changing lives in brilliant ways · 2020. 11. 13. · changing lives in mnnf publisher. eisbn no:...

SERIES 2

CHANGING LIVES IN

BRILLIANT WAYS

SITI SARA IBRAHIM . MASITAH AHMAD EDITORS

Changing Lives in Brilliant Ways

Series 2

BOOK COMPILATION

Changing Lives in Brilliant Ways (Series 2)

Published by MNNF Publisher

Copyright © 2020 by MNNF Publisher

All rights reserved. No part of this publication may be reproduced, stored in a retrieval

system, or transmitted in any form or any means, electronic, mechanical, photocopying,

recording or otherwise, without prior permission, in writing, from the publisher.

The views and opinions expressed therein and those of the individual authors and the

publication of statements in the book do not imply endorsements by the publisher.

Perpustakaan Negara Malaysia

Editors: Siti Sara Ibrahim

Masitah Ahmad

Preface

“Changing Lives in Brilliant Ways” present a compilation of selected projects fromInternational Invention & Innovative Competition (InIIC) series 2/2020 organized by MNNFnetwork. The main objective of this book is to document the innovation projects with a detailexplanation and illustration that will give a guide to readers to understand well of how theinnovation idea works.

Innovation doesn’t have to be the next Google or Microsoft with massive public relationsbehind it. As long as it can give a benefit or positive impact to economy, environment andsociety it is consider important. In addition to the fact that innovation allows organizations tostay relevant in the competitive market, it also plays an important role in economic andsocial growth. The ability to resolve critical problems depends on new innovations andespecially developing countries need it more than ever. Thus, aside from products,innovation can also pertain to new services, business models, processes and functions.

Therefore in this edited book collection, a published to article is consisted of a compilation ofmany innovative idea that comes from the product, services, business model, functions andmany others. This book can also be a reference to spark new ideas to the readers to keepinventing more innovative idea that can be a solution to everyday problems and changingour lives in a brilliant ways. It is crucial to involve in this innovation competition and getpublished the idea to attract more talented and innovative people into the market so that itcan be a cornerstone of sustained economic, environment and social growth.

i

CONTENT

Chapter 1Enhancing Year Four Primary Pupils’ SentenceConstruction Skills Using PowerPuzz with QuizizzThomas Mason Lim Beng Ann, Darrel Wong Lee Sze &Melor Md. Yunus

1

Chapter 2NoSA (No Smoking App) as an InnovativeApplication for Educating and Monitoring toCreate an Indonesia’s Healthy Young GenerationRichca Nur Aina, Alamanda Rahmatika, Andika Prastika,Nana Mardiana & Yayuk Fatmawati

9

Chapter 3Get Your Articles Right!Dhaayaaliny Pasupathy, Nurrul Aqilah Ismail & Melor MdYunus

15

Chapter 4What’s the Story?: Using WhatsApp Story toEnhance Writing SkillsSiti Sarah Musthaffa Kamal, Noor Iylia Abu Bakar,Sashikala Sarangapani & Melor Md Yunus

19

Chapter 5Green Retrofit: The Potential of Reducing theKnowledge Gaps of Building Professionals andHomebuyersSiti Aishah Ramli, Julitta Yunus, Mohd Tajul Izrin MohdTajul Hasnan, Sabarinah Sheikh Ahmad & Padzil@FadzilHassan

26

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Chapter 6A Hybrid DEA-PROMETHEE II Method: AComplete Ranking of DMUsNor Faradilah Mahad, Nur Azlina Abdul Aziz, FarahAzaliney Mohd Amin & Jamilah Mohd Mahyideen

34

Chapter 7Concept Mapping - Informative Local GovernmentNotes for Revision PurposeSuzei Mat Nurudin, Nor Suhaiza Md Khalid & Zarina MohdZain

41

Chapter 8Read It My Way: Short Story EmpoweredDora Raki, Sarina Sani & Melor Md Yunus

47

Chapter 9Monopoli Solat: Interactive Learning Methods forPrayer RecitationsSyahrul Waheeda Mohd Ali, Halina binti Mohamed Yusof,Rohayu Yusof, Rohana Talib, Wan Muhammad AmirAshraf W Ramli, Safinaz Sulaiman, Mohd Amir BinZakaria, Azizan Suhadi & Aiza Mufida Mozi

53

Chapter 10Green Building Conservation Through ExtensiveGreen Roof Solutions In Sustainable Buildings ToOvercome Sick Building SyndromeNazilatul Hidayah, Mia Sofiatus Solikah & Nurul Janah

62

Chapter 11Green City Development Information Aid Card inPertaining Sustainable City Development inMelakaSuzei Mat Nurudin, Nor Suhaiza Md Khalid, Zarina MohdZain & Thenmolli Vadeveloo

68

iii

Chapter 12Smart Building StructureHasrul Bin Halimoon

74

Chapter 13M-CASNoor Farazila Binti Radzi, Md. Fauzi Bin Ismail &Hashamuddin Bin Ya’akob

79

Chapter 14EZ Forecast: A System of Univariate ModelsNoreha Mohamed Yusof*, Norani Amit, Nor FaradilahMahad & Noorezatty Mohd Yusop

85

Chapter 15Interactive GramMic Module: An Interactive ComicBook for Teaching and Learning GrammarEffectivelyIfe Sam A/p Sasidaran, Shangkari A/P Jaikrishnan &Melor Md Yunus

91

Chapter 16TO-LAWAN 2.0Wong Mee Leng, Ling Pik Kuong, Roziah Mohamad Ali,Salahuddin Mohamed Nor@Nor & Yong Zhen Qi

97

Chapter 17Enhancing Form 4 Pupils’ Speaking Skills viaTikTokDiana Anak Ipan, Wendy Kulan Anak Igai, Claudia ChristyBinti Blaise & Melor Md Yunus

105

Chapter 18VidSafe Gate: Automated Entry CheckpointKhoo Boon Sheng & Kang Yi Qing

109

iv

Chapter 19Evaluation of Module Development for InfectiousDiseases PreventionSiti Khuzaimah Ahmad Sharoni, Rosuzeita Fauzi,Norimah Said, Padma A. Rahman, Hayati Adilin MohdAbd Majid, Balqis Jamaludin, Amirah Rasyidah Mustapa &Nor Suhaiza Md Khalid

116

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SERIES 2 Changing Lives in Brilliant Ways MNNF Publisher. eISBN No: 978-967-18412-1-1 (Publication Date: 2 November 2020)

Chapter 1

Enhancing Year Four Primary Pupils’

Sentence Construction Skills Using

PowerPuzz with Quizizz

Thomas Mason Lim Beng Ann, Darrel Wong Lee Sze &

Melor Md. Yunus

Universiti Kebangsaan Malaysia

[email protected]

ABSTRACT

The teaching of English as a second language had been given strong emphasis in the

Malaysia Education Blueprint (2013-2025) and the main goal of the government is to

produce pupils who are able to master all English skills in order to comprehend English

for information and enjoyment. The innovation in this research, PowerPuzz, is a cost-

effective, practical, and efficient tool which is proven capable in developing the correct

form of sentence construction skills among Year Four primary pupils. PowerPuzz is an

interactive PowerPoint which involves the digital use of puzzles to help pupils

recognise the S-V-O pattern and form better construction of sentences while writing.

The research respondents comprised of 40 Year Four primary pupils from national and

national-type urban primary schools located in Limbang and Bintulu, Sarawak.

PowerPuzz is not only applicable specifically for Year 4 primary pupils, but also

effective for any remedial learners who face the same problem. Learners are later

enriched with quizzes using an online learning platform called Quizizz, for continuous

development through engagement in social learning. The instruments for the study

consisted of a pre-test, post-test, questionnaire, and observation checklist. The results

of the study were analysed descriptively and showed that the use of PowerPuzz was

effective in helping Year Four primary pupils develop the correct usage of S-V-O, S-V-

C, S-V-C, and S-V-O-C in constructing sentences. The respondents showed major

improvements in their sentence construction skills as well as their 4C’s (cooperation

and collaboration, communication, creative and critical thinking skills) and 1V (value),

in accordance with the current 21st century learning era. This is a good indicator that

PowerPuzz has high potential in helping low-proficiency level ESL learners to write

better.

Key Words: PowerPuzz; education; interactive PowerPoint; writing; primary pupil

2


1. INTRODUCTION

In the current era, the English language is the most commonly used lingua franca,

regardless by native or non-native speakers (Bayyurt et al., 2019). According to

McKay (2018), English as a Lingua Franca (ELF) is the teaching and learning of

English as a mode of communication for speakers of different native languages. ELF

is also considered as the study of the type of language used when speakers of

various second languages interact with each other (Lewandowska, 2019). The

English language serves as one of the most important languages in the world as it

is the language of interaction (Lie & Yunus, 2018). In Malaysia, English is important

for an individual’s potential, employability, and competency development to survive

in the fast-paced society which we are currently living in. Gearing towards the Fourth

Industrial Revolution (IR 4.0), the demand for proficient English language speakers

is increasing drastically. As the second language in the country, Malaysians are

expected to be able to communicate well using the English language, as early as

from their pre-school years. The most important skills in learning the language

include listening, speaking, reading, writing, grammar, and vocabulary. However, the

main problem faced by most primary school learners is that many are still not able

to construct proper sentences with the correct structures. Consequently, learners are

not able to form logical connections between what is written and what they intend to

convey to the readers (Azlan & Yunus, 2020).

In light of this, it is strongly believed that games would be able to help pupils learn

and remember the correct sentence structures in a fun manner. According to Zakaria

et al. (2016), the usage of Information and Communications Technology (ICT) is

becoming more widespread these days, including in the classroom because ICT is

perceived as the modern way to learn. By incorporating ICT in this research, the

researchers have developed a game-based learning tool called PowerPuzz, using

Microsoft PowerPoint, which aims to help pupils recognise the various sentence

structures, mainly Subject + Verb + Object (SVO), Subject + Verb + Object (Indirect)

+ Object (Direct) (SVOO), Subject + Verb + Complement (SVC) and Subject + Verb

+ Object + Complement (SVOC). Thus, this research aims to enhance Year Four

primary pupils’ sentence construction skills using PowerPuzz with Quizizz to create

a meaningful, fun, and exciting learning environment.

2. LITERATURE REVIEW

Writing is one of the many language skills which Malaysian primary pupils are

expected to master by the end of their schooling years. In the view of the Ministry of

Education of Malaysia, the teaching of writing helps pupils to write using correct

forms of language with appropriate styles for a range of purposes. This is further

strengthened by the fact that pupils will be able to convey their thoughts in written

form as a productive skill (Yunus, May & Mohideen, 2019). Currently, everything

around us is related to technology and this also goes to the field of education. Yunus

3


et al. (2014) asserted that the use of ICT in the field of education provides a wider

variety of teaching methods for teachers to use in the classroom.

The researchers agreed that it is important to produce a productive method of

delivery which can enhance pupils’ writing skills through early practice. In this

research, the innovation developed, PowerPuzz, is an interactive tool which aims to

help Year Four pupils master the sentence structures by playing a game using

puzzles so that they can remember them better. PowerPuzz does not only show the

sentence structures but through continuous practice, pupils will be able to remember

the correct structures and even replace the words used in the sentence samples

given. PowerPuzz is then complemented with Quizizz, to help the pupils improve

and enhance their skills even further.

3. RESEARCH METHODOLOGY

3.1. Research Design

This research uses a quasi-experimental method type of research design. The pre-

test and post-test design were incorporated to evaluate the effectiveness of the

innovation and to investigate if the innovation developed has any educational

implication towards the respondents.

3.2. Research Respondents

Purposive sampling was used in this research to select respondents from the low-

level category of English language proficiency. A total of 40 Year Four pupils were

selected for this quasi-experimental research. The schools involved in this research

were Sekolah Kebangsaan Kampung Baru, Bintulu and Sekolah Kebangsaan

Limpaki, Limbang. Each school had 20 respondents in the research and they were

of low level of English language proficiency. The respondents’ level of proficiency

was determined by referring to their School Based Assessment (SBA) results from

2019.

Table 1: Number of respondents

School (District) Male Female Total number of

respondents

A (Bintulu) 10 10 20

B (Limbang) 10 10 20

Total 40

3.3 Research Instrument

This research used three research instruments mainly, pre-test and post-test,

observation checklist and a survey questionnaire. 20 sentence construction

questions were included in the pre and post-tests. The research respondents had

to rearrange the words in the correct order to form structurally correct sentences.

After the implementation of the PowerPuzz game and Quizizz, the respondents

4


were given a survey questionnaire to evaluate the innovation. The survey

questionnaire, adapted from Pintrich and DeGroot (1990), consisted of six

statements and the respondents were given the choice to tick either “Agree” or

“Disagree”. The researchers used the observation checklist to observe the

respondents’ participation and outcomes while and after using the PowerPuzz

Game.

3.4 Research Procedure

Before implementing the PowerPuzz game, a pre-test was conducted with the

research respondents. The results from the pre-test were gathered and then

analysed. Then, the researchers taught the respondents about the four different

sentence structures focused on in this research mainly SVO, SVOO, SVC and

SVOC. When the respondents have been introduced to the respective sentence

structures, they were then introduced to the PowerPuzz game where they got to

practice their sentence construction skills. The research respondents were given

two days per week, for a span of six weeks, to use the PowerPuzz game. In addition

to that, they also had the opportunity to repeat the game as many times as they

wanted. Simultaneously, the researchers observed the research respondents’ level

of participation and also their outcomes using the observation checklist. At the end

of the sixth week, the research respondents were given enrichment activities using

the online platform, Quizizz. Lastly, they were then given a post-test to identify if

there were any improvements in the respondents’ sentence construction skills.

3.5 Data Collection and Analysis

In this paper, three research instruments were used, mainly the pre-test and post-

test, observation checklist and survey questionnaire. The data obtained were

tabulated and analysed descriptively. All of the respondents’ scores in the pre-test

were compared to that of the post-test. Then, the scores were analysed using the

percentage score formula and were placed with reference to the Criterion

Referenced Assessment (CRA). The CRA is commonly used in the UPSR

examination to determine the pupils’ level of comprehension. The CRA used in

both the pre-test and post-test is shown below in Table 2.

Table 2: Criterion Referenced Assessment (CRA)

Score Grade Descriptor

80 – 100 A Excellent PASS

65 – 79 B Good PASS

50 – 64 C Satisfactory PASS

40 – 49 D Achieve Minimum Level (Adequate) PASS

0 – 39 E Below Minimum Level (Poor) FAIL

5


The respondents’ scores from the pre and Post-Test s were analysed and placed

with reference to the Criterion Referenced Assessment (CRA). Table 3 below shows

the descriptive statistics of the data collected from both of the pre-test and post-test.

Table 3: Results of the Pre-test and Post-test

Score Grade Number of Pupils

Pre-test Post-test

80 –

100

A 0 36

65 – 79 B 6 4

50 – 64 C 5 0

40 – 49 D 10 0

0 – 39 E 19 0

Figure 1 below shows a bar chart of the number of participants who scored the

respective grades accordingly.

Figure 1: Respondents’ scores in the pre-test and post-test

In Table 3 and Figure 1, the data obtained shows that there was a clear

improvement in the respondents’ post-test results as compared to that of the pre-

test. In the pre-test, none of the research respondents managed to get an A but in

the post-test, a total of 36 respondents scored an A. The significant difference

between the results indicates that the PowerPuzz game and Quizizz have

managed to enhance the research respondents’ sentence construction skills. Table

4 below shows the descriptive statistics of the data collected from the survey

questionnaire.

0

20

40

A B C D E

Nu

mb

er o

f R

esp

on

den

ts

Scores

Results of the Pre-test and Post-test

Pre-test Post-test

6


Table 4: Data Collected from the Survey Questionnaire (n=40)

STATEMENTS AGREE

n (%)

DISAGREE

n (%)

1 I had fun while playing the PowerPuzz Game and Quizizz. 37 (92.5) 3 (7.5) 2 I helped my friends who could not remember the sentence

structures correctly. 35 (87.5) 5 (12.5)

3 I know how to construct sentences correctly after using the PowerPuzz game.

40 (100) 0 (0)

4 I can remember the sentence structures correctly. 40 (100) 0 (0)

5.

I am interested to play the PowerPuzz game and Quizizz again. 38 (95.0) 2 (5.0)

As illustrated in the table, 92.5% of the research respondents agreed that they had

fun with the PowerPuzz Game and Quizizz (Question 1). Based on the other

question, Question 5, which also focuses on the respondents’ motivational level, 95%

of the respondents agreed with the statement “I am interested to play the PowerPuzz

game and Quizizz again”. These two data indicate that the learners were highly

motivated to learn the sentence structures using the PowerPuzz Game and Quizizz

as compared to traditional methods. On the aspect of collaboration, 87.5% of the

research respondents agreed that they helped their friends who were not able to

remember the sentence structures correctly. Based on this gathered information, it

shows that the respondents were willing to collaborate with their friends or peers to

learn the correct sentence structures while using the innovation. Collaborative

learning is very important as it is a part of the 4C’s, mainly cooperation, collaboration,

creative and critical thinking, as well as 1V which is value, which are heavily

emphasised by the Ministry of Education. From the aspect of improvement in the

respondents’ sentence construction skills, the respondents unanimously agreed with

the statements “I know how to construct sentences correctly after using the

PowerPuzz game” and “I can remember the sentence structures correctly” (Question

3 and Question 4). With the 100% agreement from all 40 research respondents, it is

safe to say that the respondents were able to recognise and remember better the

sentence structures learned using the PowerPuzz Game and Quizizz. The results

from the observation checklist indicated that 100% of the research respondents had

fun and could collaborate effectively while using the PowerPuzz Game and Quizizz.

This was observed by the researchers in both schools and the outcome of the

observations were triangulated using the Investigator Triangulation method where

more than one researcher’s results are gathered and analysed to find a common

ground or consistency in results between different situations.

As a conclusion, based on the results of the research respondents’ responses to the

survey questionnaire, it is clear that the respondents have obtained positive and

constructive experiences in enhancing their sentence construction skills. Aside from

that, they have also gained extrinsic motivation and encouragement to continue

improving their sentence construction skills using the PowerPuzz Game with Quizizz.

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5. DISCUSSIONS

5.1 Enhancing the Sentence Construction Skills among Learners

The results from the pre-test and post-test have clearly shown the effectiveness of

the PowerPuzz Game with Quizizz in enhancing the learners’ sentence construction

skills. The Year Four pupils who participated in this research have shown significant

improvements in their results after the implementation of the innovation. This will

enable the research participants to convey their thoughts in written form as a

productive skill in the future (Yunus, May & Mohideen, 2019). According to Yunus

and Azman (2019), the incorporation of games in lessons has high potential in

improving learners’ memory and understanding, aside from promoting fun and

motivational learning which are in line with the aspirations of the 21st century

education learning system. Vygotsky (1978) also asserted that the usage of games

is effective in producing learners who can solve problems creatively while

communicating with their peers.

5.2 Motivating Learners to Learn the Correct Sentence Structures

The results from the survey questionnaire showed that the PowerPuzz Game with

Quizizz have successfully motivated learners to learn the correct sentence

structures. This can be seen from the positive responses as a huge majority of them

agreed to Questions 1 and 5. The research respondents agreed that they had fun

while learning using the PowerPuzz Game and also that they are willing to learn

using the PowerPuzz Game with Quizizz again in the future. Based on this, it is safe

to say that the implementation of the innovation in this research has achieved its

potential in encouraging learners to learn the correct sentence structures. In addition

to that, based on the results from the observation checklist, it can also be seen that

the research respondents did collaborate with their friends when they were using the

PowerPuzz Game. They helped each other out when they forgot the sentence

structures learners. Through the usage of the PowerPuzz Game, learners are not

only encouraged to be competitive, but cooperative too so that a fun learning

environment can be created in the classroom.

