than one language. How the salaries of professionals can be higher just by being bilingual. How opportunities will increse to go to other places and experience different cultures by speaking more than one language. How your brain will keep being young just by switching from one language to another on a daily basis.

**Activity 2: Watching Video** Below are some videos to motivate students and to learn another language. [] [] [] [] [] [] [] []

Feedback

 * 1) Our intention to show video presentations on the benefits of being bilingual did not materialise because the LCD projector gave off blue light, making the video too dark to be seen from the students' position.
 * 2) The basket of rewards were shown to students and instructions were given in English (because the instructor is unable to speak Bahasa Malaysia). Additional instructions were also given by Radin in Bahasa Malaysia. Instructions for students were that for every satisfactory behaviour shown by them, Radin is going to hand over tickets that can be redeemed for items from the basket.
 * 3) However, three days after giving the instructions, the students left for the one week school break. We are expecting to observe more feedback when they come back.

Below are videos taken from the visit.

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=** Post-Visit: Finding Our Solution Path ** = After the school visit, the members re-grouped again to re-evaluate the activities carried out during the school vsit and proceed with the next stage of plan. For each root cause which we have finalised, we have planned for the solutions. Below are the discussions of the solutions.

**Root Cause 1: the attitude of the students who did not feel learning BM/KOMSAS is meaningful**

 * 1) Reward System: Radin is able to control the class using this system and makes students feel more motivated and engaged with the lesson. The reward system is important because without these sets of rules and rewards, students may not be motivated to participate and the lesson which involved coorperative and competitive learning may not take off smoothly.

**Root Cause 2: lack vocabulary to communicate and comprehend what is read**

 * 1) Using cooperative and competitive learning students were divided into 6 groups with a manager in charge. They have to carry out tasks as instructed by Radin i.e. to look up for words and images from print media, such as newspapers and magazines about pollution. They have to do this at home and bring them to class the following day. On the following day, they presented the word list by groups and tickets were given to groups with the longest list.
 * 2) A questionnaire is also carried out to find out the students’ knowledge and ability to use the computer. The objective of this questionnaire is to also find out if they have email accounts and able to work on Microsoft power point.

//Soalan soal selidik yang ringkas telah disediakan untuk mengetahui tahap penggunaan komputer dalam kalangan pelajar-pelajar yang dikaji. Kajian tinjauan ini bertujuan untuk memastikan kesediaan pelajar terhadap penggunaaan teknologi dalam aktiviti T&L yang akan dijalankan.Soalan kaji selidik terhadap tahap penggunaan komputer dalam kalang pelajar. A simple survey was carried out to investigate the level of using computers and microsoft powerpoint of the students. A research on this is necessary to see if the students are prepared for the next level of instructions. //

Survey carried out to Radin’s students are as follows:
Nama/ // Name //: Tingkatan/ // Level //:

Arahan : Bulatkan jawapan anda pada ruangan berkenaan. // Instruction: Circle the appropriate answer. //

a) Pernahkah anda menggunakan komputer? Ya / Tidak // Have you ever used a computer? Yes/ No //

b) Adakah anda tahu menggunakan perisian Microsoft Power Point? Ya / Tidak // Do you know how to use Microsoft Power Point? Yes/ No //

c) Adakah anda mempunyai komputer di rumah? Ya / Tidak // Do you have a computer at home? Yes/ No //

d) Di rumah anda mempunyai talian internet? Ya / Tidak // Do you have internet connection at home? Yes/ No //

e) Adakah anda mempunyai e-mail? Ya / Tidak // Do you have an email account? Yes/ No //

Results of the mini survey are as follows:
1. Total students: 31

2. Possess a computer at home: 28

3. Possess an e-mail account: 24

4.Have knowledge to operate a computer: 29

5.Have Knowledge of power point: 22

6. Have access to the Internet: 25

Based on the results of the questionnaire, lesson plans are built on it.

Lesson Plan 1
Subject: Composition Writing Topic: Pollution

Objectives: 1. To allow students to explore images related to the environment and pollution from the Internet or other printed media 2. To allow students to read and pick words related to the environment and pollution from the Internet or other printed media 3. To allow students to use dictionaries

Learning Outcomes: 1. Students will learn vocabulary relating to the environment and pollution. 2. Students will learn how to insert images into power point slides. 3. Students will learn presentation skills. 4. Students will learn to work as a team.