6. CONCLUSION AND IMPLICATIONS

The use of the PowerPuzz Game with Quizizz is effective in enhancing learners’

sentence construction skills by helping them to recognise and remember the

sentence structures, mainly SVO, SVOO, SVC and SVOC; as seen from the results

of the pre-test, post-test, survey questionnaire and observation checklist. All of the

results indicate positive results while using the PowerPuzz Game and also being

able to remember the sentence structures better after that. With this, learners will be

able to write confidently without having to worry about mistakes in their sentence

structures in the future. Through this research as well, the respondents’ level of

motivation had increased remarkably as well because they are now more motivated

8


to learn and write more. Most importantly, the 4C’s and 1V were also implemented

in this research’s innovation where the pupils were encouraged to collaborate and

communicate with others while thinking critically and creatively as well as making

sure that the moral values are always practiced at all times. For future researches, it

would be interesting to see the incorporation of other technology-based applications

such as Kahoot!, Haiku Learning, and Pear Deck. These game-based applications

will bring positive impacts on the learners’ sentence construction skills and

motivation as well.

REFERENCES

Azlan, N. A., & Yunus, M. (2020). Undergraduates Student Perceptions’ of Social Networking

Sites to Improve English Writing Skills in Malaysia. International Journal of Learning,

Teaching and Educational Research, 19(3), 329-351.

Bayyurt, Y., Kurt, Y., Öztekin, E., Guerra, L., Cavalheiro, L., & Pereira, R. (2019). English

Language Teachers’ Awareness of English as a Lingua Franca in Multilingual and

Multicultural Contexts. Eurasian Journal of Applied Linguistics, 5(2), 185-202.

Lewandowska, E. (2019). English as a lingua franca: an overview of communicative strategies.

In B. Loranc-Paszylk (Ed.), Rethinking directions in language learning and teaching at

university level (pp. 27-52). Research-publishing.net.

Lie, W., & Yunus M.M. (2018). Pen pals are now in your fingertips — A global collaboration

online project to develop writing skills. Creative Education, 9(15), 2491-2504.

McKay, S. L. (2018). English as an international language: What is it and what it means for

pedagogy. RELC Journal, 49(1), 9-23.

Pintrich, R. R. & DeGroot, E. V. (1990). Motivational and self-regulated learning components

of classroom academic performance. Journal of Educational Psychology, 82, 33–40.

Yunus, M. M., & Azman, M. A. (2019). Memory Stay Or Stray? : Irregular Verbs Learning Using

Kahoot!. Arab World English Journal (AWEJ) Special Issue on CALL (5). 206-219.

Yunus, M. M., May, T. M., & Mohideen, M. A. bin K. (2019). Writing Essays Made Easy with

Instawrite. International Journal of Academic Research in Business and Social Sciences,

9(1), 331–344.

Zakaria, S. M., Yunus, M. M., Nazri, N. M., & Shah, P. M. (2016). Students’ Experience of

Using Storybird in Writing ESL Narrative Text. Creative Education, 7, 2107-2120.

http://dx.doi.org/10.4236/ce.2016.7020].

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Chapter 2

NoSA (No Smoking App) as an Innovative

Application for Educating and Monitoring

to Create an Indonesia’s Healthy Young

Generation

Richca Nur Aina, Alamanda Rahmatika, Andika Prastika, Nana

Mardiana & Yayuk Fatmawati

University of Jember, Indonesia

[email protected]

ABSTRACT

Smoking is a bad habit that can endanger health. Several conditions caused by

smoking habits are lung cancer, heart attacks, impotence, and interruption of

pregnancy. Nowadays, smokers are not only adults but also some of the teenagers.

The high number of teenage smokers in Indonesia has increased every year.

According to the Global Youth Tobacco Survey (GYTC) survey in 2019, 19.2% of

teenage students are smokers. 20% of all junior high school students in Indonesia

aged 13-15 have smoked and more than 30% of Indonesian children started smoking

before 10 years old. Teenager’s life should be filled by various positive activities so

that it is beneficial for themselves and their surroundings. The government has made

numerous policies to reduce the number of teenage smokers in Indonesia, but they

have not been making any difference. We are concerned and innovated to develop an

application for education and to reduce the number of teenage smokers, especially in

Indonesia. In this paper, we use a literature study to analyze the role of parents looking

after their children and some effective way to help teenage smokers free themselves

from cigarettes. Based on that situation, we added some key features. The key features

of this application are not only smoking control and education about smoking but also

games and parent surveillance to their child. Some reasons why we added those

features are because games sound interesting around teenagers. We also decided to

add parent surveillance because parents have a big role in controlling their children’s

attitudes and habits, furthermore they can help their child to say no to smoking. Our

final objective of this application is to make Indonesia’s younger generation smoke-

free.

Key Words: Education, innovative application, smoking, teenager

10


1. INTRODUCTION

Cigarettes are not only consumed by adults, but teenagers and even children have

started to recognize cigarettes and try to consume it (Aswar & Pamungkas, 2019).

Smoking is a behavior found in public places in everyday life. Smoking can cause

various diseases, for example lungs, oral, esophageal, kidneys and stomach

cancers, diabetes, heart diseases, stroke and other chronic diseases. This is due to

the presence of chemicals in cigarettes that are harmful to the body. Hazardous

chemicals contained in cigarette smoke are cyanine, carbon monoxide, ammonia

and hydrogen (Khurshid, 2012).

The number of smokers worldwide has reached 1.2 billion people, which among

them are in developed countries with 10 million smoking deaths in the world (Hasana

et al., 2019). Based on data from the National Basic Health Research (RISKESDAS)

2018, the prevalence of smoking in adolescents aged 10 to 18 years increased by

1.9% from 2013 (7.20%) to 2018 (9.10%). Based on data from the 2019 Global Youth

Tobacco Survey (GYTS), 19.2% of students are currently smokers. The percentage

of smokers among junior high school students in Indonesia aged 13-15 years is 20%

and more than 30% of Indonesian children start smoking before the age of 10. One

of the causes of the increasing number of smokers among adolescents is due to the

influence of the unfavorable social environment. This condition is also exacerbated

by the difficulty of parental monitoring of children's habits (Najib and Bambang,

2018). The author initiated NoSA (No Smoking App) as a solution to dealing with

these problems.

NoSA (No Smoking App) is an innovative educational online application aimed for

teenage smokers in Indonesia. This application consists of several features, which

are educational games, quiz, informative article features about smoking and the

dangers of smoking and also parental surveillance. These features are the

advantages of this application. This application is expected to be an application that

can help to reduce the number of teenage smokers in Indonesia.


Cigarettes have an impact that can harm the health of our bodies because there are

harmful chemicals in cigarettes. The gaseous component consists of carbon

monoxide, carbon dioxide, hydrogen cyanide, ammonia, nitrogen oxides, and

hydrocarbons. The particle components consist of guitar, nicotine, benzopyrene,

phenol, and cadmium. There are 4000 harmful chemicals in cigarettes. The

dangerous chemical in cigarettes is nicotine which is an addictive substance and tar

which is carcinogenic (Ningrum et al., 2017).

Smoking is a bad and dangerous behavior because it can threaten the health of

individual communities (Muzaffar and Ayu, 2020). Cigarette smoke released by

active smokers includes toxins that pollute clean air. If cigarette smoke is inhaled by

11


other people, it is referred to as passive smoking. Passive smoking has a greater

risk of negative impacts than active smokers. Smoking is one of the causes of 90%

lung cancer in men and 70% in women, oral cancer, esophageal cancer, and bladder

cancer (Wibawaet al., 2013).

The reasons for smoking habits in adolescents are lack of knowledge, environmental

influences, and lack of parental monitoring (Rachmat et al., 2013). The negative

impact arising from the smoking habit in adolescents can be divided into two sides,

namely internal and external. The internal impact can be seen from the health aspect

of smokers. One in ten causes of death in the world is due to smoking with the

number of deaths reaching 500 million people per year. The smoking habit also

triggers an acceleration and a tendency that leads individuals to the dangers of

narcotics, especially marijuana (Wibawa et al., 2019). The external impact can be

seen from the analogy that if the adolescent mortality rate increases due to smoking,

then the number of productive ages will decrease. This will be a threat for a nation

because of their young generation could not make any distribution to support the

country.

3. METHODOLOGY

The method of formulating this idea starts from the problem identification stage,

namely the problem of smoking habits among adolescents in Indonesia and the lack

of parental monitoring of children's behavior. The next stage is a literature study that

aims to obtain information and data from journals, books, or accurate information

from several national news portals that contain smoking. After that, the data obtained

is selectively selected and analyzed. This data will then be used as the main

reference in preparing articles and implementing ideas.

Diagram 1 Methodology

4. RESULTS & DISCUSSION

Adolescence is a stage in which significant growth and development of physical and

psychological aspects changes. Physical changes could be observed with increased

body mass and secondary growth. Psychological changes could be observed in

changes in behavior and mental behavior where adolescents tend to be curious,

daring to try new things and less stable emotional states. This condition requires

good assistance from the surroundings to avoid any negative influences that arise

and could affect the mind and mental condition (Diananda, 2018).

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Parent’s roles play an essential part in providing child support through adolescence.

A lack of parental assistance will risk damaging to teenagers as a result of a lack of

communication and poor parental relationships (Najib & Raharjo, 2018). One of

several negative behaviors is smoking. Adolescent start to smoke because of many

factors, such as easy to access to tobacco, friends and the environment, individual

attitudes and beliefs about smoking (Fransiska & Firdaus, 2019; Harvey et al, 2016).

Some ways that could be done to reduce such negative behavior is implanting the

discipline values and the dangers of smoking cigarettes in youth and living those

values in everyday life. Parents and environment set an example for the youth

however that nonsmoking parents have the possibility that their child might not be a

smoker. This is explained in a theory of elevating learning, where parental behavior

and environment tend to be modeled on by children (Rahmawati, 2016).

NoSA (No Smoking App) is the embodiment of observational learning theory, in

which the behavior of parents and the environment tends to be imitated by children

(Rahmawati, 2016). The realization of this method was then innovated in an

educational and monitoring application by parents named NoSA (No Smoking App).

NoSA is an epic packaged application that can be accessed by teenagers and

parents alike. NoSa is divided into two sub-applications, namely NoSA for parent

and NoSA for children. This application provides various features that can help

adolescents to reduce smoking habits, namely the existence of educational games,

informative features about smoking and the content and negative effects of smoking.

The informative feature also contains an overview of the accumulated consumption

of cigarettes in one day per cigarette.

The advantage of NoSA is that there is a reward for players who manage to collect

the highest score. Rewards are obtained from the author's collaboration with certain

parties. The reward is expected to be able to attract teen smokers to use the NoSa

application. NoSa is expected to educate adolescents to reduce cigarette

consumption (curative) and as an educational tool for children and adolescents who

have not smoked to avoid smoking (preventive). Based on this, NoSA has the

opportunity to obtain patent rights and be commercialized. The hope of the

commercial potential of this application is to make young people healthy and have

good character to create a golden generation in Indonesia.

5. CONCLUSION & RECOMMENDATION

Parents and the environment have an important role in reducing the number of

teenage smokers in Indonesia. The author initiated a smoking control application for

teenage smokers as a form of optimizing this role. This application is named NoSA

(No Smoking App) which is an innovative application aimed at reducing the

increasing prevalence of smokers, especially adolescents in Indonesia. The ultimate

goal of this application is to make Indonesia's young generation smoke-free. NoSA

is equipped with several features such as parental surveillance, educational games,

13


rewards, informative reading and quiz. NoSA is expected to be one of the solutions

to reduce the number of teenage smokers and be able to pave the way to a healthier

Indonesia.

REFERENCES

Diananda, A. (2018). Psikologi Remaja dan Permasalahannya. Istighna, 1(1), 116 133.

Fransiska, M., & Firdaus, P. A. (2019). Faktor Yang Berhubungan dengan Perilaku Merokok

pada Remaja Putra SMA X Kecamatan Payakumbuh. Jurnal Kesehatan, 10(1), 11–16.

Harvey, J., Chadi, N., & Canadian Paediatric Society, Adolescent Health Committee (2016).

Preventing smoking in children and adolescents: Recommendations for practice and

policy. Paediatrics & child health, 21(4), 209–221.

Handayani, T. R. (2018). Hubungan paparan asap rokok dan konsumsi kafein terhadap berat

badan bayi lahir di RS Muhammadiyah Palembang tahun 2017. Jurnal Ilmiah Multi

Science Kesehatan, 8,103-111.

Oktaria, D. dan Samosir, R., K. (2017). Kriteria diagnosis dan tatalaksana pada buerger’s

disease. Jurnal Majority, 6(2), 126-132.

Karunia, E. (2016). Hubungan antara dukungan keluarga dengan kemandirian activity of daily

living pascastroke. Jurnal Berkala Epidemiologi, 4(2), 213-224.

Karyatin. (2019). Faktor yang berhubungan dengan kejadian penyakit jantung coroner. Jurnal

Ilmiah Kesehatan, 11(1), 37-43.

Kusumawardhani, N., Rahajeng, E., Mubasyiroh, R., dan Suhardi. (2017). Hubungan antara

keterpajanan asap rokok dan riwayat penyakit paru obstruktif kronik (PPOK) di Indonesia.

Jurnal Ekologi Kesehatan, 15(3),160-166.

Muzaffar and A. Wulandari. (2020). Relationship of adolescent knowledge and attitudes with

the dangers of smoking in the village of Pante Raya Kecamatan Wih Pesam Kabupaten

Bener Meriah. Journal of Healthcare Technology and Medicine, 6(1), 495-504.

Najib, & Raharjo, B. B. (2018). Pola Asuh dan Peer Group terhadap Konsep Diri Remaja

tentang Perilaku Seksual. Higeia Journal of Public Helath Research and Development,

2(4), 645–653.

Rachmat, M., R. Mochtar, and M. Syafar. (2013). Smoking behaviour at junior high school.

Artikel Penelitian, 502-508.

Rahmawati, N. (2016). Kenakalan Remaja dan Kedisiplinan: Perspektif Psikologi dan Islam.

Sawwa, 11(2), 267–288.

Romaszko, A. and Doboszybska, A. (2018). Multiple primary lung cancer: a literature review.

Advances in Clinical and Experimental Medicine, 27(5), 725-730.

Riazi, A., Panahi, Y., Alishri, A., Hossein, M., Zarchi, A., and Sahebkar, A. (2017). The impact

of saffron (Crocus sativus) supplementation on visual function in patients with dry age-

related macular degeneration. Italian Journal of Medicine, 11, 196-201.

Sa’adah, N. and Purnomo, W. (2016). Karakteristik dan perilaku berisiko pasangan infertile di

Klinik Fertilitas dan Bayi Tabung Tiara Cita Rumah Sakit Putri Surabaya. Jurnal Biometrika

dan Kependudukan, 5(1), 61-69.

Salawati, L. (2016). Hubungan merokok dengan derajat penyakit paru obstrukti kronik. Jurnal

Kedokteran Syiah Kuala, 16(3),165-170.

Yudhawati, R. and Prasetiyo, Y. (2018). Imunopatogenesis penyakit paru obstruktif kronik.

Jurnal Respirasi, 4(1),19-26.

Waziana, W., Anggraeni, L., dan Sari, N. L. (2016). Penerapan aplikasi pembelajaran bahasa

inggris dasar berbasis multimedia. Jurnal TAM, 7:22-27.

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Wibawa, D. S., M . Utomo, and M. T. Anggraini. (2013). Hubungan antara pengetahuan,

lingkungan social, dan pengaruh iklan rokok dengan frekuensi merokok (studi pada siswa

kelas 3 SMK Negeri 2 Kendal). Jurnal Kedokteran Muhammadiyah, 1(2), 21-25.

Wibowo, M., L. Sofiana, S. M. Ayu, E. Gustina, and I. Khoeriyah. (2019). Adolescent smoking

behaviour determinants in the city of Yogyakarta, Indonesia. International Journal of

Community Medicine and Public Health, 6(12), 5064-5070.

15


Chapter 3

Get Your Articles Right!

Dhaayaaliny Pasupathy, Nurrul Aqilah Ismail & Melor Md Yunus

Faculty of Education, Universiti Kebangsaan Malaysia,

43600 Bangi, Selangor, Malaysia

[email protected]

ABSTRACT

The title of our innovation is “Get Your Articles Right!” which focuses on the word class

‘Articles’ and uses Nearpod as the medium of knowledge distribution. ‘Articles’ is one

of the word classes that pupils need to master before they leave primary school. It is

highlighted in both Sekolah Kebangsaan (SK) and Sekolah Jenis Kebangsaan (SJK)’s

textbooks. Year 6 pupils with low proficiency level will usually face difficulties in using

articles accurately especially when they need to answer exam-related questions. They

tend to encounter difficulties in identifying the correct article that they need to use

before a noun. In addition, pupils also usually face difficulties in using articles correctly

due to the lack of practice in their daily conversation. Our innovation, “Get Your Articles

Right!” will help pupils to use Nearpod (application) in an attempt to familiarise

themselves with the constant use of article correctly. We have incorporated Vygotsky’s

Theory in our innovation to ensure pupils will receive enough scaffolding from our

innovation and will eventually master ‘articles’. This innovation allows the pupils to

practise their article with the help of clues (scaffolding) while integrating the fun element

which will create a non- threatening and stress-free atmosphere for the pupils. “Get

Your Articles Right!” will equip the pupils with enough articles-related knowledge so

that they will be able to answer exam questions such as Questions 21-25 in Paper 1

and Questions A-C in Paper 2. By mastering these articles, the probability of the pupils

excelling UPSR will become higher which will aid the pupils to step into secondary

school without any problems.

Keywords: Articles, Nearpod

1. INTRODUCTION

The title for this activity was created when we were figuring out one of the problems

among pupils when they were answering questions regarding articles. We found that

most of the pupils tend to make mistakes when they are not able to answer some

articles-related questions in the examination. In order to answer questions that

consist articles, pupils need to do more drilling about this particular subject to help

mailto:[email protected]

16


them score precisely. The application (Nearpod) that we used is very practical where

everyone can use it anytime and it can be easily accessed. It is one of the platforms

that allows pupils to engage with the teacher during the class. Pupils can use it by

using their own devices and it can help also them to practice more to overcome their

weaknesses especially during pandemic, considering current state.


The use of technology in this era became more challenging and has high demand

throughout the year. New technology has made clickers much more accessible to

many classrooms (Lowry-Brock, 2016) It is not only transforming how students learn,

but it is also changing the traditional role of the teacher from the one who deliver the

information to one of a facilitators of learning and exploration (Laura McKay &

Georgianna Ravenna, 2016) Students’ centered are widely practiced in many of the

educational institution. The usage of Nearpod as one of the methods to attract pupils’

attention and help them to practice themselves on the related topic.

To suit pupils’ need, teacher sometimes need to prepare themselves with the

knowledge that is suitable to their kids. By adopting the advance learning by using

the technology, it allows the educators to adapt learning activities to the specific

learner’s style, pace and learning needs. (M. Sanmugam1, A. Selvarajoo2, B.

Ramayah2, K. Lee2, 2019). By using the Nearpod application, it also promotes active

learning where pupils are given chances to take part and answer questions in less

competitive way. Active learning centers on the student and includes many

opportunities for formative assessment to help pupils track on their progress. Using

an application to practice the activity or lesson with pupils could also give a big

impact where pupils can learn new ways of learning instead of only using books to

gain knowledge.

Finding an application where students could use their laptops to demonstrate what

they did or did not understand during a lecture would be extremely helpful. (Lowry-

Brock, 2016) In our developing country, we tend to use latest technology to do our

daily task including teachers who are conducting lessons in the classroom or even

during online classes. Using Nearpod seem to offer an alternative teaching approach

compared to traditional lectures to engage students for better and enhanced learning

experience. (M. Sanmugam1, A. Selvarajoo2, B. Ramayah2, K. Lee2, 2019).