Modus Operandi: 1. Students are to scour the Internet for: (a) images relating to the environment and pollution. A few students who do not have internet access have to find theirs from printed media. (b) words related to the environment and pollution. They could also find them from printed media.

2. All images collected are to be sent to Radin via e-mail. The words are to be presented in class. Students have to know the meaning of these words and make sentences from them for the presentation. The group with the longest list wil. be rewarded with tickets.

3. Students will work on their projects at the computer lab. Students are to use the collected images (found in a folder on the desktop of every computer ) and create a powerpoint presentation. They have to also incorporate the list of words they have presented previously. Music will also be inserted into their presentations. They will present their work in class before the end of the period.

Note: Radin's students are going to sit for the PMR national exam in three weeks time. Within this short period, it has been tradition for teachers to focus on important subjects, such as Bahasa Malaysia, English, Science subjects and Mathmatics and students' timetable are filled up with only these subjects. Students will also be oriented to answer PMR exam papers. As such, Radin is trying to maximise the use of technology to increase students' participation and motivation in and outside of class. Therefore, the initial plan for students to find images and words from the Internet regarding Pollution and later create a power point presentation with the images and list of words has to be replaced.

Lesson Plan 2
Subject: Oral Presentation Topic: My Team

Objectives: 1. To allow students to use the correct form of words, pronunciation and intonation 2. To raise students' self-confidence in using BM 3. To instil the element of fun in learning BM

Learning Outcomes: 1. Students will learn to use the language for communication. 2. Students will learn how to produce short videos using their camera phone or video camcorder. 3. Students will learn presentation skills. 4. Students will learn to work as a team.

Modus-Operandi: 1. Students will have to introduce their groups that has been arranged by Radin for cooperative learning. They have to record a 15 minute video to complete this assignment. The video will include:
 * name of the team
 * introduction of each team member

2. The criteria for the evaluation of the best team will be considering:
 * creativity (location of scene/ how the video is presented, e.g. through rap, songs, representation, costumes, music etc..)
 * perfect language usage of BM
 * content: name/age/family background/hobbies/ambitions/talents/best friends etc...

All the videos will be presented in class and the best team will receive a free pizza lunch.

Lesson Plan 3
Subjek / // Subject //: Bahasa Malaysia Tajuk / // Topic //: Komsas - Novel Masa / // Time // : 8.10- 9.20 pagi Kelas / // Class // : 3 Gigih (31 pelajar) // (31 students) //

Objektif / // Objective //:

Di akhir pengajaran dan pembelajaran pelajar dapat : · menguasai Bahasa Malaysia dengan lebih baik · mempelajari KOMSAS dengan berkesan dan menyeronokkan · membuat latihan KOMSAS dengan lebih berminat · mengetahui teknik menjawab soalan komsas yang betul

// At the end of the class, students are able to: · be more proficient with BM · learn KOMSAS effectively and in a fun way · work on KOMSAS exercises with more interest · know the correct techniques of answering questions for KOMSAS // Cara-cara
 * 1) Pelajar diterangkan teknik menjawab soalan komsas.
 * 2) Pelajar diberi soalan dan diterangkan.
 * 3) Kemudian pelajar ditunjukkan demo menggunakan perisian Power Point
 * 4) Pelajar dibahagiakan kepada kumpulan – 2 orang
 * 5) Pelajar membuat latihan dengan komputer menggunakan perisian Power Point
 * 6) Setiap kumpulan perlu menjawab dua soalan.
 * 7) Latihan hendaklah dibuat dalam masa 20 minit. Setiap kumpulan perlu menyimpan dan mencetak jawapan yang dibuat.
 * 8) Kemudian setiap kumpulan perlu membuat perbentangan kepada kelas.
 * 9) Kumpulan yang menghasilkan persembahan terbaik akan mendapat ganjaran (hadiah).

// Modus Operandi: 1. Students are explained the techniques of answering questions on KOMSAS 2. Students are given questions and further explanations were made. 3. Students are given demonstration of using Power Point. 4. Students are put into groups of 2 people each. 5. Students answer the questions using Power Point 6. Every group is required to answer 2 questions 7. This exercise should be done by 20 minutes. Each group has to save and print out the answers attempted. 8. Every group has to then present their answers in class. 9. The group which produced the best presentation will win a prize. //

ABM : Persembahan Power Point, buku teks dan rujukan. // Teaching Tools: Microsoft Power Point, textbook and reference book //

Soalan 1 : Berdasarkan novel yang dikaji dalam tingkatan 1 dan tingkatan 3, nyatakan persamaan perwatakan watak utama bersama peristiwa dalam novel tersebut. // Question 1 According to the novel for form 1 and 3, state the similarities in the main characters and the events that they were involved in. //

Soalan 2 : Berdasarkan dua nilai murni di atas, nyatakan peristiwa dalam novel dari tingkatan 2 dan tingkatan 3 yang telah dipelajari. // Question 2: Based on two moral values stated in the novel for form 2 and 3, what can you learn from the events that happened. //

Tajuk : Komsas - Novel 1. Pelajar terangkan teknik menjawab soalan komsas. // Students explain the techniques to answer questions for KOMSAS. // 2. Pelajar membuat latihan dengan komputer menggunakan perisian Power Point. // Students work on exercises with the use of the Microsoft Power Point. // 3. Setiap kumpulan perlu menjawab dua soalan. // Each group has to answer 2 questions. // 4. Latihan hendaklah dibuat dalam masa 20 minit. Setiap kumpulan perlu menyimpan dan mencetak jawapan yang dibuat. // Exercises are to be done within 20 minutes. Individual group work has to be saved and print out. // 5. Kemudian setiap kumpulan perlu membuat perbentangan kepada kelas. Kumpulan yang menghasilakan persembahan terbaik akan mendapat ganjaran (hadiah). // Every group has to present their work in class. The group with the best presentation will win a prize. //
 * __ARAHAN__** : (Edaran untuk pelajar) Modus Operandi

Lesson Plan 4
At the beggining of our proposed solutions Siti told us about comics as a possible solution she founded in Ujiie and Krashen, Comic Book Reading, Reading Enjoyment, and Pleasure Reading Among Middle Class and Chapter 1 Middle School Students. According to the authors comic book reading is associated with reading for pleasure for the children. Knowing that students don't feel so inspired to learn Bahasa, especially with long and old novels It will be a good idea to use comics to engage them in reading and writing. Using [] or a similar website, students will be able to create their own comics using BM. This website is VERY user friendly, so no special skills are required in order to create their own comic. After they finish their comic they can either print or email to others their comic.

What can be accomplished using this solution?
 * Students will feel more interested about reading other students work, at the same time they will feel more motivated to write better because their work will be viewed and evaluated by others.
 * They will be able to express themselves using bahasa.
 * The sense of having a choice of how they can do their work will make them feel they are in charge of their learning instead of having the teacher to be telling them how to do things in only one way.
 * Making a comic strip using the above website is not time consuming and it doesnt required programs to be installed, so its very easy to work with which is great for teacher and students as well.

Subjek : Bahasa Malaysia Tajuk : Karangan - Dialog Masa : 9.40 – 10.50 pagi Kelas : 3 Gigih (31 pelajar) Objektif : Di akhir pengajaran dan pembelajaran dapat : Sistem Bahasa : Morfologi –Kata Adjektif ( Tatabahasa) - Kata Kerja ( Tatabahasa) Aktiviti : (Sekiranya capaian internet tiada boleh menggunakan perisian Power Point – //‘callout’//) ABM : Persembahan Power Point, peralatan komputer, talian internet Refleksi : Pada hari tersebut capaian internet telah tiada, oleh itu kami menukarkan aktiviti menggunakan perisian Power Point. Semasa P&P berjalan, pelajar menunjukkan pernyertaan yang aktif. Kesemua pelajar membuat latihan yang diberikan.
 * __PANDUAN UNTUK GURU__ **
 * __Aktiviti 4__ **
 * 1) menguasai kemahiran bertutur Bahasa Malaysia
 * 2) memupuk minat untuk belajar Bahasa Malaysia
 * 3) menulis karangan dialog dengan lebih kreatif
 * 1) Pelajar diterangkan format karangan jenis dialog.
 * 2) Pelajar diberi soalan dan diterangkan.
 * 3) Pelajar membuat latihan menggunakan komputer menerusi aplikasi internet []
 * 1) Pelajar ditunjukkan beberapa contoh dialog.
 * 2) Kemudian pelajar ditunjukkan demo menggunakan aplikasi komik dari internet.
 * 3) Pelajar dibahagiakan kepada kumpulan – 2 orang.
 * 4) Setiap kumpulan perlu membina ayat dialog menggunakan kata kerja dan adjektif yang bersesuaian.
 * 5) Latihan hendaklah dibuat dalam masa 35 minit. Setiap kumpulan perlu menyimpan dan mencetak jawapan yang dibuat.
 * 6) Kemudian setiap kumpulan perlu membuat perbentangan kepada kelas. Kumpulan yang menghasilkan persembahan terbaik akan mendapat ganjaran (hadiah).