3. METHODOLOGY

The data to test the effectiveness of our innovation has been obtained by conducting

quantitative method. Sekaran & Bouige (2010) as cited in Chin, Lim, Mok, Saw, &

Tey (2017) stated that qualitative technique targeted on expressive descriptions and

expression, thus, it was not used in this research. This research used quantitative

technique as the data needed will be in subjective form to show the level of

improvement among the pupils after the implementation of our innovation. We

17


conducted a pre-test and post-test which consisted the same 15 questions to collect

the marks obtained by five Year 6 pupils before and after using our innovation.


The marks obtained by the pupils clearly shows the improvement made by the

pupils after using our innovation, thus proving the effectiveness of our innovation.

“Get Your Articles Right!” can be accessed anywhere and it’s very practical since

it is a free application with the accessible of internet connection. By using this

application as one of the mediums to teach articles, both learners and teachers

would stay private when they can use the application as anonymous so that the

students do not feel shy or intimidated to express themselves freely for an activity.

The insecure feeling when students answering questions always become their

main aspect that holds them from speaking out their opinions. By owning their own

devices that could be monitor by themselves anytime, they would be able access

the application to their likes. Whoever learning in different places also could

manage to attempt then activities with their peers. Hence, the video-conference

learning system in the “Get Your Articles Right!” which is integrated with to be used

as distance learning system to provide lectures by male lecturers to female

students who study at a separate campus. (Mohssen Hakami, 2020).


The present study was conducted aiming the Year 6 pupils with low proficiency

level who lack in using articles in their daily communication. It leads to the

0

2

4

6

8

10

12

14

16

Pupil A Pupil B Pupil C Pupil D

Differences in Marks -(Pre- Test & Pro- Test)

Pre Test- Marks Post Test -Marks

Figure 1 Differences in Marks - (Pre- Test & Pro- Test)

18


difficulties for them to answer correctly in their exam. Pupils tend to get confused

when they need to find the suitable articles to put before a noun. By using our

innovation, and practicing some exercises with some guidance from the teachers,

they can enhance their ability to understand better on how to use articles correctly.

Further amended can be made by varying the types of games done using Nearpod

for articles-related knowledge.

REFERENCES

Chin, Z. D., Lim, C. Y., Mok, Y. J., Saw, Q. S., & Tey, Y. L. (2017). Study of In-Service Training,

Job Promotion, Working Environment and Work Passion on Job Performance among the

Primary Schools’ English Teacher in Malaysia. 1-161.

Hakami, M. (2020). Using Nearpod as a Tool to Promote Active Learning in Higher Education

in a BYOD Learning Environment. Journal of Education and Learning, 9(1), 119.

https://doi.org/10.5539/jel.v9n1p119

Lowry-Brock, M. R. (2016). The effect of using Nearpod as a tool of active learning in the high

school science classroom. Master Proposal, July, 1–63.

https://scholarworks.montana.edu/xmlui/handle/1/10072?show=full%0Ahttps://scholarwo

rks.montana.edu/xmlui/handle/1/10072

Mckay, L., & Ravenna, G. (2016). Nearpod and the Impact on Progress Monitoring. CCNews,

27(1), 23–27. http://news.nearpod.com/CCTE Nearpod Research.pdf

Sanmugam, M., Selvarajoo, A., Ramayah, B., & Lee, K. W. (2019). Use of Nearpod As

Interactive Learning Method. INTED2019 Proceedings, 1(March), 8908–8915.

https://doi.org/10.5539/jel.v9n1p119

https://scholarworks.montana.edu/xmlui/handle/1/10072?show=full%0Ahttps://scholarworks.montana.edu/xmlui/handle/1/10072

https://scholarworks.montana.edu/xmlui/handle/1/10072?show=full%0Ahttps://scholarworks.montana.edu/xmlui/handle/1/10072

http://news.nearpod.com/CCTE%20Nearpod%20Research.pdf

19


Chapter 4

What’s the Story?: Using WhatsApp Story

to Enhance Writing Skills

Siti Sarah Musthaffa Kamal, Noor Iylia Abu Bakar, Sashikala

Sarangapani & Melor Md Yunus

Faculty of Education, Universiti Kebangsaan Malaysia (UKM),

43600 Bangi, Selangor, Malaysia.

[email protected]

ABSTRACT

For many English as a Second Language (ESL) students, it is a great challenge to

learn, communicate and write in English. In this 21st century, the development and

innovation of current technology such as WhatsApp can offer new possibilities for the

teaching and learning the English language. It is evident the media wields great power

over the populace as it can educate and influence the public. Social media also plays

a similar role in our current society. There has been much research on how social

media applications such as WhatsApp can become an academic tool in improving

communication skills, second language acquisition skills and writing skills. The

Constructivist Theory by Vygotsky states that learners construct knowledge and its

meaning from the interaction and communication between human ideas and

experiences. This also means collaborative learning takes place which is a social

activity among the learners to gain experience and build knowledge together. The

younger generation, in particular Generation Z, are really conversant with WhatsApp

as they have been exposed to it from a young age. Thus, using WhatsApp as a tool to

enhance students’ language skills is one of the best approaches for teachers to engage

with the lessons. In addition, it is also convenient to interact and share their work since

everyone is well versed with it. Even though the English language is widely used in

Malaysia, many students still lack some of the basic skills such as writing. Learners

are not really confident to write as they are afraid to make mistakes. As a result, many

have low self-esteem when it comes to writing. 30 year 5 pupils from a Chinese

National Type Primary School in Gopeng, Perak were chosen as participants. The

group was comprised of students with mixed abilities ranging from low to intermediate

level. It is a suburban school where 98% of the pupils are Chinese and 2% are other

races. This paper aims to discuss the effectiveness of using WhatsApp in enhancing

writing skills among year 5 pupils in SJKC in Gopeng. The purpose of the platform is

to start sharing work while a learner is still in the learning space. We are looking into

incorporating social media plugins that enable sharing and interaction. This is

beneficial to the learners as it demonstrates the learning process that develops with

20


the help of social media. WhatsApp helps to reflect on their learning process and

prepares them to interact confidently. In today’s world it is crucial to train learners to

be active in social platforms for educational purposes.

Key Words: Whatsapp, Social Media, Primary School, ESL.

1. INTRODUCTION

Writing skills are difficult to master and it is generally a complex task. Therefore,

learners lose interest in enhancing their writing abilities and often neglect it. In this

paper, we incorporated the use of technology and learning writing skills via

WhatsApp as a writing tool to boost the writing skills of the pupils through interactive

learning. Many past studies focussed solely on writing skill activities for young

learners in general, however there were very limited studies on writing skill activities

for pupils in rural schools. Therefore, this paper aims to carry out a quantitative

survey to explore writing skill activities for year 5 pupils among ESL teachers in a

Malaysian suburban primary school.

The aim of this research is to explore fun writing activities for year 5 pupils through

the social media application WhatsApp. Through the story feature in the status

section of the application, the teacher posts a picture and pupils are required to

construct sentences by including the vocabulary provided below the picture. The

data of the study was collected from 30 year 5 pupils from a Chinese National Type

Primary School in Gopeng Perak. In this study, we used the Mixed Methods

Research Design. Pre and Post-Test as well as observation checklists were used

as data collection tools in order to track the pupils’ writing skill progress. The findings

of this research specified that pupils were able to write a range of sentences using

appropriate language, style and form through a variety of media confidently.

This result was proven when the pupils could immediately write to the story without

any guidance on the following days. Although the writing at this level is guided, the

amount of control is gradually relaxed; moving pupils towards independent writing.

The result also has been recognised when the pupils were able to write effectively

by showing great eagerness and high commitment throughout the activity. To

conclude, this innovation brings undoubtedly positive effects on the pupils as it

applies Constructivist Theory by Vygotsky who stated learners construct knowledge

and its meaning from the interaction and communication between human ideas and

experiences. This innovation also helps pupils to improve their competency in writing

skill through social media. After looking into the undeniable advantages of social

media, we wanted to demonstrate that social media can enable pupils to enhance

their learning process conveniently and in a relaxed manner.

21


2. RESEARCH OBJECTIVE

2.1 To investigate the effectiveness of what’s the Story in enhancing Year Five

students’ writing skills on sentence construction.

2.2 To examine students’ perceptions towards the use of what’s the Story in

improving students’ confidence in constructing sentences.


Primary school learners should be exposed to writing as early as possible. According

to Josephine (2012), primary school pupils should be given an assessment for

reading and writing to plan for an early intervention. Moreover, Josephine (2012)

also added positive feedback after the assessment on the child’s reading or writing

can prevent academic failure in the future. The major problem in writing is not being

able to communicate your own ideas. Josephine (2012) stated pupils find difficulties

in construct sentences, usage of punctuation in sentences, vocabulary and

paragraph structure. Many students make spelling errors too. According to Payne

and Turner (1999 Strickland et al, 2002) as cited in Josephine (2012), all these

difficulties might lead to poor academic success. In addition, Lim, Melor and

Mohamed (2017) mentioned in this examination that pupils are tested on building

various written texts, usage of language functions for different purposes and the

fulfilment of tasks based on the question given.

According to Lim, Melor and Mohamed (2017), there is no flow of ideas in the writing

of the pupils due to anxiety and doubtfulness. On top of that, the pupils face

challenges in terms of grammar in their writing. The benefits of social learning geared

towards a second language acquisition have been constantly studied. In 1978, The

Vygotsky’s theory was developed to stress the fundamental role of social interaction

in the development of cognition, as he believed strongly that community plays a

central role in the process of “making meaning”. Thus, the benefits of English for

communication as a second language in a social context such as Facebook can be

related through his theory.

According to Vygotsky (1978) as cited by Ahmed (2016), a lot of researchers have

applied social constructivist theory for second language classrooms. Jassim &

Dirasat (2019) stated that the researchers have emphasised the importance of social

network sites in the aid of English language learning and the importance of

conducting communication tasks actively with the literate people in the community.

Jassim & Dirasat (2019) added it is vital to focus on the culture and background of

an individual during their learning to make it more meaningful. The use of social

networks has become popular in everyday communication. It is even used for

collaborative learning, especially in the field of languages. Social network

applications such as Facebook, Twitter, LinkedIn and many others alike have been

phenomenally popular in the world of communications (Riyanto, 2013).

22


The most recent popular social network is the WhatsApp application. WhatsApp

Messenger is a proprietary, cross-platform instant messaging application for smart

phones. In addition to text messaging, users can send each other images, video,

and audio media messages (Wikipedia, 2013). WhatsApp allows its users to use

their Internet connection to send messages to each other. WhatsApp is like a chat

program for mobile phones. Smartphones are becoming increasingly popular and

WhatsApp is available for almost all smartphones.

4. METHODOLOGY

To check the perception and participation of the pupils on WhatsApp for collaborative

learning in primary school, data was collected. Based on past studies, the

researchers conclude that unproductive teaching method and pupils’ low self-esteem

are the major factors which cause pupils to lose interest and neglect English

language improvements, particularly when it comes to writing skills. Pupils in urban

areas are exposed to many technologies which play a major role in their daily lives.

Pupils from rural and suburban communities have not had as much exposure to

these technologies compared to urbanites. Thus, researchers conducted a study to

explore writing skills by using WhatsApp. This is being carried out after school hours

in one of the Chinese Type Primary School located in Perak for Year 5 to ensure

pupils are able to enhance their writing skills by an incorporating extensive

vocabulary and storytelling. This study is an action research but it cannot be fully

generalised as it is limited to specific contexts. This study consists of two cycles of

action research which was based on Kemmis and McTaggart’s model (1982). The

phases introduced in this model have been implemented. The study took about 4

weeks which was divided into two equal cycles of 2 weeks to perform.

In selecting samples, a purposive sampling method was used by researchers as it is

a fairly straightforward method for choosing a sample among the population for a

wide range of purposes. It is convenient and lightens the burden as the researchers

have the authority to determine and thoroughly select only those individuals who fit

the description of an effective respondent. Moreover, the more background

information that researchers have about their particular communities of interest, the

higher the quality of the sample as it is qualitatively generalisable. In this study,

researchers chose to focus on 10 respondents in Year 5 with the lower level of

English proficiency from SJKC located in Perak.

In this study, the application of WhatsApp Story was used as an intervention to help

respondents improve their understanding and skills in writing stories with simple

sentence structures during the action phase. There were two types of data collection

done; pre-test and post-test with total 10 marks. Pupils were awarded spontaneously

with 1 mark for each correct usage of a simple sentence. For the post-test

questionnaire, 8 items were given and the pupils responded positively with the

majority responding they enjoy learning English more after joining what’s the Story.

23


The data collected has been analysed and interpreted in graphical form. Thus, we

can observe whether the objectives have been achieved based on the findings of

the study.

Table 1: Pre and Post-test result’s comparison

5. FINDINGS

Pre-test and Post-test

Pre-test and post-test were the first research instrument to assess students’

progress in constructing sentences and the effectiveness of what’s the Story.

There is a significant difference between the two tests after the application of what’s

the Story. There was an increase in students’ performance in terms of the correct

sentence construction. In pre-test, most of the students achieved low marks with less

than 4 on average. 2 students achieved 3 marks, 4 students achieved 2 marks, 3

students achieved 1 mark and 1 student got 0. For the post-test, students showed

significant improvement in constructing correct sentences.

Based on Table 1, all 10 students displayed positive changes with 2 students

achieving the most positive increment of pre-test and post-test that is equal to

positive 6. It is concluded that students showed notable improvements in their

sentence construction after the intervention had been implemented.

Questionnaire

Questionnaire - the second research instrument to determine students’ perceptions

towards the innovation.

Respondent

Pre-Test Post-Test Different between Pre-Test

and Post-Test

( /10)

Marks

( /10)

Marks

( /10)

A 0 5 5

B 1 7 6

C 1 6 5

D 2 7 5

E 3 8 5

F 2 6 4

G 1 5 4

H 2 7 5

I 2 7 5

J 3 9 6

24


Table 2: Students’ perceptions of what’s the Story

N Items

Percentage (%)

1 I enjoyed learning English more after using What’s the Story. 100 0 0

2 I enjoyed using picture-guided writing. 70 20 10

3 I enjoyed using WhatsApp to write sentences.

90 10 0

4 I find writing sentences is easier after joining What’s the Story. 90 10 0

5

What’s the Story gives me a wider vocabulary that I need to know and learn. I can use my vocabulary in my essays.

100 0 0

6 I am okay with the teacher's feedback. 100 0 0

7 Feedback from teacher helped me improve my writing. 100 0 0

8

I feel confident enough to write sentences on my own after practicing with What’s the Story. 90 10 0

Table 2 shows students’ perceptions towards using what’s the Story in improving

their confidence in constructing sentences. Based on the 3-point Likert scale, neutral

and disagree are calculated as disagree. The result showed that all students were

more interested to learn English after participating in what’s the Story.

A majority of them enjoyed using WhatsApp to write sentences (90%). A majority of

them also felt that it was easier for them to construct sentences after going through

the project, and their confidence level also increased when they construct sentences

on their own (90%). Students also enjoyed the picture guided writing (70%). Based

on the responses, it showed that the integration of WhatsApp and scaffolding

instruction could help them to construct sentences in English. It also advocates that

this project could increase their motivation and self-confidence to write simple

sentences. Positive feedback from teacher on WhatsApp after each session boost

students’ confidence and desire to learn and to use English in their daily life,

particularly as its relates to writing skills. Students also feel motivated to construct

English sentences after they had gone through the intervention process.

Based on a study by Rensburgh and Thanh (2017), integration of social media could

increase students’ academic success from their positive attitudes and active

participation in the activities. Therefore, this shows that What’s the Story provides a

platform for the students to participate actively in the activities and at the same time

help the students to improve their writing skills. The usage of What’s the Story in

helping students construct sentences might seem like an imperfect method at first

glance, but the data had proven its effectiveness in improving students’ sentence

construction.

25


6. Conclusion and Recommendation

The integration of WhatsApp status and scaffolding instruction with a product-based

approach has demonstrated its efficacy in encouraging pupils to practice English

sentence construction. It also has a positive impact on the self-confidence of the

students so they can deliver their ideas in form of writing. This intervention may help

teachers to guide students to write simple sentences outside of the typical classroom

setting and at the same time obtain more engagement with students. Future

researchers should try this concept with other types of writing activities. In

conclusion, What’s the Story is very flexible for students to practice constructing

sentences at home.

REFERENCES

Amelia, M. (2019). Whatsapp Goes To Classroom: Using Whatsapp To Foster Student's

Speaking Skills In Speech. Whatsapp Goes To Classroom: Using Whatsapp To Foster

Student's Speaking Skills In Speech, 153-158.

Classroom, T. I. (2014). Aicha Blehch Amry, Phd, Assistant Prof. The Impact Ofwhatsapp

Mobile Social Learning On The Achievement And The Impact Ofwhatsapp Mobile Social

Learning On The Achievement And Attitudes Of Female Students Compared With Face

To Face Learning In The Classroom, 116-136

Fattah, S. F. (2015). The Effectiveness Of Using Whatsapp Messenger As One Of. Journal

Of Education And Practice, Vol.6, No.32, 2015.

Manan, N. A. (2017). Whatsapp Mobile Tool In Second Language Learning. Whatsapp Mobile

Tool In Second Language Learning, 87-92.

Musa, N. C. (2012). Exploring English Language And Teaching In Malaysia. Exploring English

Language And Teaching In Malaysia, 35-51.

Rawekar2, S. G. (2017). Effectivity Of E-Learning Through Whatsapp. Effectivity Of Learning

Through Whatsapp, 19-25.

Thanch, H. V. (2017). Teacher's Use Of Facebook Motivating Vietnamese Students To

Improve Their English Language Learning. Teacher's Use Of Facebook Motivating

Vietnamese Students To Improve Their English Language Learning, 359-375.

26


Chapter 5

Green Retrofit: The Potential of Reducing

the Knowledge Gaps of Building

Professionals and Homebuyers

Siti Aishah Ramli1, Julitta Yunus1,2, Mohd Tajul Izrin Mohd Tajul

Hasnan1, Sabarinah Sheikh Ahmad1 & Padzil@Fadzil Hassan1

1Faculty of Architecture, Planning and Surveying,

Universiti Teknologi MARA, Shah Alam, 2Center for Islamic, Philanthropy and Social Finance,

Universiti Teknologi MARA, Melaka

[email protected]

ABSTRACT

The number of building stocks has escalated rapidly and inevitably influence

Malaysia's attempt to embarking climate change and global warming issues. Whereas,

the exposure and growing numbers of green buildings in Malaysia has shown a rather

increasing movement, nevertheless, they cannot counter the impacts of existing

building stocks on the environment. Since existing building stocks play a major part in

affecting the environment, hence several issues related to sustainability need to be

addressed. Refurbishment works in existing building are becoming a trend in

Malaysian housing landscape as the effort would be to reduce energy consumption

and increase comfort. As the initiatives on green retrofit are highlighted by the

government and implemented by the building professionals, there are still people with

zero knowledge of the approach. Plus, the understanding and awareness towards

sustainable housing are relatively poor among homebuyers. The consideration in

buying a house mostly lingers around a newly built house. i.e. under-construction

house where the location mostly is not matured yet. As a consequence, what will

happen to the aging housing stocks? Established at a promising location with the right

initiative and appropriate course of action, building refurbishment can be a new

strategy for homebuyers. It is now the prime time to bring about the attention to an

alternative of a more sustainable way of living which starts from the home itself. The

objectives of this research are to increase awareness and to assist the targeted users

to seek for suitable refurbished houses. Thus, lessening the gap between users and

professionals in obtaining a greener built environment initiative. This will unlock to a

27


more sustainable approach in the construction industry and will indirectly contribute to

the government’s drive in achieving sustainable development goals. Nevertheless, it

provides more access to information on sustainable refurbishment houses in terms of

performance, safety, and affordability. Conclusively, this research introduces a clear

guideline to the people with zero knowledge on sustainable refurbishment house and

serve a range of choices for the users based on their demands and preferences. The

targeted users should be of young couples or small families with kids who have the

intention to search for a sustainable house. The platform will provide knowledge on the

subject, guide them throughout the process of selecting a house, and assist in finding

the right consultant.