**ARAHAN : (Edaran untuk pelajar)** Tajuk : Karangan – Dialog
 * 1) Pelajar akan diterangkan format karangan jenis dialog.
 * 2) Pelajar perlu memahami soalan yang diberi.
 * 3) Pelajar membuat latihan menggunakan komputer menerusi aplikasi internet.
 * 4) Pelajar ditunjukkan beberapa contoh dialog.
 * 5) Kemudian pelajar ditunjukkan demo menggunakan aplikasi komik dari internet.
 * 6) Pelajar dibahagiakan kepada kumpulan – 2 orang.
 * 7) Setiap kumpulan perlu membina ayat dialog menggunakan kata kerja dan adjektif yang bersesuaian.
 * 8) Latihan hendaklah dibuat dalam masa 35 minit. Setiap kumpulan perlu menyimpan dan mencetak jawapan yang dibuat.
 * 9) Kemudian setiap kumpulan perlu membuat perbentangan kepada kelas. Kumpulan yang menghasilakan persembahan terbaik akan mendapat ganjaran (hadiah).

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Other Applications for the Future

1. Form 3G E-books Function:

(i) to present their ideas digitally so that they could see the threads of their ideas (ii) to get students engaged with the lesson and motivate them to read their online notes.

2. Hot Potatoes

Since there are a dire need for vey focused practices on the literature books and/or BM that the students are learning in class, the teachers could collaborate their materials to come up with exercises, practices and games online. The link below is the tutorial of

**[]**

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media type="youtube" key="_poHfh0mTHo" height="344" width="425" Berdasarkan dua aktiviti yang telah dijalankan, apakah pendapat anda tentang aktiviti pengajaran Bahasa Malaysia yang dijalankan berbantukan ICT ? **Responden 1** : Suka belajar menggunakan komputer. Bilik //selesa//, sejuk (berhawa dingin) dan boleh berbincangan dengan kawan-kawan. komputer. Pembelajaran lebih menarik dan tidak bosan
 * __FINDING__**
 * INTERVIEW**
 * __Question 1__**
 * __Answers__**
 * Responden 2 :** Saya //seronok// buat kerja berkumpulan dan //selesa// belajar dengan
 * Responden 3** : Suka belajar dengan komputer dan //tidak bosan// seperti di dalam kelas.
 * Responden 4** : Bahasa Malaysia lebih mudah dipelajari dengan komputer.