Key Words: sustainable refurbishment, green retrofitting, challenges to retrofit.

1. INTRODUCTION

Construction industry has become one of the most significant contributors to global

climate change and environmental issues. According to UNEP Environmental

Programme (2019), global construction sector accounted for almost 40% of energy

use and increases each year were driven by strong floor area and population

expansions. This indicates that it is more challenging to address the issue in

developing countries as the improvements were inadequate to outpace demand

growth. Humans are exploiting the land with concrete buildings, extracting all the

natural resources that the earth has occupied for billion years, and eventually lead

all these into waste and health issues, and damages to the ecosystem.

Today, construction players have become more concerned about the impact that the

construction industry holds on the environment and the strategy in being responsive

to the challenges of climate change. Consequently, the concept of green building

was introduced as a new trend in the innovative technological field of built

environment (Khan et al., 2019). The growth of green buildings is important to ensure

the continuation as well as the movement of sustainable development in the

construction industry. However, the number of green buildings is far less than the

current number of existing buildings which are not sustainable. This is because the

existing buildings consume more energy for operations as they get older hence,

become one of main contributors to excessive building consumption in Malaysia

(Che Husin, Mohd Zaki, & Abu Husain, 2019).

Despite green retrofitting of existing housing is a type of technique which accords

with the core concept of sustainable development, the effort is still in the awkward

situation of ‘pushing but not moving’ (He et al., 2019). Besides, a study by Jagarajan

et al. (2015) also has shown that the current development of new green building

construction and the increasing support for green building practices are not enough

to reverse the cycle of a vast market of unsustainable existing buildings that have

been built. Thus, one of the most sustainable solutions is green retrofitting as it is

not practical and viable enough if one day, all the buildings need to be demolished

28


in order to build a totally new green building construction to minimize the impact on

the environment.

2. GREEN RETROFIT

Green retrofit is advantageous due to the preservation of embodied energy in the

existing building and prevention of waste demolition. Furthermore, as said by Bu &

Shen (2013), the green retrofit design has two major aims, it is to enhance energy

efficiency and to minimize carbon emissions in existing buildings. This will lead to

lower carbon emission, less consumption of resources, and eventually provide a

healthier and more comfortable place for the building occupants.

However, the ratio of existing buildings to new green buildings is huge and less

attention has been given to the use of retrofitting existing buildings as a solution to

achieve sustainable construction (Nazri et al., 2015). Thus, a comprehensive

literature review related to the challenges of green retrofitting is studied to discover

potential difficulties in the intricate application.

Table 1 The challenges of green retrofit implementation

N Challenges Authors

1 Lack of knowledge and less

awareness

El-Darwish & Gomaa (2017); Jagarajan et al.

(2017)

2 Lack of expertise or building

professionals

Zou et al. (2016); Jagarajan et al. (2017)

3 Financing and cost Jagarajan et al. (2017); Khairi, Jaapar & Yahya

(2017)

4 Preserving the historical, architectural,

and heritage value of the existing

building

Zou et al. (2016); Hamzah et al. (2019)

5 The complexity of the processes

involved

Al-Kodmany (2014); Yasin et al. (2016)

6 Coordination between building

professionals and stakeholders

Yasin et al. (2016); Zou et al. (2016)

7 The need for more comprehensive

policy Yasin et al. (2016); Jagarajan et al. (2017)

3. METHODOLOGY

This is still ongoing research. Currently at the phases of identifying the initiative for

green retrofit in Malaysia and decipher the issues and challenges on the

implementation. This will lead to finalising the most suitable software and

applications for our devices. The purpose of this paper is demonstrated the

qualitative approach used and analysis done prior to categorize the four (4) main

phases of analysis as featured in Figure 1. The initial phase of the research involves

a literature search that utilized a set of suitable keywords such as “Green Retrofit”,

“Challenges”, and “Implementation”. Critical review was carried out and a checklist

for the structured interview was produced in Table 1.

29


Figure 1: The research methodology.

At the second stage of research, a total of six (6) sets of findings from different

backgrounds of respondents in the structured interview conducted. The respondents

have been selected in accordance to their area of knowledge, expertise, and

experience in handling green construction projects. The details of the respondents

are as follows:

Table 2 The challenges of green retrofit implementation

No Description Position

R1 Had a vast knowledge and research experience in the field of building

maintenance and facilities management

Academician

R2 Had more than 20 years of research experience in the field of

sustainability elements and green design in built environment

Academician

R3 Practising architect involved with the assessment of green building

projects Consultant

R4 Architect with more than 20 years of practical experience in handling

green building project and retrofitting projects in Malaysia and abroad

Consultant

R5 Project officer at GBI with experience in submission for GBI Index

application and requirements for GBI rating tools in green building

projects

Authority

R6 GBI facilitator with experience in consultation regarding green building

technologies at GBI Innovation

Consultant and

Authority

4. FINDINGS & DISCUSSION

Findings from the interview session have resulted in a checklist of response from the

participants which the most agreeable challenges are lack of knowledge and less

awareness, preservation of the historical and architectural value of the existing

building, and the need for more comprehensive policy.

Stage 1: Literature research

To understand green retrofit initative and produce a

checklist for the structured interview

Stage 2: Qualitative

method structured interview

To identify the current status of

green retrofit implementation

in Malaysia

Stage 3: Analysation of

data using content

analysis.

To translate data into findings and determine issues and challenges

Stage 4: Conlusion and

Recommendation

To finalize the development and

provide recommendation

s

30


Table 3 Response Checklist

N Challenges R1 R2 R3 R4 R5 R6 %

1 Lack of knowledge and less awareness / / / / / / 100

2 Lack of expertise or green building

professionals

/ / / / / 83.33

3 Financial and cost / / / / 66.67

4 Preservation of historical and architectural

value of the existing building

/ / / / / / 100

5 The complexity of the processes involved / / / 50

6 Coordination between building

professionals and stakeholders

/ / / / / 83.33

7 The need for more comprehensive policy / / / / / / 100

4.1 Lack of knowledge and less awareness

Jagarajan, et al. (2017) asserted that the owners or homebuyers who have less

access to information will end up become unaware of the potentials and benefits of

green retrofitting. In addition to that, El-Darwish & Gomaa (2017) in their study

expressed that due to the lack of knowledge about the retrofit, most retrofit projects

do not apply the energy-efficient retrofit strategies. In fact, there are fewer numbers

of retrofitting projects implemented in our industry so far.

4.2 Lack of expertise and green building professionals

Lack of green building professionals can affect the green retrofit implementation in a

way that inexperience consultants and contractors are less capable of providing

necessary information and aid on green building ideas, systems, and structures

(Jagarajan et al., 2017). Worse, the project might lead to a delay in schedule due to

the deficiencies in the supply of skills and training in project management.

4.3 Financial and cost

According to Jagarajan, et al. (2017), the main challenge in designing and applying

green retrofitting to the existing buildings is the high initial costs. Since there is

uncertainty and risk in green retrofit projects, homeowners or investors might

perceived retrofit with high initial costs required but resulted in uncertain return. A

broader perspective has been adopted by Khairi, Jaapar, & Yahya (2017) who argue

that the consideration to put the cost of retrofit as one of the challenges is still

debatable and needs a lot more research to be done because for some existing

buildings if the owner is to construct a new building with the same function and

capacity, retrofit it could be a cheaper solution.

4.4 Preservation of historical and architectural value of the existing building

According to Hamzah et al. (2019), heritage buildings are unique and protected, and

this means that improving energy performance in this type of buildings demands a

balance between building conservation measures and energy efficiency procedures.

31


This means that in retrofit implementation, one must consider the preservation of

cultural heritage, life cycle cost, and impact of the project on the local economy.

4.5 The complexity of the processes involved

According to Al-Kodmany (2014), environmentalists and preservations frequently in

arguments when improving the building’s energy performance as there are changes

to be made and changed on the appearance of a historic building. The complexity of

a project is caused by historic preservation standards that often concern about

conserving even at the fine-grain scale historic features, fabric, and character. Yasin

et al, (2016) asserted existing buildings that produce pollutions have to went through

a complex process of rehabilitation in order for it to be successfully retrofitted before

it is able to minimize the environmental impacts for a long term in the future.

4.6 Coordination between building professionals and stakeholders

Sometimes, in order to achieve effective communication between consultants and

contractors, it becomes a big challenge, despite the fact that the project team has a

crystal idea of the potential for energy savings (Zou et al., 2016). By the same token,

in some other cases, tenants or the building owners are the most challenging factor

to deal with as the building is occupied by them and their comfort is the main priority.

4.7 The need for more comprehensive policy

Yassin et al. (2016) stated that the existence of guidelines on green technology by

the policymaker has steered the growing awareness on its importance in Malaysia.

For instance, Ministry of Energy, Science, Technology, Environment and Climate

Change had discovered a huge potential in reducing electrical consumption and

announced the initiative to retrofit about 50 government buildings in 2019 to catalyse

the growth of energy efficient industry. This initiative has triggered the industry to

engage with green strategy solutions and indirectly increase public awareness on

green retrofit itself. Thus, the need for a more comprehensive policy can be

considered as a challenge in implementing green retrofitting.

In a nutshell, the challenges faced by the construction players in implementing green

retrofitting should be tackled by various stakeholders i.e. government as the

policymaker, consultants, and contractors as building professionals as well as

building owners or homebuyers as everyone plays a crucial role in encountering the

hurdles. It is better to make the first move in spreading awareness as Jagarajan et

al. (2015) also emphasized that many people do not realize the importance of this

initiative which led to extremely below par responses towards green retrofit in

Malaysia.

Furthermore, the best move to encourage green retrofit is to use all means available

including social media, latest interactive applications, news, etc to spread awareness

32


in order to increase demand. When demand is increased, the others will be forced

to improve their efforts in order to achieve a better outcome of a green retrofit project.

Moreover, Hewitt (2015) stated people have become one of the significant

challenges to green retrofit. Therefore, efforts in encouraging a deeper

understanding of this knowledge are highly recommendable.


This paper has provided an overview of the existing green retrofit study, focusing on

the challenges and what need to be improved for better implementation. In addition

to that, a knowledge gap was revealed that the research on green retrofit usage and

implementation is still lacking. Findings suggest that we should focus more on the

efforts to increase awareness through all possible measures. Hence, the emergence

of new technology related to software and mobile applications might make a

difference.

REFERENCES

Al-Kodmany, Kheir. (2014). Green Retrofitting Skyscrapers: A Review. Buildings.

Bu, S., & Shen, G. Q. (2013). A critical review of green retrofit design. International Conference

on Construction and Real Estate Management, 150-158.

Che Husin, S. M.; Mohd Zaki, N. I. and Abu Husain, M. K. (2019). Int.J.Civil Eng.Technol.

El-Darwish, I., & Gomaa, M. (2017). Retrofitting strategy for building envelopes to achieve

energy efficiency. Alexandria Engineering Journal, 56, 579-589.

Hamzah, N., Lou, E. C., Kamaruzzaman, S. N., Wong, P. F., Che-Ani, A. I., & Khoiry, M. A.

(2019). An Environmental Study on Development of Refurbishment Assessment

Themes for Heritage Non-Domestic Buildings in Malaysia. Ekoloji, 28(107), 3-15.

He, Q., Zhao, H., Shen, L., Dong, L., Cheng, Y., & Xu, K. (2019). Factors Influencing

Residents’ Intention toward Green Retrofitting of Existing Residential

Buildings. Sustainability, 11(15).

Hewitt, N. J. (2015). Building retrofit in the UK–status and challenges.

Jagarajan, R., Abdullah, M. N., Lee, J. Y., & Jaafar, M. N. (2015). An Overview of Green

Retrofitting Implementation in Non-Residential Existing Buildings. Jurnal Teknologi,

73(5), 85-91.

Jagarajan, R., Abdullah @ M. Asmoni, M. N., Mohammed, A. H., Jaafar, M. N., Mei, J. L., &

Baba, M. (2017). Green retrofitting - A review of current status, implementations and

challenges. Renewable and Sustainable Energy Reviews, 67, 1360-1368.

Khairi, M., Jaapar, A., & Yahya, Z. (2017). The Application, Benefits and Challenges of

Retrofitting the Existing Buildings. IOP Conference Series: Materials Science and

Engineering. 271. IOP Publishing Ltd.

Khan, J. S., Zakaria, R., Shamsudin, S. M., Abidin, N. I., Sahamir, S., Abbas, D. N., &

Aminudin, E. (2019). Evolution to Emergence of Green Buildings: A Review.

Administrative Sciences, 9(6).

Nazri, A. Q., Mohammad, I. S., Baba, M., Zainol, N. N., Lokman, M. A., Woon, N. B., & Ramli,

N. A. (2015). The Need for Retrofitting to Achieve Sustainability of Malaysian Buildings.

Jurnal Teknologi, 75(10), 171-176.

UNEP. (2019). United Nations Environment Programme 2019. 2019 Global Status Report for

Buildings and Construction Sector. Retrieved October 20, 2020

33


Yasin, M. N., Abdullah, A. H., Yunus, R., Abdul Khalid, H., & Wahab, N. S. (2016). Potential

Retrofit of Universiti Tun Hussein Onn Malaysia Existing Building towards Green

Building. The Social Sciences, 11(11), 2726-2731.

Zou, Patrick & Alam, Morshed & Sanjayan, Jay & Wilson, John & Stewart, Rodney & Sahin,

Oz & Bertone, Edoardo & Buntine, Chris & Blair, Evan & Ellis-Jones, Dan. (2016).

Managing risks in complex building retrofit projects for energy and water efficiency.

34


Chapter 6

A Hybrid DEA-PROMETHEE II Method: A

Complete Ranking of DMUs

Nor Faradilah Mahad1, Nur Azlina Abdul Aziz1, Farah Azaliney Mohd

Amin1 & Jamilah Mohd Mahyideen2

1Faculty of Computer and Mathematical Sciences

2Faculty of Business and Management

Universiti Teknologi MARA Cawangan Negeri Sembilan, Kampus

Seremban, Persiaran Seremban Tiga/1, Seremban 3, 70300, Seremban,

Negeri Sembilan

[email protected]

ABSTRACT

Efficiency evaluation of organisation is an important aspect of strategic management.

The top management must know the level of their organisation’s efficiency to figure out

necessary changes and adjustments, if any. This is to ensure the organisation remains

competitive. Data Envelopment Analysis (DEA) is a methodology that has been

developed to measure the efficiency of a set decision making units (DMUs). The most

significant advantage of DEA approach is its ability to handle multiple inputs and

outputs. Nevertheless, classical DEA has some drawbacks. One drawback of DEA is

poor discrimination power in which DEA produces a solution that recognizes many

DMUs as efficient units. Ranking DMUs and choosing the most efficient unit is

important for decision makers. However, classical DEA can only classify DMUs as

efficient and inefficient units. Since all efficient units have the same efficiency score of

unity, it is not possible to do a complete ranking among these units. Thus, this study

integrates PROMETHEE II into classical DEA to rank the DMUs completely.

PROMETHEE II is a Multi-Attribute Decision Making method that is based on a mutual

comparison of each alternative pair with respect to each of the selected criteria allowing

the rankings of the alternatives from the best to the worst. PROMETHEE II is suitable

for this study since this method can provide the complete ranking of the DMUs. The

objectives of this study are to measure efficiency and provide a complete ranking of

DMUs under study. Unlike the previous studies that integrated DEA and PROMETHEE

II to reduce the number of efficient DMUs, the proposed method for the current study

retains the number of efficient units and yet can fully rank the efficient units. This is the

novelty of this study. This information helps these organisations in managing their

resources more efficiently. The efficient DMUs can be regarded as the model for the

35


other units for benchmarking purposes. The inefficient DMUs can emulate the best

practice of efficient DMUs to attain a higher level of efficiency.

Key Words: DEA, PROMETHEE II, ranking, efficiency & Decision Making Units.

1. INTRODUCTION

In today’s competitive world, efficiency measurements of an organisation have

become increasingly important. However, measuring efficiency is an enormous

challenge because most organisations utilize multiple inputs to produce multiple

outputs. Data Envelopment Analysis (DEA) is a nonparametric method that has

become a powerful approach to measure efficiency of a set of comparable entities

known as decision making units (DMUs). It has been widely applied in various

sectors, such as the insurance, health, education and other sectors. One of the

strengths of DEA is it can handle multiple inputs and outputs. However, DEA has

some drawbacks. One drawback of standard DEA is lack of discrimination power

where it identifies many DMUs as efficient units (Bal, Örkcü, & Çelebioğlu, 2010).

The standard DEA can only classify DMUs as efficient or inefficient units. It cannot

discriminate against efficient DMUS. Therefore, complete ranking among the

efficient units is not possible even though ranking DMUs is important for decision

makers.

PROMETHEE method; the preference ranking organisation method for enrichment

evaluations, has been developed to analyse an evaluation problem. In this study, a

hybrid DEA and PROMETHEE II method is presented for ranking efficient DMUs,

hence provides a complete ranking of the DMUs. PROMETHEE II is chosen over

other versions of PROMETHEE because of its ability to give a complete ranking of

alternatives from the best to the worst one. Bagherikahvarin and De Smet (2016)

have recommended the use of DEA and PROMETHEE II method to increase the

discrimination power in DEA by reducing the number of efficient DMUs. Our

proposed method is to retain the number of efficient units, nonetheless it is able to

fully rank the efficient units. This is the novelty of this study. We illustrate the

application of this method to rank life insurance and takaful companies in Malaysia.


Numerous approaches have been proposed to rank efficient units in DEA. Because

traditional DEA failed to identify the most efficient DMU, many researchers have

integrated DEA with other methods to rank efficient units in DEA, particularly to

increase the discrimination power of DEA. These include super efficiency models,

Technique for Order Performance by Similarity to Ideal Solution (TOPSIS),

PROMETHEE and PROMETHEE II. The method of combining DEA with super

efficiency models was introduced by Andersen and Petersen (1993). The work of

36


Anderson and Peterson was later extended to resolve other crucial issues such as

outlier detection, sensitivity analysis, infeasibility and scale classification.

Besides super-efficiency, another ranking method to rank efficient DMUs that has

been applied in past studies is DEA-TOPSIS. Chitnis and Vaidya (2016) have

computed and ranked performance efficiency of various branches of an Indian bank

by using DEA and TOPSIS method to overcome the difficulty of assigning unique

ranking. Previously, Lotfi, Fallahnejad and Navidi (2011) have used DEA-TOPSIS to

rank 20 Iranian bank branches. Later, Mandić, Delibašić, Knežević and Benković

(2017) have utilised Fuzzy Analytic Hierarchy Process (FAHP) and TOPSIS. The

study was carried out to assess Serbian insurance companies’ efficiency in the

period from 2007 to 2014. Other researchers that have also employed Fuzzy AHP

and TOPSIS are Akkoc and Vatansever (2013) and Amile, Sedaghat and

Poorhossein (2013). The latter have applied this method to conduct performance

evaluation of state-owned, fully and partially private banks in Iran. In addition to

super-efficiency and TOPSIS integrated models, past studies have also employed

PROMETHEE in an attempt to measure the performance of the financial sector.

PROMETHEE method was first developed by Jean-Pierre Brans in 1982 and there

are several versions of the PROMETHEE methods including PROMETHEE I and

PROMETHEE II. PROMETHEE I is for partial ranking while the PROMETHEE II for

complete ranking of the alternatives. Uzar (2013) has measured the financial

performance of public banks in Turkey by applying the PROMETHEE method to

compare the financial performance of public banks for two (2) periods: pre-crisis

(2002- 2007) and post crisis (2008-2012) period. Gökalp (2015) then has extended

the research of Turkish banks in different periods: pre crisis (2006-2008) and post

crisis (2009-2012) by applying PROMETHEE II.

Based on the previous literature, although there has been an increasing interest in

assigning ranking performance of DMUs, the method of DEA and PROMETHEE II

has not been much adopted, particularly for insurance sectors

3. METHODOLOGY

3.1. Data Envelopment Analysis (DEA)

Data Envelopment Analysis (DEA) is a non-parametric method that was developed

by Farell in 1957 (Färe, Grosskopf & Norris, 1994) and later extended by Charnes et

al. (1978). For this paper, we propose an input-oriented CCR model. The

mathematical formulation is in the following form:

Supposedly there are n DMUs where each ( 1,2,3,..., )oDMU o n utilizes m inputs

and s outputs.

37


1

1

s

r 1 1

Maximize

subject to

1,

0; 1,2,...,

, 0.

s

o r ror

m

i io

r

m

r rj i iji i

r i

u y

v x

u y v x j n

u v

(1)

If 1o , it means that oDMU is efficient relative to other units, otherwise it is

inefficient.

3.2. Preference Ranking Organisation Method for Enrichment Evaluations

(PROMETHEE II)

The PROMETHEE II outranking method is used to generate a complete ranking of

DMUs by making pairwise comparisons of all the DMUs under study. There are

seven (7) steps in the framework of PROMETHEE II (Brans, Vincke, & Mareschal,

1986; Sen, Datta, Patel, & Mahapatra, 2015; Athawale & Chakraborty, 2011) to

provide the complete ranking of the DMUs as follows :

Step 1: Construct the decision matrix.

Step 2: Normalize the decision matrix by using equation (2) and (3) for beneficial

criteria and non-beneficial criteria, respectively.

min( )for 1,2,3,..., ; 1,2,3,..., .

max( ) min( )

ij ij

ij

ij ij

x xR i m j n

x x

(2)

max( )for 1,2,3,..., ; 1,2,3,..., .

max( ) min( )

ij ij

ij

ij ij

x xR i m j n

x x

(3)

Step 3: Calculate the evaluative differences of ith alternative with respect to another

alternative, ,jd a b by using

, ( ) ( )j j jd a b g a g b (4)

Step 4: Calculate the preference function, ,jP a b using

, 0 if suchthat ( ) 0

, if suchthat ( ) 0

j aj bj a b

j aj bj aj bj a b

P a b R R D M M

P a b R R R R D M M

(5)

Step 5: Calculate the aggregated preference, ,a b by using

38


1

1

1

,

, where 1.

n

j j nj

jnj

jj

w P a b

a b w

w

(6)

Given that1

n

jj

w

is the sum of the weight for criteria.

Step 6: Determine the leaving and the entering outranking flow using equation (7)

and (8) respectively.

Leaving (positive) flow for ath alternative, ( )a

1

1, where

1

m

b

a b a bm

(7)

Entering (negative) flow for ath alternative, ( )a

1

1, where

1

m

b

b a a bm

(8)

Step 7: Calculate the net outranking flow for each alternative using

( ) ( ) ( )a a a (9)

A real-life numerical example about the life insurance and takaful companies in

Malaysia is used in the application of the hybrid DEA and PROMETHEE II method

to measure efficiency and provide complete ranking of DMUs under study.

4. RESULTS AND DISCUSSION

Table 1 summaries the efficiency scores of each 22 DMUs which are derived from

the DEA model. Since the classical DEA model is formulated based on input and

output data of DMUs, the higher the efficiency scores indicate that the DMUs are

efficient in utilising their resources to produce an optimal output. However, seven (7)

out of 22 DMUs have been considered as the most efficient DMUs during the

observed period. This problem occurs because the number of DMUs is not large

enough in comparison with the total number of inputs and outputs, which leads to

many DMUs being identified as efficient. Thus, the discrimination power of DEA is

decreased and this shows that DEA alone is not a good discriminator among DMUs

since it cannot give distinctive ranking to fully evaluate the individual efficiency of the

seven (7) DMUs mentioned above.

For this project, an integrated DEA model with PROMETHEE II method is employed.

For this purpose, we use the net flow scores based on PROMETHEE II to improvise

the results from DEA. Findings reveal that by employing PROMETHEE II, the

39


complete ranking of all 22 DMUs is achieved successfully. As a result, the

discrimination power of standard DEA model is increased.

Table 1: Comparison of result between classical DEA and proposed hybrid DEA PROMETHEE II

Decision Making Unit

(DMU)

Efficiency

Scores

Ranking using

classical DEA

Ranking using

DEA-PROMETHEE

II

DMU2 100 1 1

DMU4 100 1 2

DMU5 100 1 3

DMU10 100 1 4

DMU12 100 1 5

DMU14 100 1 6

DMU19 100 1 7

DMU9 83.08 8 8

DMU13 74.40 9 9

DMU11 73.83 10 10

DMU1 72.77 11 11

DMU6 72.14 12 12

DMU7 71.60 13 13

DMU3 68.8 14 14

DMU8 61.76 15 15

DMU16 52.77 16 16

DMU18 52.69 17 17

DMU22 50.28 18 18

DMU15 49.82 19 19

DMU20 46.35 20 20

DMU17 43.91 21 21

DMU21 35.56 22 22


One shortfall of DEA is that it has poor discrimination power. Oftentimes, it only

identifies DMUs as efficient units and is not able to discriminate efficient units any

further. In short, this DEA is unable to provide complete ranking for the DMUs.

Hence, this paper proposes the use of hybrid DEA-PROMETHEE II method to fully

rank DMUs. It is found that this method can retain the number of efficient DMUs and

discriminate further among the efficient DMUs. This information helps top

management to seek strategies to improve performance of the organisation, plus the

efficient DMUs can be emulated by other inefficient DMUs.

REFERENCES

Akkoc, S., & Vatansever, K. (2013). Fuzzy performance evaluation with AHP and Topsis

methods: evidence from turkish banking sector after the global financial crisis. Eurasian

Journal of Business and Economics, 6(11), 53-74.

Amile, M., Sedaghat, M., & Poorhossein, M. (2013). Performance Evaluation of Banks using

Fuzzy AHP and TOPSIS, Case study: State-owned Banks, Partially Private and Private

Banks in Iran. Caspian Journal of Applied Sciences Research, 2(3), 128-138.

40


Andersen, P., & Petersen, N. C. (1993). A procedure for ranking efficient units in data

envelopment analysis. Management science, 39(10), 1261-1264.

Athawale, V. M., & Chakraborty, S. (2011). A comparative study on the ranking performance

of some multi-criteria decision-making methods for industrial robot selection.

International Journal of Industrial Engineering Computations, 2(4), 831–850.

Bal, H., Örkcü, H. H., & Çelebioğlu, S. (2010). Improving the discrimination power and weights

dispersion in the data envelopment analysis. Computers & Operations Research, 37(1),

99-107.

Bagherikahvarin, M., & De Smet, Y. (2016). A ranking method based on DEA and PROMETHEE II

(a rank based on DEA & PR. II). Measurement, 89, 333-342.

Brans, J. P., Vincke, P., & Mareschal, B. (1986). How to select and how to rank projects: The

PROMETHEE method. European Journal of Operational Research, 24, 228–238.

Charnes, A., Cooper, W. W., & Rhodes, E. (1978). Measuring the efficiency of decision making

units. European Journal of Operational Research, 2(6), 429-444.

Chitnis, A., & Vaidya, O. S. (2016). Efficiency ranking method using DEA and TOPSIS (ERM-DT):

case of an Indian bank. Benchmarking: An International Journal, 23(1), 165-182.

Färe, R., Grosskopf, S., & Norris, M. (1994). Productivity growth, technical progress, and

efficiency change in industrialized countries: reply. The American Economic Review,

87(5), 1040-1044.

Gökalp, F. (2015). Comparing the financial performance of banks in Turkey by using

Promethee method. Ege Stratejik Araştırmalar Dergisi, 6(1), 63-82.

Lotfi, F. H., Fallahnejad, R., & Navidi, N. (2011). Ranking efficient units in DEA by using

TOPSIS method. Applied Mathematical Sciences, 5(17), 805-815.

Mandić, K., Delibašić, B., Knežević, S., & Benković, S. (2017). Analysis of the efficiency of

insurance companies in Serbia using the fuzzy AHP and TOPSIS methods. Economic

research-Ekonomska istraživanja, 30(1), 550-565.

Sen, D. K., Datta, S., Patel, S. K., & Mahapatra, S. S. (2015). Multi-criteria decision making

towards selection of industrial robot. Benchmarking: An International Journal, 22(3),

465–487.

Uzar, C. (2013). Financial performance test of public banks in Turkey: An application of

PROMETHEE. International Journal of Economics and Finance Studies, 5(2), 1-9.

Zimková, E. (2015). Technical efficiency and super-efficiency of the insurance sector in

Slovakia. Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis, 63(6),

2205-2211.

41


Chapter 7

Concept Mapping - Informative Local

Government Notes for Revision Purpose

Suzei Mat Nurudin, Nor Suhaiza Md Khalid & Zarina Mohd Zain

Universiti Teknologi MARA,

Cawangan Negeri Sembilan, Kampus Seremban, Malaysia

[email protected]

ABSTRACT

The local government or also known as the local authority is the third tier and most

important unit in the government's administrative structure in Malaysia after the federal

and the state government. Local government is fully responsible for the delivery of

services as well as the provision of basic facilities to the local resident within its

administrative area that has been designated by the state government. The existence

of local government acted as a facilitator on behalf of the federal government and the

state government because the roles and responsibilities performed by the local

government covers extensive scope and essential to the nation's development. This

study focused on students' learning aids needed to understand the local government

subject offered to Faculty of Administrative Science and Policy Studies (FSPPP)

students. With the creation of Concept Mapping - Informative Local Government Notes

for Revision Purpose, helps students to better understand the local government system

in Malaysia. Concept Mapping - Informative Local Government Notes for Revision

Purpose is an interactive revision notes. It is designed to deliver essential information

concerning local government governance using designated concept and attractive

colorful design information to aid student’s comprehension.

Keywords: local government, concept map, administration, facilitator and government

1. INTRODUCTION

The system of government in Malaysia adopts the system of Federalism and has

three important administrative systems, which positioned the federal government on

the top of the hierarchy, followed by the state government and at the bottom is the

local government. Local government govern a sub district in a state to manage and

mailto:su

42


serve the local community in the area that has been identified by the state

government. (Ahmad Atory Hussin. 1991).

A government administrative structure of a country regardless of its political system,

can generally be classified into three levels starting with the Central Government,

followed by the State Government and lastly the Local Government. This three-tier

division structure is practiced by most countries in the world, especially countries

that adopt a Federal system. In Malaysia, a similar scenario exists, but the model of

local government in Malaysia is slightly different from in the West practice especially

in terms of the wider local government jurisdiction. However, some aspects such as

the amount of power entrusted to the local government is still similar following the

system practiced by the British Government (Mohd Razali 1992).

In Europe and other developed countries, local governments are among the bodies

that play an important role in the conservation and preservation work of heritage

buildings. So, one of the ways to enable the Local Authorities to carry out their duties

as planned, is needed a strong act. In Malaysia, local government is subjected and

supported by the Local Government Act 171 which outlines jurisdiction and become

the main reference for the local government administration.


At the Local Government level, the Local Authority is essential as to drive

development in its administrative area. The Local Authority is a body established

through the legislation of the Federal Constitution of Malaysia and this body conduct

its governance based on what is being outlined by the law. The local community

demands systematic, high-quality administration that can meet their current needs.

Therefore, local government needs to meet these expectations of the local

community by offering an effective and efficient administrative system.

“Local government in the context of Peninsular Malaysia means government in

urban, rural or a combination of these two areas and under the authority of the

respective state governments. The local government has a legitimate and sovereign

position from that supreme government. Local government is the third stage in the

structure of the Federation of Malaysia. ” Definition of Local Government by Malcolm

W. Norris (1980) in Phang (1989).

Local government can be defined as a political subdivision within a country (within

the federal system of government) or a state. Its jurisdiction is as enshrined in the

Local Government Act where it’s administrative, financial and functional power and

limitation is listed. Under this act, the local government has its own authority over

local affairs, including the power to collect tax revenue (assessment tax) and non-

tax revenue (summons, parking coupons, etc.).

43


The governing body is an entity appointed or elected by the higher levels of

government (e.g. appointed by the state government for each state or appointed by

the federal government for each Federal Territory (Athi Nahappan 1968; Sady 1962,

in Ahmad Atory Hussain 1991). The governing body refers to the council members

where the state government will appoint 8 to 24 council members to administer the

designated local government areas.

For a developing country like Malaysia, a local government is the agency closest to

the local community. The local government plays an important role in the aspect of

community development. It has important functions to the local community in the

aspect of local administration, provision of business space and other services.

As identified by Nor Suhaiza, Suzei & Zarina, (2017), students faced difficulties to

comprehend the content of local government subject. Thus, it is hoped that the

Concept Mapping - Informative Local Government Notes for Revision Purpose, can

be effective learning aids to help them in studying the subject.

3. METHODOLOGY

This purpose of the study is to identify the learning aids needed by the students of

Diploma in Public Administration at Universiti Teknologi MARA (UiTM) taking a Local

Government subject. The results of the study found that students need clearer

guidance to aid their learning. Thus, the researcher produced Concept Mapping-

Informative Local Government Notes for Revision Purpose is created to increase

students' understanding of local government content. In addition, this product can

also be used by the local community in an effort to recognize and understand the

local government. With the result of the product, students can know better and

understand more the local government content.


The survey questionnaires distributed to the UiTM students. A total of 75

respondents who are the final year Diploma in Public Administration students have

given their feedback. Based on the questionnaires result analysis, the study found

the following on the learning aids for local government subject.

From the findings, 45 respondents were from Seremban 3 campus. The rest of the

respondents were the students from Kelantan campus (15) and the other 15

respondents from Melaka campus students.

44


Table 1 – Respondent

Campus

Seremban 3 45

Kelantan 15

Melaka 15

Table 2 – Learning Content Is Easy To Learn and Understand

Yes 57

Not Sure 17

No 1

In addition, the survey also identified the respondent’s opinion on local government

learning content. The analysis shows 57 of the students agreed that the learning

content is easy to learn and understand by the students and 17 responded that they

are not sure whether the content is it easy or not. However, only 1 respondent felt

that local government subject is not easy to learn and understand.

Table 3 – Learning Aids Needed For Local Government Subject

Mind maps for each chapter 48

Compilation of past year exam questions 39

Glossary of local government terms 36

Exercise question for each chapter 46

Regarding with the learning aids needed by the students for local government

subject, 48 responded that mind maps is the most needed learning aids. Meanwhile

46 of them also said that they need exercise questions for each chapter. 39 other

respondents preferred compilation of past exam questions while 36 chose the

glossary of local government terms.

Table 4 - Most Effective Learning Aids for The Local Government Subject

Compilation of past year exam questions 13

Mind maps for each chapter 35

Glossary of local government terms 17

Exercise questions for each chapter 10

Regarding with the most effective learning aids for local government subject, the

highest respondent opted for mind map for each chapter as their main preferences

(35). 17 chose glossary of local government terms and 13 students preferred

compilation of past year exam questions as the most effective learning aids for local

government subject. Exercise questions for each chapter was chosen by the

remaining 10 students.


It can be concluded that the Concept Mapping - Informative Local Government Notes

for Revision Purpose, is useful in helping students improve understanding of Local

Government subject. Hopefully this innovation product will help students in reviewing

45


and getting better results in tests as well as final exams for this subject. This product

is the continuation of the previous innovative product that relates with the local

government as listed in the acknowledgement. It is recommended for the future study

to focus on the impact of this innovation on the student’s performance in their

assessment.

ACKNOWLEDGEMENT

Our greatest appreciation to the Faculty of Administrative Science and Policy Studies

(FSPPP), University Teknologi Mara for the sponsorship given which has enabled

us to participate in the following competitions:

1. Pihak Berkuasa Tempatan – Bronze (Invention, Innovation & Design

Exposition, IIDEX 2016)

2. Pocket Dictionary (Local Government terms) – Bronze (International Intellectual

Exposition, IIEX 2017)

3. Local Authotities in Malaysia – Gold - (Invention, Innovation & Design

Exposition, IIDEX 2017)

4. Glossary of Local Government Terms – Gold – (Melaka International Intellectual

Exposition, MIIEX 2017)

5. Specific Terms in Local Government Study – Gold (International, Invention &

Innovative Competition, InIIC 2018)

6. Local Government Terms in QR Mode – Silver (International, Invention &

Innovative Competition, InIIC 2019)

REFERENCES

Ahmad Atory Hussin. 1991. Kerajaan Tempatan: Teori dan Peranan di Malaysia. Kuala

Lumpur: Dewan Bahasa dan Pustaka.

Akta Kerajaan Tempatan 1976 (Malaysia) (Akta 171)

Mohd Razali Agus. 1992. Pembangunan Perumahan: Isu dan Prospek. Kuala Lumpur: Dewan

Bahasa dan Pustaka.

Nor Suhaiza Binti Md Khalid, Suzei Binti Mat Nurudin @ Nordin, Zarina Binti Mohd Zain,2017,

Konsep Pentadbiran Kerajaan Tempatan Di Malaysia: Kajian Terhadap Pemahaman

Pelajar Pentadbiran Awam,Journal Of Global Business And Social Entrepreneurship

(GBSE) ,3,7,98-107

Nor Suhaiza Binti Md Khalid, Suzei Binti Mat Nurudin @ Nordin, Zarina Binti Mohd Zain, 2017,

Kaedah Pengajaran Dan Pembelajaran Berkesan Untuk Kursus Pentadbiran Kerajaan

tempatan: Dari Sudut Pandangan Pelajar, Journal Of Humanities, Language, Culture And

Business (HLCB) ,1,6,40-46.


Local Government Terms Word Index: In Qr Code Mode, Chapter in Book, Leading

Towards Creativity & Innovation, 18


Understanding The Devolution Concept Through Glossary Of Local Government Terms,

Chapter in Book, Innovation For Sustainable Growth Series 2, 59


Pemahaman Pelajar Terhadap Konsep Kerajaan Tempatan Di Malaysia: Pocket

46


Dictionary In Local Government,Chapters in Book, International Intellectual Exposition

2017, 115

Nor Suhaiza Md Khalid, Suzei Mat Nurudin & Zarina Mohd Zain, Local Government

Administration Concept in Malaysia: Review on Public Administration Students

Understanding, Journal of Global Business and Social Entrepreneurship (GBSE), Vol. 3:

No. 7 (September 2017) page 98–108 | gbse.com.my | eISSN 24621714|

Phang Siew Nooi (1997), Sistem Kerajaan Tempatan di Malaysia, Kuala Lumpur: Dewan

Bahasa dan Pustaka, Kementerian Pendidikan Malaysia.