**Responden 5** : Saya //sangat suka// belajar menggunakan komputer berbanding di kelas. Pembelajaran //lebih seronok// //tidak membosankan//. Di samping itu, boleh belajar menggunakan komputer seperti guru menggunakan Power Point. Ada gambar(grafik) yang boleh dimasukkan Kelima-lima responden memberikan pendapat bahawa aktiviti ini menyeronokan, menarik dan dapat menambahkan ilmu pengetahuan dalam bidang ICT seperti mencari maklumat menggunakan internet dan menggunakan perisian komputer seperti Power Point. Selain itu, responden suka suasana yang berbeza serta selesa /konduksif daripada bilik darjah: Pada pendapat anda, Bagaimanakah aktiviti ini dapat membantu anda memahami pelajaran yang diajar ? __Answers__ **Responden 3:** Penggunaan komputer membantu saya //memahami// pengajaran Bahasa Malaysia dengan lebih baik. menggunakan komputer. Malaysia dengan tenang dan suasana tempat P&P lebih selesa. Kebanyakan responden menyatakan bahawa aktiviti berbantukan komputer memudahkan mereka memahami pelajaran yang diajar.
 * __Conclusion__**
 * __Question 2__**
 * Responden 1:** Pengajaran lebih //mudah faham//.
 * Responden 2:** P&P menggunakan komputer lebih //mudah faham// dan jelas.
 * Responden 4:** Pengajaran lebih jelas dan //mudah difahami// apabila guru mengajar
 * Responden 5:** Penggunaan komputer membantu saya //memahami// pengajaran Bahasa
 * __Conclusion__**

Selepas ini, adakah anda ingin menggunakan ICT dalam P&P Bahasa Malaysia yang akan datang dan nyatakan kenapa berdasarkan jawapan yang diberikan. __Answers__ difahami. masa akan datang kerana mudah membuat latihan menggunakan komputer. menambahkan kemahiran menggunakan Power Point dan menambahkan kefahaman dalam mempelajari Bahasa Malaysia. Penggunaan komputer juga lebih baik berbanding pengajaran secara biasa kerana boleh berbincang bersama kawan-kawan sambil membuat kerja menggunakan komputer. Berbanding cara yang lama P&P lebih membosankan.
 * __Question 3__**
 * Responden 1:** Tidak, kerana saya tidak suka menggunakan komputer untuk belajar.
 * Responden 2:** //Ya//, kerana P&P menggunakan komputer lebih menarik dan mudah
 * Responden 3:** //Ya//, kerana saya suka belajar menggunakan komputer.
 * Responden 4:** //Ya//, suka menggunakan komputer dan mahu lagi menggunakannya pada
 * Responden 5**: //Ya//,suka kerana belajar menggunakan komputer lebih tenang, boleh

Pelajar menjawab mereka sangat suka belajar menggunakan komputer dan ingin menggunakannya pada masa akan datang. Jawapan yang menunjukkan mereka ingin menggunakan ICT dalam P&P yang akan datang terdapat dalam jawapan “ya” yang diberikan semua responden kecuali seorang. Keseluruhan responden menyatakan mereka ingin meneruskan pengunaan ICT dalam P&P Bahasa Malaysia pada masa akan datang kerana pembelajaran menggunakan komputer lebih menarik dan mudah difahami.
 * __Conclusion__**

Tee: How about brief reflections from each of you?

Brief Reflections
Siti K

None of us in the team were excited nor hopeful for Radin's students when we first started but everything becomes history when we were able to point out the root cause with the help of the team, class and the lecturer. The moral support gain from the team and the class were, I felt, the drive for us to solve Radin's problems.

Learning by design helps me see that teaching is not a mere putting in input and expect some kind of output and if the product does not come out well, then we put in more input by giving examples, elaborations and practises until I give up because I feel I cannot help the student anymore. I realise how it does not work with some of my students. In my teaching, there is a lack of analysation of student's learning styles and I always keep my fingers crossed that my students will get what I try to impart in class. It takes more than that to work with students. You need to sit down and design lesson plans, test and exam questions, and back-up plans, develop instructions and content, and evaluate the students as well as moderate our teaching based on students' feedback constantly. It takes a lot from the teacher and I think I need help. The e-book helps teachers to start conversations, sharing of ideas and teaching one another of skills and knowledge which we could never imagine learning. However, in this rapid exchange of ideas, we face the problem of time. Gaining teachers' 'know how' takes time.

Hence, in this class, we are now given a tool (i.e. learning by design) but we need to also have the ability to manage it well because everything looks like a mess, at first. Hopefully, with TPCK and ADDIE we could see a light at the end of the tunnel.