Soeb bin Pawi, Model Pengurusan Cukai Harta Pihak Berkuasa Tempatan Malaysia Fakulti

Pengurusan Teknologi dan Perniagaan Universiti Tun Hussein Onn Malaysia, JUN 2013

Yazid Saleh, Mohamad Suhaily Yusri Che Ngah, Nasir Nayan & Mohmad Isa Hashim,

Peranan Kerajaan Tempatan dalam Pemuliharaan Bandar: Kajian Kes Majlis

Perbandaran TaipingJurnal Perspektif Jil. 3 Bil. 1 (95-104)

47


Chapter 8

Read It My Way: Short Story Empowered

Dora Raki, Sarina Sani & Melor Md Yunus

Faculty of Education,Universiti Kebangsaan Malaysia

[email protected]

ABSTRACT

In Malaysia, the upper primary school pupils used the short story as one of the core

elements of language art learning. However, students are grappling with books that

consist of lengthy words and visually unappealing physical books. In order to

understand all the words in the book, students are thoroughly committed to the

dictionary. Thereby it leads to difficulties in understanding and lack of English

proficiency. Moreover, reading in L2 seems endlessly a sluggish and laborious method

of decoding, which often results in poor understanding and low self-esteem. As

technology progressed quickly, the thrill of reading books slowly transitions to a

monotonous task encountered by students at home or in the classroom. One in-trend

tool in education recently is through visual aids and gamified-learning. Hence, this

PowerPoint material is used to resolve the dullness that traditional storybooks seem to

offer for engaging reading and understanding among the pupils and to assist teacher

in their teaching. A number of 42 pupils of Year Six in primary schools participated

through purposive sampling and a survey of questionnaire was given out. The key

findings showed that pupils found the powerpoint kit to be useful during reading as it

increases their interest, classroom participation, motivation and comprehension. It

proved that pupils appreciate teachers who use interactive powerpoint as it integrates

elements of visual aids and interactive media into their reading sessions in order to

achieve the desired learning result. Future research should look at the design and

creation of different short story teaching modules for other titles used in national

primary schools.

Key Words: reading, poor comprehension, visual aids, classroom participation,

powerpoint,

1. INTRODUCTION

Reading habit is declining at an alarming rate among the young due to the rapid

growth of electronic technology and it reflected at all levels of society. This is due to

the advancement that digital media has offered to the whole society that is

undeniably convenient and time-saving. Subashini and Balakrishnan (2013)


48


mentioned that due to technology-related activities, students no longer enjoy

reading. Apart from that, a visualized video version of the novel is being introduced

to the book reading hobby, which is steadily evolving into a modern theme. In reading

a short story at school, most teachers find it very difficult for students to focus for 30

minutes in reading. Zhang et.al (2004) research has demonstrated that with the

potential of computers, both images and texts are considerably better understood

than only texts. Al-Hariri & Al-Hattami (2016) further strengthened that via technology

incorporation in teaching and learning, student’s achievement has significantly

increased. In today’s education, technology recently has become the ultimate tool

not only in assisting teacher but also offers a great impact on pupils. Raja and

Nagasubramani (2018) stated that teaching and learning processes are much more

enjoyable with the use of technology. In education, technology has become part and

partial in teaching as it assists teachers in many aspects of teaching and particularly

in the pupil’s process of learning.

Despite that, one of the problems faced by ESL teachers is inadequate teaching aids

when it comes to the use of short storybooks that are provided by the education

ministry. The ESL primary teachers were only provided with the short story itself as

a textbook and no other toolkit or aids given. Due to that, this interactive powerpoint

is introduced in ELS lessons to take reading storybooks to be part of the industrious

revolution. For teachers to help readers in reading for comprehension, the crucial

process is during the reading that learners require guidance, not afterward. Hence,

this innovation is aimed to help both teachers in teaching and learners to enhance

reading for comprehension.

2. Literature review

2.1 Reading comprehension

Gist and eagerness of material are believed to be the main factor of children’s

readiness to comprehend texts. Abdul Samat & Abdul Aziz (2020) mentioned that

the materials help to develop students’ interest hence encourage them to read

individually. Besides, via the effective materials, changes in children’s behaviour and

performance are the most significant impact in reading that believed to influence the

children’s comprehension. Hence, in order to understand the text and the process

occurred, researchers have come out with a variety of theories and models. One of

the theories that implies an effective reading strategy that contribute to a better

achievement in critical and aesthetic literacy is Rosenblatt’s reader-response theory.

According to Al-Haba (2013), reader’s reactions and understandings create a

legitimate significance to the text. Apart from that, readers interpret the text through

their prior knowledge and past experiences that improved their insights and

assumptions. Khatib (2011) stated that with reader-response theory, students were

lively and played vigilant roles in the development of meaning-making, take part in

interpretations and practice the understanding of discrepancies in opinions and

eventually develop critical thinking. Iskhak (2015) supported that this theory

49


recommends students with multidimensional advantages such as advocating

aesthetic literacy, enabling students to voice out their opinions, and derived students’

enthusiasm in reading alongside writing attainment.

2.2 Technology incorporation in teaching and learning

Recent students’ way of learning shows a remarkable change throughout the year

due to the rapid development of technologies that also evolve in education.

Technology incorporation is essential as students live in an era of information

eruption and driven by knowledge. Jitender & Arti (2014) supported that via

technology incorporation in teaching and learning it contributes to new opportunities

for studying as well as teaching and increase the quality of the learning experience

for pupils. Thus, using multimedia such as interactive powerpoint in reading a short

story is a method deemed to empowered students in reading for comprehension.

Multimedia includes interactive text, illustrations, animations, video and sound, and

content that can be progressively arranged and displayed. Incedayi (2018)

advocated that multimedia is a helpful learning instrument in education as it supports

different ways of students learning styles such as visual, auditory, read and write

preferences. Effiong & Ekpo (2016) has also reinforced the potential of pupils to

memorise ideas they have shown through an immersive power point.

3. METHODOLOGY

This paper employed a quasi-experimental method types of research design. It

incorporated the pre-test and post-test design to evaluate the effectiveness of

interactive powerpoint. A set of questionnaires was also given to 42 Year 6 pupils in

a rural and suburban areas in Samarahan and Serian Division in Sarawak. The

questionnaire contained ten items and each pupil was required to tick ‘agree’ or

‘disagree’. Data were analysed using descriptive statistics and recorded as numbers

and percentages to represent each item.

4. RESULTS AND DISCUSSION

Table1: Results of Pre-test and Post-test

Score Number of pupils

Pre-test Post-test

90-100 9 34

70-89 19 8

50-69 13 0

30-49 1 0

Total 42 42

50


Figure 1: Pupils’ scores in the pre-test and post-test

In Table 1 and Figure 1, there was an improvement in the results of the pupils’ post-

test. There were only 9 pupils who could score 90 to 100 in the pre-test, but in the

post-test, there were 34 pupils who managed to get 90 to 100. This shows a

significant increase in the number of pupils that score 90 to 100 in the post-test. As

for score 70-89, there were 19 pupils who obtained the score in the pre-test while in

the post-test there were 8 pupils who could score 70 to 89. 13 pupils scored 50-69

while 1 pupil scored 30 to 49 in the pre-test. In post-test, no pupils get these scores.

All the pupils obtained a good score in the post-test and showed improvements in

their reading comprehension.

Furthermore, Table 2 describes the descriptive statistics of the data collected from

the survey questionnaire determining the improvements in reading comprehension

and motivation aspects after the implementation of the interactive powerpoint. As

shown in Table 2, Questions 1,2 5,8 and 9 focused on the pupils’ interest level while

Question 3,4 and 6 focused on the pupils’ participation level. Questions 7 and 10

concentrated on comprehension and motivation levels respectively.

Based on the interest level, more than 80% of pupils agreed that using interactive

powerpoint increased their interest in reading short story. They also agreed that they

like the content of the interactive powerpoint. For the aspect of participation, more

than 90% agreed that they can concentrate fully and respond positively to the

interactive powerpoint. However, fewer pupils like to participate in classroom

activities because they are reserved and shy pupils. In the aspect of motivation, all

pupils agreed that they are motivated to read short story using interactive

powerpoint. Finally, in terms of comprehension, more than 70% of pupils agreed that

they understand the story better when using the interactive powerpoint. This is

caused by the small font size used in the powerpoint that affected their

comprehension as they were unable to read the text intently.

Pre-

test

Post-

test 0

10

20

30

40

90-100 70-89 50-69 30-49

Num

ber

of

Part

icip

ants

Score

Results of the Pre-test and Post-test

51


Table 2: Pupils’ opinion of interactive powerpoint

No. Items Agree

n (%)

Disagree

n (%)

1. I am interested to read short story before the lesson. 36 (86) 6 (14)

2. I like to read short story if the teacher uses

interactive powerpoint to teach. 39 (93) 3 (7)

3 I concentrate fully in the reading lesson if there is

interactive powerpoint involved. 38 (90) 4 (10)

4. I respond positively when the reading lesson uses

interactive powerpoint . 41 (98) 1 (2)

5. I like the content of the interactive powerpoint. 35 (83) 7 (17)

6. I like to participate in classroom activities when

teacher uses the interactive powerpoint. 33 (79) 9 (21)

7. I understand the short story better when I learn using

interactive powerpoint. 30 (71) 12 (29)

8. I feel that using interactive powerpoint to read short

story is interesting. 41 (98) 1 (2)

9. I appreciate teachers who use interactive

powerpoint to teach reading. 37 (88) 5 (12)

10. I am motivated to read short story using interactive

powerpoint. 42 (100) 0 (0)

5. CONCLUSION AND RECOMMENDATION

This paper was intended to identify pupils’ opinions towards reading short stories

using interactive powerpoint in improving their interest, classroom participation,

motivation and comprehension. The main findings showed that pupils liked the

content and were interested to read and take part in classroom activities. Their post-

test results also revealed a significant increase in their reading comprehension. The

implications of this paper help teachers to understand how to attract pupils’ interest

and motivation in reading short stories and to include interactive media in their lesson

planning. Future researchers should explore on other interactive media to teach

short stories for Year 4 and Year 5 pupils.

REFERENCES

Abdul Samat, M. S. & Abdul Aziz, A. (2020). The Effectiveness of Multimedia Learning in

Enhancing Reading Comprehension Among Indigenous Pupils. Arab World English

Journal, 11 (2) 290-302 https://dx.doi.org/10.24093/awej/vol11no2.20

Al-Haba, Mohammed. (2013). Reader Response Theory in the Phenomenology of Reading

with the text and the reader as its focal point. IOSR Journal of Humanities and Social

Science. 8. 83-86. https://doi.org/10.9790/0837-0868386.

Al-Hariri, M.T. & Al-Hattami, A.A. (2016). Impact of Students' Use of Technology on Their

Learning Achievements in Physiology Courses at the University of Dammam. Journal of

Taibah University Medical Sciences, 82-85. https://doi.org/10.1016/j.jtumed.2016.07.004

Effiong, A. A. & Ekpo, O. E. (2016). Interactive Effect of PowerPoint Instructional Package and

Academic Performance of Educational Technology Students in the University of Calabar.

Equatorial Journal of Education and Curriculum Studies,1(2): 57- 68.

https://dx.doi.org/10.24093/awej/vol11no2.20

https://doi.org/10.9790/0837-0868386

https://doi.org/10.1016/j.jtumed.2016.07.004

52


Incedayi, N. (2018). The Impact of Using Multimedia Technologies on Students Academic

Achievement in the Bakirköy Final College. International Journal of Humanities Social

Sciences and Education. 5(1):40-47 http://dx.doi.org/10.20431/2349-0381.0501007

Iskhak. (2016). The Application of Reader-response Theory in Enhancing Students Teachers

Affective and Linguistic Growth: A Classroom Action Research in EFL Teacher Education

in Indonesia, The English Teacher. XLIV (2):43-45

Jitender Kumar & Arti Pasricha. (2014). ICT in Education: Enhancing Teaching and Learning.

Scholarly Research Journals for Interdisciplinary Studies2(5): 935-946

Khatib, S. (2011). Applying the Reader-response Approach in the Teaching English Short

Stories to EFL Students. Journal of Language Teaching and Research, 2(1): 151-159

https://doi.org/doi:10.4304/jltr.2.1.151-159

Raja, R. & Nagasubramani, P.C. (2018). Impact of modern technology in education. Journal

of Appliedand Advanced Research, S33-35.

https://dx.doi.org/10.21839/jaar.2018.v3S1.165

Subashini Annamalai & Balakrishnan Muniandy. (2013). Reading Habit and Attitude among

Malaysian Polytechnic Students. International Online Journal of Educational Sciences, 32-

41.

Zhang D, Zhao JL, Zhou L, Nunamaker Jr JF. (2004) Can e-learning replace classroom

learning? Communication of the ACM, 47(5): 75-79.

https://doi.org/doi:10.4304/jltr.2.1.151-159

53


Chapter 9

Monopoli Solat: Interactive Learning

Methods for Prayer Recitations

Syahrul Waheeda Mohd Ali*, Halina binti Mohamed Yusof, Rohayu

Yusof, Rohana Talib, Wan Muhammad Amir Ashraf W Ramli, Safinaz

Sulaiman, Mohd Amir Bin Zakaria, Azizan Suhadi & Aiza Mufida Mozi

Kolej Matrikulasi Johor, Kementerian Pendidikan Malaysia,

Jalan Payamas, 84900, Johor Darul Ta’zim

*[email protected]

ABSTRACT

The study used a Mixed Method approach (Qualitative and Quantitative) involving 33

respondents. The creation of the game Monopoli Solat aims to ensure that innovations

are made to attract students by using games as a technique for Learning and Teaching.

The main objective of this technique is to improve the quality of students’

memorizations of prayer recitations. This study had been carried out at Kolej

Matrikulasi Johor. Quantitative data was obtained using the Pre-Experimental Design

(Pretest-Treatment-Posttest). The analysis of the study was taken from the quantitative

data through the distribution of questionnaires regarding the effectiveness of the test.

The qualitative data was analysed from interviews of all respondents. Pre and post-

tests were carried out to prove the effectiveness of the tool tested in helping the

process of memorization. The main result of this study found that the students’

recitation quality was at their highest when all respondents reached the level of 100%

memorization (fluent) after using Monopoli Solat - The Interactive Game. This study

also found that the duration of time for the evaluation process of memorized prayer

recitations can be shortened thus saving time. Supporting the results of this study also

found that there is a positive relationship between the tool used and the level of

memorized prayer recitations of the students through the process of comparing the

marks between the pre and post-tests. The analysis from questionnaires and interview

forms also found that most respondents strongly agreed that Monopoli Solat - The

Interactive Game has helped them improve the quality of their prayers. Based on the

findings, the utilization of the interactive game Monopoli Solat is suitable to be

implemented for all ages.

Keywords: Teaching & Learning, Monopoli Solat, Interactive, Makhraj (Points of

Articulation of Letters)


54


1. INTRODUCTION

The issue on prayer recitations is a cliché issue that has been repeatedly discussed

in the world of Pendidikan Islam. However, this cliché problem has never been

solved because some parties especially parents only depend on teachers to solve

their children’s learning problems. One of the main focuses in prayer recitations is

correct usage of Makhraj. Makhraj are the ‘points of articulation of letters’ or the

correct pronunciation when reciting the Qur’an. Other than that, the rules of tajwid

has also been a common obstacle faced by students in prayer recitations. Tajwid

from a linguistic point of view is to embellish and beautify. From a technical point of

view, tajwid means to make good or to better the recitation of the Qu’ran by giving

each letter it’s right with regards to the correct way of pronunciation. In conclusion,

the knowledge on tajwid is a set of rules for proper pronunciation and recital of the

Qur’an to replicate the way the Prophet Muhamad recited the Qur’an.


This innovation focuses on the students of Kolej Matrikulasi Johor specifically as well

secondary and lower secondary students in general. According to Musa Daia (1992),

in Ahmad Mohd. Salleh (2004), games are a way to train students as humans and it

is a great technique to make teaching more interesting and practical. Students tend

to get the most out of learning when they learn something that suits their interests,

goals and advantages. Beard and Senioa (1980), reports that studies made by

psychologists revealed that the method of teaching has a high tendency to

encourage learning and maintain students’ motivation by making them more actively

involved (Ahmad Mohd. Salleh, 1997).

3. METHODOLOGY

There are still a lot of teenagers with weak prayer recitations even though they are

on a level where they can memorize such recitations (Noor Azni Ibrahim, 2005).

Although they have memorized the recitations, there are still many reading errors

which will negatively affect their prayers especially with regards to makhraj and the

rules of tajwid. Although they have reached the age of mukallaf (religiously

responsible and accountable) they still face reading errors when praying without

them even noticing it as they assume that their recitations are already perfect. The

results from consultations found that some students could not memorize prayer

recitations properly. Studies done by Azhar Ahmad and Halim Tamuri (2005) found

that parents only oversee their children performing prayers but have neglected the

aspect of perfecting the practice of prayer itself, including the aspects of recitations

in prayer. Educators have always had to confront students who are comfortable

with continuing their way of imperfect recitations that they have been accustomed

to.

55


3.1 Research Objective

3.1.1 General Objectives of Research:

To observe the effectiveness of Monopoli Solat - The Interactive Game in

improving the quality of memorized prayer recitations.

3.1.2 Specific Objectives of Research:

i. Can identify reading errors and reading precision in prayer with the help of

Monopoli Solat.

ii. Can improve the quality of pronunciation of Makhraj alphabets as well as

the rules of tajwid regarding the students’ memorization of prayer

recitations.

iii. Can attract students’ attention to learn about prayer recitations via

interactive game.

3.2 Participants

The participants were 33 students from various course from Johore Matriculation

College and none of the students had any experience of participating in this kind of

research.

3.3 Data collection instruments

Quantitative data was obtained using the Pre-Experimental Design (Pre-Test-

Treatment-Post-test). The analysis of the study was taken from the quantitative data

through the distribution of questionnaires regarding the effectiveness of the test. The

qualitative data was analysed from interviews of all respondents. Pre and post-tests

were carried out to prove the effectiveness of the tool tested in helping the process

of memorization and being analysed using T-Test. To supplement the quantitative

data collection for this innovation, a small qualitative component that is semi-

structured interview is used to get in-depth. answer from all the students regarding

their view and perception towards their learning environment before and after using

Monopoli Solat.


4.1 Applied Innovations

4.1.1 Innovation Materials

The materials used in this game are Basic Reference Card (1), Monopoli Solat

Interactive Game Board (1), Answer scheme (1), Dice (1), Tokens (4), Reward Cards

2 (40 pieces), Reward Cards 2 (30 pieces), Reward Cards 5 (20 pieces), Bonus

Cards (24 pieces), Question Cards (24 pieces).

56


Diagram 1: Monopoli Solat - The

Interactive Game (First innovation) Diagram 2: Monopoli Solat - The

Interactive Game (Second innovation)

4.1.2 Game Instructions

a) The players are made up of 4-5 players and one of them will be the Teller.

b) The Teller’s role is to keep track of time and money. The Teller will be paid

a wage of RM2,000.00

c) Each player will be given RM50 at the beginning of the game (capital).

d) Each player will throw the dice. The number that they obtain will represent

the number of steps they make.

e) At the place where they stop (Point), the player will choose their account

classification either Asset, Liability or Owner’s Equity (Income /Expenses/

Drawings). Time given to answer is 15 seconds.

f) If the player chose the account classification:

Correctly the player is then given the opportunity to answer the next

question by taking the green card (CHANCE). Time given to answer is 45

seconds.

→ Players need to answer and the Teller will pre-confirm whether the

player’s answers are correct or incorrect without looking at the answers

provided in the envelope.

→ Confirmation of final answer when the Teller looks at the real answers

inside the envelope. The Teller will read out the answer scheme to the

group.

Incorrectly the player is then required to pay the bank through the Teller

RM20 as penalty. The game sequence will continue with the next player.

g) The player who answers the green card CHANCE :

Correctly the Teller will give that player RM50 as a reward.

Incorrectly the game sequence will continue with the next player.

h) The Teller plays the role of verifying whether the answer was correct or

incorrect.

If the Teller’s pre-confirmation is correct then the Teller will receive a

bonus reward of RM20.

57


If the Teller’s pre-confirmation is incorrect then the Teller will receive a

wage cut of RM20.

i) The next game continues with the next player’s turn and the same process

takes place.

j) If a player is penalized but does not have enough money to pay the penalty,

the player must make a loan from the bank by recording said loan on a

loan form.

Payment must be made once the player has cash on hand.

k) Among the players, the winner will be determined by calculating the

amount of cash accumulated.

l) Among the Tellers, the winner will be determined by comparing the amount

of cash accumulated between Tellers from other groups.

4.1.3 Production Cost

The cost to produce each set is RM300. However, we have successfully

commercialized this product.

4.2 Effectiveness

Based on the analysis from the pre-test data, it was revealed that 25.00% (n = 4

students) were in the weak category. As regards to the interviews with students, it

was indicated that the students had less training and were less interested. A 50%

increase in the range of high scores proved that interactive games could help

students.

Table 1: First cycle of PreTest and Post-Test Marks

Range of Marks (0-14) Pre Test

( amt. of students & %)

Post-Test

(amt. of students &%)

% Comparison

Range 0 - 4

(0 – 40%) (weak)

4

(25.00%)

0

(0.00%)

-25%

Drop

Range 5 - 9

(50% – 80%) (moderate)

9

(56.25%)

2

(12.50%)

-43.75%

Drop

Range 10 - 14

(>90%) (excellent)

3

(18.75%)

14

(87.50%)

+68.75%

Rise

Furthermore, the time needed to memorize the recitations had also shown an

increase. The total amount of time taken to assess all 16 student’s x 6 minutes was

96 minutes. Meanwhile the time taken to assess each student showed a decrease

from 6 minutes to 3 minutes. The time needed to assess all students was 48 minutes.

This proves that a 48-minute time reduction could be made for the assessment

period.

The test was continued for the second cycle of respondents, of which 125 were

involved in this interactive game. Approximately 100 students became players while

25 students became Tellers. Pre-Test and Post-Test data were analysed to assess

58


the effectiveness of this interactive game in improving makhraj pronunciation as well

as on the rules of tajwid. Diagram 3 shows a data comparison between Pre-Test and

Post-Test.

Diagram 3: Second batch comparison of Pre-Test and Post-Test marks

Table 2: Findings from the students’ satisfaction questionnaires

No Question Scale

SD

Number

(%)

D

Number

(%)

A

Number

(%)

SA

Number

(%)

1 The implementation of Monopoli Solat -The

interactive game was conducted smoothly

and systematically.

1

(4)

1

(4)

8

(32)

15

(60)

2 The time frame for Monopoli Solat - The

interactive game is suitable for the students

of Kolej Matrikulasi Johor.

1

(4)

0

(0)

15

(60)

9

(36)

3 Monopoli Solat-The interactive game is

suitable to be played by the students co-

operatively.

1

(4)

0

(0)

20

(80)

4

(16)

4 Monopoli Solat - The interactive game does

not improve the quality of memorization by

the students co-operatively.

20

(80)

3

(12)

1

(4)

1

(4)

5 Monopoli Solat- The interactive game can

motivate students to improve the quality of

my prayer recitations.

1

(4)

3

(12)

10

(40)

11

(44)

6 This programme improves the quality of

memorized recitations

1

(4)

1

(4)

8

(32)

15

(60)

7 Lecturers helped students to improve IQ,

EQ and SQ competency.

1

(4)

0

(0)

10

(40)

14

(56)

8 Activities facilitated by Monopoli Solat - The

interactive game is suitable to be used as a

Learning & Teaching module for

Pendidikan Islam.

1

(4)

0

(0)

10

(40)

14

(56)

Table 2 shows the findings from a survey conducted with 25 respondents that used

the interactive game Monopoli Solat during their classes. Most respondents agreed

59


that this game had helped them memorize better as well as encourage them to

correct and improve their prayer recitations in an interesting way.

4.3 DISCUSSION

The usage of Monopoli Solat - The Interactive Game as a facilitating tool in the

evaluation process of memorizations has transformed the Teaching and Learning

field of Pendidikan Islam at Kolej Matrikulasi Johor as to meet the learning needs of

the 21st century. According to researchers, methods using simulations and games

are a fusion of theory and application that is innovated as a facilitating tool. Both

simulations and games allow students to practice the skills and principles they have

learned from their surroundings. As mentioned by Musa Daia (1992), the method of

using games for learning requires a free and relaxed atmosphere without any

interrupting factors.

Diagram 4: Monopoli Solat Interactive Game Appreciation

5. CONCLUSION & RECOMMENDATION.

5.1 Conclusion

The implementation of integrated metacognitive assessment strategies is essential

educational tool of the 21st century as Malaysia is no longer fixated on examoriented

trends that are regarded as exclusive and restrictive (Saemah Rahman and Fatimah

Yassin (2007).

60


Diagram 5: The Interactive Game Monopoli Solat that are currently on the market.

5.2 RECOMMENDATION

5.2.1 Potential to Be Widely Marketed

Monopoli Solat -The interactive game has gained recognition at various levels both

domestically and internationally. In addition, Monopoli Solat has also been featured

in numerous media platforms such as on Sinar Harian Newspaper on 12.08.2017,

PA&MA Magazine October issue 2017, PA&MA magazine November issue 2017,

“Live” on the programme Bismillah ad-Dhuha on Astro Oasis dated 24.03.2018,

Mingguan Wanita Magazine February issue 2019 and gain in Mingguan Wanita

Magazine July issue 2019. Hence, this innovation has a great potential to be

commercialized. Other than Monopoli Solat -The Interactive Game has received

many accolades at various levels domestically and internationally. Among them are

1) Gold Award Hari Inovasi Fakulti Pendidikan UKM, 2017, 2) Silver Award

Simposium Kebangsaan Kecemerlangan Pendidikan Islam dan Bahasa Arab, 2017,

3) Gold Award Sintok International Games and Gamification, 2017, 4) Gold Award

International Social Science Conference & Innovation Challenge 2018 (ISSCIC

2018), 5) Best Award International Social Science Conference & Innovation

Challenge 2018 (ISSCIC 2018), 6) Gold Award Pertandingan Inovasi Islam dan

Bahasa Arab Peringkat Kebangsaan (INOVIS 2018), 7) Gained the trust and faith

from MMU, Melaka to collaborate and conduct Kem Seronok Solat with Monopli

Solat on 23-24 March 2019 which was a memorable achievement. This time around,

improvements have been made to this innovation to ensure maximum impact.

Monopoli Solat will also be translated into English and Arabic to further expand its

ability to be marketed internationally.

61


REFERENCES

Ahmad Mohd Salleh. (2008). Pengajian Agama Islam & j-QAF: Metodologi dan Pedagogi

Pendidikan. Shah Alam: Oxford Fajar Sdn. Bhd.

Azhar Ahmad & Abd Halim Tamuri. 2005. Pembinaan Pengukuran, Penghayatan Akhlak

Pelajar Sekolah Menengah Berasaskan Rujukan Kriteria. Kertas kerja dibentangkan

dalam Simposium Kebangsaan Pend. Islam (SKPI) 2005. 17 – 18 Disember : UIA.

Kamarul Azmi Jasmi dan Ab. Halim Tamuri. (2007). Pendidikan Islam: Kaedah Pengajaran &

Pembelajaran. Johor: Penerbit UTM Press.

Ma`alim fit-tarbiyah. Kuweit: Makatabah Al-Manar

Noor Azni Ibrahim,. 2005. Pengajaran Al-Quran Di Sekolah Rendah Islam Hira’, satu Analisis.

Kertas kerja dibentangkan dalam Simposium Kebangsaan Pend. Islam (SKPI) 2005. 17 –

18 Disember : UIA.

Nurfazliah Muhamad, Jamalludin Harun, Shaharuddin Md. Salleh, Megat Aman Zahiri Megat

Zakaria. 2014. Penggunaan Game-Based LearningBagi Meningkatkan Kemahiran

Penyelesaian Masalah Kreatif Dalam Matematik . Jabatan Pendidikan Sains, Matematik

dan Multimedia Kreatif,Fakulti Pendidikan, Universiti Teknologi Malaysia,

Saemah Rahman dan Siti fatimah Yassin. (2007). Melatih pelajar Belajar Cara Belajar:

Bagaimana Guru Boleh Mengimplimentasikannya Dalam Bilik Darjah. Prosiding Seminar

Internasional Pendidikan Serantau iii, 2 – 3 Mei 2007, Pekan Baru: Indonesia

62


Chapter 10

Green Building Conservation Through

Extensive Green Roof Solutions In

Sustainable Buildings To Overcome Sick

Building Syndrome

Nazilatul Hidayah, Mia Sofiatus Solikah & Nurul Janah

Diponegoro University

[email protected]

ABSTRACT

Development is a planned effort to implement change. In fact, the development of

buildings is one of the biggest contributors to global warming. The concentration of

CO2 in the air has increased, especially after the industrial revolution (Salim, 2010).

According to the World Health Organization (WHO), 30% of buildings in the world

experience air quality problems. This causes the world of infrastructure development

to emerge with the phenomenon of sick building syndrome or environmental problems

due to poor air quality. Therefore, it is necessary to implement green building

conservation to minimize global warming through efficient and optimal utilization of

natural resources and energy sources. One of them is the implementation of extensive

green roof innovations in sustainable buildings that are researched through literature

research methods or library research. Searching for data and observations on the

theme under study is the method used in extensive green roof innovation research.

Applied through semi-fertile soil growing media to plant sedum grass. Thus, it is

suitable to be planted in high temperature areas. Extensive green roof also has the

advantage of being a water catchment area, being able to reduce noise, reduce air

pollution, and overcome sick building syndrome because of its advantage that it can

absorb CO2 emissions. Green roofs are reported to consume less energy in the range

of 2.2-16.7% than traditional roofs during summer. The existence of an extensive green

roof that is applied in housing to other buildings in urban areas will certainly have less

energy consumed compared to this figure. Thus, the sustainability of a healthy

environment in which contains a future of air that adheres to the principle of zero.

pollution can be enforced without leaving the slightest gap for the arrival of sick building

syndrome in the future.

Key Words: Extensive Green Roof, Green Building, Sick Building Syndrome,

Sustainable Building.


63


1. INTRODUCTION

As a method, process, to everything related to building activities, of course the

definition of development becomes very broad to touch all areas of life including the

infrastructure sector. Development can also be interpreted as an effort that is carried

out in a planned manner to implement change which has the main objective of

improving and increasing the standard of living, welfare and human quality

(Muhammad Ali). Meanwhile, according to Benny H. Hoed, development can be

interpreted as all systematic efforts carried out in order to escape from

backwardness, and efforts to improve and improve the welfare of society. Although

the objectives that can be seen from the definition of development itself are visions

that lead to developments for better change, in fact, until now, building development

is also included in the category of one of the biggest contributors to global warming.

Figure 1: Global Mean Temperature

In fact, it has triggered the emergence of the sick building syndrome phenomenon

or environmental problems due to poor air quality. Therefore, research is carried out

through the literature method or library research by searching data and observations

(forms of observation) on the theme under study to find solutions to overcome global

warming, including sick building syndrome.


2.1. Sick Building Syndrome

Sick Building Syndrome (SBS) is a situation where residents of a building or building

experience health problems and discomfort due to time spent in the building. The

occurrence of SBS is influenced by the physical environment and individual

64


characteristics. The main factor in the occurrence of SBS, namely poor ventilation

conditions, resulting in concentrations of pollutants that accumulate in a building

room and inhaling air contaminants for a long time by building occupants.

2.2. Green Building

Green building has become the main focus in the concept of sustainability in building

construction as a solution to addressing issues of increasingly limited resources,

especially in the energy aspect. Green buildings are designed as a form of effort to

reduce the impact on environmental problems with technical issues such as building

structure component materials and urban building design concepts in dealing with

environmental problems without reducing the need for development, with reference

to the use of processes that are focused on efficient resources with environmental

responsibility from determining the design, structure.

2.2. Sustainable Building

Sustainable development is defined as a development effort covering several

aspects of life such as economic, social, environmental, and even cultural aspects

for today's needs. However, not to the point of sacrificing or reducing the needs of

future generations. In general, the characteristics of sustainable development,

namely the development that is carried out are able to minimize environmental

pollution and pay attention to the physical and social environment with the

implementation of which also touches the basic values of humanity. Not only that, it

is fundamental and ideal as well as long and short term, guided by always

maintaining economic, political, socio-cultural and national security stability so that it

still pays attention to the morals adopted by the community is also another

characteristic of the concept of sustainable development.

3. METHODOLOGY

In this writing, based on literature studies in the form of journals to research reports.

Furthermore, data analysis was carried out descriptively based on indoor air quality

standards, Green Building, environmentally friendly building certification, extensive

research on advanced and easier application of green roof innovations. This

innovation is present as a branch of a building whose roof is covered with plants

which is then associated with the sick building syndrome phenomenon to describe

the effect of implementing the Extensive Green Roof as an alternative to urban

pollution problems in supporting sustainable city development to preventing sick

building syndrome.

65


Figure 2: Extensive Green Roof Concept


Based on observations, the following analysis results were obtained.

Table 1: Absorption of Vegetation Cover Types on CO2

Vegetation

Cover Type

Absorption of CO2 per

kg / ha / hour

Absorption Power

CO2 per tonne / ha /

year Grass 2,74 12

Rice fields 2,74 12

Shrubs 12,56 55

Tree 129,92 569,07

Thus, based on the analysis conducted by the author, the calculation of mobile

software, one of the places called Kajen, Pekalongan, has an area of 0.62 ha which

has a total CO2 emission of 100.00 kg can also be overcome with extensive green

roof solutions with the following detailed analysis.

Table 2: Absorption Ability of Kajen Sedum Grass Cover Plants

Total Area

(ha)

Types of Cover

Plants

Area (ha) Absorption

Ability (kg/hr) 0,62 Sedum Grass 0,52 1,42

In addition, there is a tree cover of 0.7 ha and 0.3 ha of ornamental plants, so at that

place it has the absorption capacity of 91.766 kg / hour and the absorption capacity

of sedum grass is 1.42 kg / hour, the total becomes 93.186 kg / hour. Thus, it has a

remaining 6,814 emissions that can be overcome by adding green open space or

new green open space through a green building covering an area of 18.6 ha of

sedum grass or 0.05 ha of trees for outdoor conditions. The application of the tutuoan

plant also makes the limitation of sunlight on buildings, water efficiency through the

Growing Media

Filter

Drainage Layer

Protective Coating

Root Boundary

Roof Membrane

Sedum Grass

66


use of rain water, and a reduction in room temperature without air conditioning as

part of the vision of sustainable development.

Figure 3: Ilustrasi Efisiensi Air

A comprehensive review of green roofs and facades (Besir & Cuce, 2018) also

reveals that based on the United Nations Environment Program (UNEP), the building

sector has contributed 40% of total energy consumption. As for countries in Europe,

around 36% of total greenhouse gas emissions are attributed to existing buildings.

There is an extensive green roof are able to trigger the achievement of energy

saving, thermal insulation, shading, and evapotranspiration features. It should be

noted that the heat flow through the roof of the building in summer can be reduced

to approx. 80% through green roofs.


4.1. Conclusion

Issues related to sick building syndrome have been proven to be overcome through

extensive green roof innovations. In addition, there is also a temperature difference

between conventional and green roofs in winter of around 4 ° C. As for building

energy demand in summer for semi-intensive and intensive green surfaces, it is

highly dependent on the intensity of the crop because it is reported to be 23.6, 12.3

and 8.2 kWh / m2 / year, so it will not be much different from extensive green surfaces

if held at many points. The ability of the green roof system is also able to provide

thermally comfortable indoor and outdoor conditions with the annual average

accumulation of CO2 reaching levels of 13.41-7.07 kg carbon / m2 for 98 m2 of the

vertical greening system. Therefore, these results are certainly very useful for

residents, builders, architects, engineers and policy makers to have a good

understanding of the potential of green roofs and facades to reduce building-related

energy consumption and carbon emissions in renewable, sustainable, efficient

67


ways.and cost-effective including in the extensive application of green roofs because

its implementation is simpler but also has an extraordinary role.

4.2. Recommendation

It is hoped that extensive green roof innovations in sustainable buildings to overcome

sick building syndrome can be applied in cities and the need for government support

to develop and realize these innovations. In this case, of course the share of the

contractor, consultant, and implementer should be further increased by considering

the cause and effect of the project being carried out. This effort must be made in

order to achieve the goals in development, namely regarding progress without

harming the components involved, including the environment.

REFERENCES

Agung C.Nugroho, 2011. Green Building Architecture Certification Towards Environmentally

Friendly Buildings.

Berardi, U., Ghaffarian Hoseini, A. H., & Ghaffarian Hoseini, A. 2014. Stateof-the-art analysis

of the environmental benefits of green roofs. Applied Energy.

Dabaieh, M., Mahdy, D. El, & Maguid, D. (2018). Living Labs as A Pedagogical Teaching Tool

for Green Building Design And Construction In Hot Arid Regions.

http://jurnalfuf.uinsby.ac.id/index.php/JRP/article/download/1029/964

http://pengertiandefinisi.com/pengertian-pembangunan-menurut-para-ahli/

https://kbbi.web.id/pembangunan

Journal of Architectural Engineering, University of Bandar Lampung, Desember 2011.

Sudharto P. Hadi, Humans and the Environment, Diponegoro University Publishing

Agency, Semarang, 2000.

http://jurnalfuf.uinsby.ac.id/index.php/JRP/article/download/1029/964

http://pengertiandefinisi.com/pengertian-pembangunan-menurut-para-ahli/

https://kbbi.web.id/pembangunan

68


Chapter 11

Green City Development Information Aid

Card in Pertaining Sustainable City

Development in Melaka

Suzei Mat Nurudin, Nor Suhaiza Md Khalid, Zarina Mohd Zain

& Thenmolli Vadeveloo

Universiti Teknologi MARA, Cawangan Negeri Sembilan,

Kampus Seremban, Malaysia

[email protected]

ABSTRACT

Green City Development Information Aid Card is a basic reference for the public in

getting clear information and understanding about Melaka green city. The early state

success in applying green city technology in Malaysia is Melaka and it was first

declared as Melaka Green Technology City State on 22nd November 2011. This aid

card introduces the key concepts of Green City development and includes a summary

of the green city implementation steps in Melaka. This card was created for local people

to get information about the implementation of Melaka green city initiatives. Designated

in a postcard form, it packed with information on the initiative and picture aim to

disseminate information about the initiative to the tourist and the locals. The objective

of the study is to identify the awareness among public on the initiatives of Green City

Development initiated by Melaka state government. It is specially designed for easy

information dissemination to all target groups with the use of clear language with green

city picture that will help people for better understanding of the implementation of

Melaka Green City.

Keywords: Green city, key concept, postcard & Melaka green city

1. INTRODUCTION

In 2010 Melaka was announced as Melaka Green City and it started to embarked on

the production of renewable energy as one of its focuses in reducing the dependency

on the non-renewable energy in Malaysia. Finally, on 22nd November 2011, Melaka

was declared Green Technology City State. The state inaugurated a five megawatts

solar farm in 2013, and is on its way to develop a second solar farm with a capacity

mailto:su

69


to generate two megawatts in future. The state has an ambition to ‘to become a world

class solar city’ by 2025. For this purpose, it has set up Melaka World Solar Valley,

7,248 hectares of area, where a cluster of green technology industries specializing

in solar energy will be created (Green City Action Plan, 2014). It is one of the

initiatives taken by Melaka state government towards realizing their green action

plan.

Melaka was awarded the “green Apple” award by a UK based environmental non-

profit organization for Melaka River Transformation Project. The award was given to

the projects that reflects environmental best (http:// www.thegreenorganisation.info).

The river was once underrated but now one of the popular tourist attractions in

Melaka, offering a river cruise alongside its river.

Some rivers and coastal areas in Melaka are classified as being in moderate and

poor condition. Merlimau and Seri Melaka river, for an example, are classified as

being in poor condition. These has caused flooding in some lying areas along rivers

and coastal areas and needed serious interaction plans. Several water bodies in

Melaka are in moderate to poor conditions (Green city action plan, 2014). In addition,

the fact that more than 90 percent of electricity in Malaysia is generated using non-

renewable sources. (Green city action plan, 2014) has led the Melaka government

to move to the use of renewable sources to generate electricity.