CATHERINE WEE BEE HIONG

Projek ini banyak mengajar saya erti kerjasama. Kerja secara berkumpulan ibarat anggota badan yang ada peranan yang berbeza dalam memastikan tugasan ini dijalankan dengan jayanya. Selain daripada itu, saya sedar bahawa perancangan yang teliti adalah perlu bagi memasti pelaksanaan T&L berbantukan teknologi berkesan dan bermakna kepada para pelajar. Oleh sebab itu perlunya TPCAK dan model ADDIE serta model-model teknologi yang seumpamanya dalam merekebentuk rancangan pengajaran dan pembelajaran. Pengalaman yang dilalui sepanjang tugasan ini juga memberikan kesedaran kepada saya bahawa tidak semua tugasan dapat disempurnakankan seperti yang dirancang, maka guru berlu bersedia dengan plan B supaya sesi pengajaran dan pembelajaran dapat diteruskan walaupun perancangan asal tidak dapat dijalankan. Segala pengalaman yang dilalui dan ilmu yang diperolehi sepanjang kursus dan projek ini akan saya jadikan panduan dalam pengajaran saya pada masa mendatang. terima kasih kepada rakan-rakan sekumpulan di atas kerjasama yang diberikan, rakan-rakan dari kumpulan lain di atas perkongsian ilmu yang amat bermakna serta Dr Tee yang banyak memberikan bimbingan dan kritikan sepenjang projek ini berjalan.

RADIN SHAHRILLIZA BT JAMIL

Pada permulaan projek ebook ini, saya tidak pasti ia dapat mengubah persepsi pelajar saya terhadap mata pelajaran Bahasa Malaysia, tetapi setelah diaplikasikan penggunaan ICT dalam T&L ternyata ada perubahan terhadap pelajar saya. Mereka mula aktif dalam kelas melalui aktiviti yang dirancang dan membuat tugasan yang diberi dengan bersungguh. Perubahan ini sememangnya menggembirakan saya dan berasa sangat bertuah dan berbaloi kerana masalah saya telah dipilih sebagai kajian walaupun pada mulanya rasa tertekan untuk melaksanakannya. Oleh itu, saya bercadang untuk mengemukakan projek ini dalam mesyuarat Panitia Bahasa Malaysia akan datang supaya dapat diaplikasikan oleh guru bahasa yang lain juga.Pendedahan tentang pendekatan TCPK dan ADDIE sememangnya berkesan untuk menyelesaikan masalah pembelajaran dengan teliti, jika kita benar-benar faham isi kandungannya kerana ia mempunyai langkah-langkah yang sistematik. Menghadirkan diri kelas ini tidak merugikan dan berbeza semasa diperingkat ijazah dulu di mana saya diajar beberapa perisian tetapi tidak tahu untuk mengintegrasikan teknologi yang sesuai dalam sesuatu T&L di kelas. Terima kasih kepada Dr. Tee, my teem dan kawan-kawan yang lain kerana banyak berkongsi ilmu yang baru dan berharga.

​

Mosayeb Gohari Actually, during this case study except getting familiar with TPCK frame work, I realized that how analyzing the students’ background, pedagogy, and content is important to find solutions for our students learning problems. Furthermore, how can we use technology to motivate and stimulate learners and also how technology will be able to increase the students’ comprehension. All to all, I learned how to learn about technology and how to think about technology.

Carolina Melendez

By working on the development of our e-book we were able to help Radin to solve some of the problems that she was facing in her classroom. Using discussions, collaborative work, group brainstorm, and research combined with the topics learned in Dr Tee’s class such as components of IT, objectives for design of learning, technology instruction in different learning contexts and design and development material for specific purposes we were able to faced this project in a more knowledgeable manner. The use of TPCK framework along with ADDIE was a great help to organize our thinking during this process. At the beginning we were not very clear about the use of technology basically because we were thinking that technology by itself was an excellent tool to use in teaching, but as the classess progresses we realized that we had to focus first in the analysis of our situation and choose the right technology only after doing the whole analysis of the teaching and learning scenario. By learning from the other groups as well we realized that may be some technological tools that work excellent with a group of students may not work the same way with others and that is why so important to work using the frameworks to not get lost in the process by the sense of novelty of new and attractive technologies. Certainly this project and this class made my mind set a lot more open than before and the constant words of Dr Tee about that this is not about technology and instead is about how to use technology appropriately in teaching and learning will remain in my mind when I approach the next project.