Another issue under the consideration of Melaka government is the traffic congestion

in Melaka. Needless to say, that this happened because the city has many tourist

attractions besides being the center for shopping, business locations as well as hotel

accommodations. According to Noor Mohammad (2020) Environmental

sustainability is one of the burning issues in Melaka City. To top to these, residential

waste generated in Melaka is alarming and therefore is hazardous to the

environment and people’s health. Thus, considering all these issues, the Melaka

state government’s initiating to introduce green technology and implementing green

city concept are undeniably vital moves.


Melaka Green city focuses on 6 main categories which are water management,

energy efficiency & renewable energy, green transportation, zero waste, culture

heritage & tourism and lastly urban forestry & agriculture (Mohd Hafizam, 2016).

With the focused area, Melaka has transformed into green city with structured

programs by the state government.

Based on the categories, Melaka narrow its focus by ensuring managing energy

efficiency (including built form) and reducing reliance on nonrenewable energy

sources, sustainable and low-carbon transportation systems, green and resilient

infrastructure, waste reduction and management, increased green areas, water

cycle management, and integrated planning.

70


Green City has the purpose to minimize environmental impact and at the same time

maximize opportunities to improve and support the natural environment (Dr Dahlia,

2015). As the first city chosen in Malaysia, Melaka has led the transformation and

being inspired by other state such as Pulau Pinang, Perak, Selangor and others to

enhance on the same project. In addition, there are lists of initiatives under Melaka

city planning and development in implementing green technology at Melaka

(www.melakagreentech.gov.my,2019). Among them are:

a) Hang Tuah Jaya Green City - Hang Tuah Jaya area has been selected to be

Sustainable Development Green City. All developments and buildings shall

comply with building rating certifications i.e. GBI, LEED, Green Star, Green Mark

and Melaka Green Seal. It involved the development area of 5,153 acres of land.

The current Green Development projects under this initiative are PERKESO

Rehabilitation Centre (Completed in June 2014), 8 MW Solar Farm Project

(Completed Dec 2014) and Rumah Citra Kasih (Completed June 2014).

b) Melaka World Solar Valley - Melaka World Solar Valley (MWSV) located in

Rembia, Melaka was selected to be a sustainable city and the catalyst for solar

industry in 2012. The area is gazetted of 7,248.43 hectares of land which hosts

various solar development sectors.

c) Melaka Green Seal - The project is known as Meterai Hijau Melaka, established

since 1st January 2015. This project is implemented at Melaka World Solar Valley,

Hang Tuah Jaya Green City and new state & government buildings in Melaka.

d) Melaka Smart Grid Pilot Project - The pilot project has been carried out by

installing Smart Meters to 400 household residences in Melaka city. It monitors

energy usage online via apps.

e) Smart LED Street Lights - Several test pilots of LED Street light have been

initiated since 2010. This started with a pilot project installing 1000 units of

SMART LED Street light in Melaka City Council (MBMB) area. The new lighting

system installed in tourist hotspots here will help reduce carbon emissions as well

as cut energy consumption by up to 80% compared to the use of conventional

lighting (The Star, 2016).

f) Green Transportation - Melaka Electric Bus is the first fully operated electric bus

in Malaysia and has successfully completed its 3month trial which started in

March 2014. The bus travel in Melaka World Heritage City and is owned by

Panorama Melaka Sdn Bhd. The electric bus can travel up to 280 km after being

fully charged with the charging station is located in Melaka Sentral. Besides the

Electric Bus, Melaka State Government also has bought 8 electric cars for their

official use in supporting the green transportation.

g) Melaka electric car charging Station Network - It is the first charging station

outside KL which was launched on 11 Oct 2013. There are 2 electric charging

stations around Melaka city located at Seri Negeri, Ayer Keroh and Hatten

Square, Bandar Hilir.

h) COMOS Eco Ride - Located at Menara Taming Sari. There are several units of

Electric Car available for rent to tourists. It is seen as a good effort in introducing

and promoting green transportation for the tourism industry.

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i) Melaka Bike Share - It is Malaysia 1st Public Bike Share in Malaysia and has been

introduced since 2nd March 2016. 3 stations are located in the World Heritage City

area, A Famosa, Equatorial Hotel and Quayside.

j) Towards Zero Waste - Separation at source has started from 1st September 2015

whereby all premises in Melaka are required to separate solid waste at them

residential houses. The new practice requires the public to placed recycle waste

next to their garbage bin.

Besides that, the state government has also introduced no plastic bags practice

every day starting 1st January 2016 and no polystyrene usage starting 1st September

2015. The consumer is advised to bring their own shopping bags and all premises

must change to compostable plastic bag and compostable food container. The great

action is for the good health of the community and reduced future long negative effect

to the environment.

3. METHODOLOGY

This study was conducted to gain a better understanding on the Melaka city

residences view towards the green technology programs implemented by Melaka

state government. The survey was distributed among the residents in Melaka. There

questions in the questionnaire aim to find out:

3.1) Level of awareness based on the programs

3.2) Knowledge of the program based on the length of residence in Melaka

3.3) Level of understanding about the initiatives of green technology implementation

3.4) Opinion on the success rate green technology programs initiatives


This section presents the research findings derived from the questionnaire

distributed. The results show local residents views towards green city initiatives

undertaken by the Melaka state government.

36 respondents were involved where majority of them are staying at Cheng area in

Melaka Tengah. The rest are from Alor Gajah (6), Kuala Sungai Baru (4), Masjid

Tanah (2) and 7 respondents are from others areas around Melaka.

In addition, looking at the duration of staying, most of them have lived in Melaka

between 11 to 20 years (14) followed by 7 respondents who have lived more than

21 years, 5 respondents have lived from 6 years to 10 years and 3 years to 5 years

respectively. However, only 4 respondents were lived in Melaka for 16 to 20 years

and only 1 respondent lived not more than 2 years.

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Table 1: Findings

Items Frequency

Areas of staying

Cheng, Melaka Tengah

Alor Gajah

Kuala Sungai Baru

Masjid Tanah

Other areas in Melaka

17

6

4

2

7

Terms of staying

More than 2 years

3 to 5 years

6 to 10 years

10 to 20 years

More than 21 years

1

5

5

14

7

Green Technology Initiatives

Program Melaka Bebas Asap Rokok

Comos Eco Ride Melaka

Electric Bus

LED Lamp Street

No Plastic Day

No Polistrene

Melaka Electric Car Charging Station

Melaka River Cruise

Melaka Sollar Valley

Bandar Hijau Hang Tuah Jaya

Melaka Bike Share

Yes successful

13

8

7

18

25

19

8

25

19

19

7

Not successful

14

3

6

1

7

12

6

3

7

2

3

Uncertain

9

25

23

17

4

5

22

8

10

15

26

Asking on their opinion on the level of successful of the Green Technology Initiatives,

168 responded that most of the program were successfully executed meanwhile

there’s also responded who were not sure on the achievement of the programs or

projects initiated under this green technology (164). Only 64 responded have the

opinion that the initiatives were not successfully implemented.


Many initiatives have been planned and started by the Melaka government but yet

the public awareness was still lacking. Melaka government needs to find ways to

improve the level of awareness about the green technology importance and benefits

to the Melaka residence. This is the reason why the Green City Development

Information Aid Card was created. It is hoped that the card through the use of simple

language and pictures, will be able to disseminating the information regarding green

technology to the public. It is recommended for the future research to focus on the

challenges in implementing the green city concept.

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ACKNOWLEDGEMENT

The authors would like to thank Universiti Teknologi Mara and Ministry of Higher

Education Malaysia for supporting this research under the Fundamental Research

Grant Scheme (FRGS). In addition, the authors would also like to thank the

respondents that have given full support to this research.

REFERENCES

Atkins China Ltd. 2013. Final Report for ADB's Technical Assistance 7626 REG: Public-

Private Partnership Development in Brunei Darussalam-Indonesia-Malaysia-Philippines

East ASEAN Growth Area and IMT-GT. Project Reference - 44160-012.

Datin Paduka Dr. Dahlia Rosly, Director General Federal Department of Town and Country

Planning, Ministry of Urban Wellbeing, Housing and Local Government Malaysia

‘Developing Green Cities: Back To The Future’ The Equatorial Hotel, Malacca 11 May

2015 15th International Convention On Melaka Twin Cities 2015.

Experience & Lesson Learnt in the Development of Low Carbon City in Melaka.

Green City Action Plan ‘A Framework for Green Actions Melaka Malaysia 14 April 2014.

Green city action plan A framework for a green actions Melaka Malaysia 14 april 2014

https://www.adb.org/sites/default/files/related/41571/imt-gt-green-city-action-plan-

melaka-april-2014.pdf accessed on 1 April 2020.

Lewis, Emma. 2015. Green City Development Tool Kit. © Asian Development Bank.

http://hdl.handle.net/11540/5151. License: CC BY 3.0 IGO.

Melaka received green apple award for Melaka river, Source:

http://www.thegreenorganisation.info/index.php/about-us, accessed 1 April 2020.

Melaka, a green city example by Ramesh Subramaniam - September 30, 2018 @ 10:18am,

New Straits Times.

Mohd Hafizam bin Mustaffa, Melaka Green Technology Corporation 8 November 2016 Melaka

Green Cities –Sharing Efforts And Challenges In Implementing The Concept Of Green

Cities City Talk at Bukit Tinggi 2016 On Urban Development and Climate Change

Adaptation.

Noor Mohammad an Empirical Study on Environmental Sustainability in Melaka City, chapter

in book Sustainability Concept in Developing Countries 2020.

The Star “Energy-saving city lights” Friday, 02 Dec 2016.

74


Chapter 12

Smart Building Structure

Hasrul Bin Halimoon

Kolej Vokasional Melaka Tengah

[email protected]

ABSTRACT

The Building Structure Module is one module found in the subject of Construction

Technology in the College of Vocational and Civil Engineering in Technical Secondary

School. Students who venture into the field of construction need to master and master

the Building Structure module because it is a foundation before they learn more about

the field of construction technology. This study is to produce teaching and learning

products called Smart Building Structure. This product facilitates teaching and learning

in construction for structural components of buildings considering in Malay and English

more effectively and provide long-term memory to the students. The material used in

the production of this teaching and learning product is a simple material and can be

produced by every lecturer in a short time. Smart Building Structure has been used by

lecturers in teaching building structure modules for students of class 2 Certificate in

Construction Technology and 1 Diploma in Construction Technology at Melaka Tengah

Vocational College. The results through teaching and learning in the classroom, found

that this product can facilitate teachers in the teaching process and provide effective

learning to students. In addition, this product is also easy to operate by teachers, use

low cost, attract students, and give long-term memory to students. Therefore, it is

hoped that this Smart Building Structure product can be expanded to other fields so

that lecturers can give the best lessons for TVET students.

Key Words: Teaching and learning materials, Building Structure, Construction

Technology, Civil Engineering, bilingual.

1. INTRODUCTION

Teaching method is the action taken by the teacher in handling the teaching and

learning process. This method involves feedback between teachers and students

(Ainul, 2013). Among the methods commonly used today are methods of giving

instructions, demonstrations, games, discoveries, learning centre methods and


75


project methods. Therefore, teachers need to wisely combine teaching aids with their

teaching methods (Charlie, 2014).

The building structure component is one of the compulsory topics that must be

mastered by every student who ventures into the field of construction. The structural

component of a building is defined as a construction that bears its own load and load

with no significant deformation. Current teaching methods, Construction Technology

lecturers are using the conventional method that is the lecture method using

explanatory paper and power point as a method to teach students (Yeo et. Al, 2016).

Therefore, Smart building Structure facilitated teachers to implement teaching

methods appropriate to the subject of Construction Technology.


Based on previous studies found, students in construction technology find it difficult

to give a true picture of building drawings, structural drawings and reinforcement

drawings (Yusri, 2013). Khalid et al. (2013) stated that if students cannot describe

the structure of the building then their long-term memory also becomes limited that

students easily forget the name of the building component. Therefore, this Innovation

facilitates students to master and visualize building drawings, structural drawings,

and reinforcement drawings.

Figure 1: Notes in the description

paper related to the structural

components of the building

Figure 2: Notes in power point

related to building structure

components

In addition, teacher teaching methods can also influence student achievement in the

classroom (Roeber, 2014). Based on previous studies found that conventional

methods will make the atmosphere in the classroom boring and students cannot

concentrate in the classroom (Mladenovic, 2014). This also happens in learning

construction technology, students become bored when the teacher teaches in

lectures to explain the real picture of building drawings, structure drawings and

reinforcement drawings. This affects the achievement of their examination results.

3. METHODOLOGY

Smart Building Structure uses 3 main steps, namely 1; Determine, 2; Interpret, and

3; Memorize.

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Determine

The first process, lecturer showing a picture of a 2-storey building that has been

completed, in this process students will get an initial picture of a 2-storey building

that has been completed

Figure 3: Page 1 (Overview of 2 Storey Building)

Interpret

The second process, students compare the picture of the structure with the picture

of the actual building, in this process student will be able to describe the actual

position of each component of the building.

Figure 4: Page 2 (Overview of 2

Storey Building with description of

each structure

Figure 5: Page 3 (Reinforcement

building structure

Memorize

In the third process, student re-writes the names of building components with the

correct spelling to get long-term and lasting memory. Indirectly, this activity will build

a concrete memory of the learning.

Figure 6: Page 4 (Match the card

according to each building structure)

Figure 7: Page 5 (Write each of

building structure)

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4. RESULT & DISCUSSION

Smart building Structure was tested on 15 students of Year 1 Construction

Technology 2020 at the Central Melaka Vocational College. The results show the

results before and after the students are exposed to the smart building structure.

Table 1: Pre and Post results of 15 year 1 students of construction technology 2020

Student Pre Post

1 65 80

2 60 80

3 65 85

4 60 80

5 50 80

6 55 80

7 55 80

8 55 80

9 60 80

10 60 80

11 70 80

12 75 95

13 70 88

14 60 80

15 60 80

Table 1 show that there is an increase in 15 construction technology students at the

Central Melaka Vocational College. Their exam results before being exposed to the

smart building structure are at the level of <75. While after teachers use smart

building structure in the next class their exam results increase to> 80. Therefore, it

can be said that Smart building structure can have a positive impact on students,

especially construction technology students.


Based on the results & discussion shows this smart building structure innovation has

the potential to be commercialized especially to teachers who teach building

structure. Smart building structure is a teaching aid that helps students memorize

the components of building structure more effectively. This product can be improved

by combining this product with learning methods such as collaborative or cooperative

methods that prioritize group learning so that the effectiveness of this product can

be further enhanced. In addition, Smart Building Structure can be further expanded

for other subjects that require students to compare real things with symbols such as

electrical, automotive, air conditioning and so on.

REFERENCES

Ainul Hakimah Karim (2013). Hubungan Antara Kerja Rumah Dengan Pencapaian Akademik

Dalam Kalangan Pelajar Dari Kelas Premier di Dua Buah Sekolah Menengah. Journal of

Educational Psychology and Counseling.

78


Charlie Anak Unggang. (2014). Penggunaan Bahan Bantu Mengajar dalam Kemahiran Asas

Membaca di Kelas Pemulihan: Kajian Kes di Lima Buah Sekolah Daerah Serian. Jurnal

Penyelidikan IPBL, Jilid 8.

Yeo Kee Jiar & Ainul Hakimah Karim (2016). Hubungan Antara Kerja Rumah Dengan

Pencapaian Akademik Dalam Kalangan Pelajar Dari Kelas Premier di Dua Buah Sekolah

Menengah. Journal of Educational Psychology and Counseling, volume 2, Jun 2011,

Pages 28-50 / ISSN: 2231-735X Fakulti Pendidikan, Universiti Teknologi Malaysia.

Yusri Bin Yusoff (2013). Amalan Pengajaran Guru Automitif Di Negeri Johor. Tesis Ijazah

Sarjana. Universiti Teknologi Malaysia.

Khalid Johari, Zurida Ismail, Shuki Osman, Ahmad Tajuddin Othman (2009). Pengaruh Jenis

Latihan Guru Dan Pengalaman Mengajar Terhadap Efikasi Guru Sekolah Menengah.

Jurnal Pendidikan Malaysia 34(2)(2009): 3 – 14

Roeber, E. D. (2014). How will we gather the data we need to inform policy makers? In R. W.

Lissitz & W. D. Schafer (Eds.), Assessment in educational reform: Both means and ends

(pp. 162-191). Boston: Allyn & Bacon.

Mladenovic, R. (2014). An Investigation Into Ways Of Challenging Introductory Accounting

Students’ Negative Perceptions Of Accounting. Accounting Education 9(2): 135-155.

79


Chapter 13

M-CAS

Noor Farazila Binti Radzi1, Md. Fauzi Bin Ismail2 &

Hashamuddin Bin Ya’akob2

1Kolej Komuniti Bagan Datuk

2Politeknik Ungku Omar

[email protected]

ABSTRACT

M-CAS is a mobile application that is used in teaching and learning session for DPA3023

Computerised Accounting System course. This course is discipline core under Diploma

in Accountancy at Politeknik. M-CAS focuses on how to use AutoCount accounting

software to produce financial statement. Before M-CAS was develop, the main teaching

and learning material is AutoCount Computerized Accounting Course Book. However,

students’ performance is not favourable. Questionnaires were distributed to determine

student perception on teaching and learning material that is used during the lecture. Most

of the students stated their disagreement (80%) and strongly disagree (20%) that the

teaching and learning material can improve their understanding. Students also disagree

(80.35%) and strongly disagree (19.65%) that the teaching and learning material make

this course interesting. Therefore, M-CAS was developed to enhance student

understanding of AutoCount accounting software usage. M-CAS was developed using

Metaverse apps that can be downloaded from Play Store for free since it uses only basic

function of the apps. The design of this app is included with animated icon, photo,

augmented reality and gamification. There are two classes that use this apps during

teaching and learning session. The result is better than the other class that does not use

this apps. Therefore, M-CAS can be used as teaching and learning material at Politeknik

in Malaysia that offer DPA3023 Computerised Accounting System course. The supplier

of AutoCount accounting software also can use this apps for their training purpose.

However, there is limitation for this apps. It only covers the AutoCount accounting software

usage. The recommendation is to include the whole syllabus of DPA3023 Computerised

Accounting System course in M-CAS.

Key Words: accounting, computerised accounting, AutoCount

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1. INTRODUCTION

M-CAS is mobile apps that is used in teaching and learning session for DPA3023

Computerised Accounting System course. During this course, student will prepare

financial statements using AutoCount accounting software. Previously, financial

statements were prepared manually.

M-CAS is easy to use and provide fun way of learning. At the early stage of using

this apps, students are required to take selfie with augmented reality features. It

makes learning become fun and enjoyable. Then, the contents of this apps which

shows step by step taken to use AutoCount accounting software is shown. Students

can choose which step that they would like to learn. Each step is shown using video.

The last contents of this apps is ‘check your understanding’. Check your

understanding is used to test students understanding using interactive and

interesting way. Students are required to answer the question by choosing the

correct answer. If the answer is correct, the score will appear immediately. If the

answer is wrong, the correct answer will appear immediately. At the end of the apps,

students are required to rate this app. 95% of the student stated that the apps is

very good. Only 5% stated that it is good.

In order to use M-CAS, lecturers will inform students to scan the QR code that is

published in CIDOS platform. Then, students are required to download the

‘metaverse’ apps at Playstore. It is free. M-CAS is ready to use.

2. PROBLEM STATEMENT

Previously, teaching and learning session is conducted by lecturer demonstrated on

how to use the AutoCount accounting software. Auto-Count Computerized

Accounting Course Book is the main reference. However, the book has text rich

page presentation. Students simply follow the stated steps without really understand

it. Students are too dependent on book. As a result, they fail to complete lab

exercise and test within the stipulated time. Students already done the exercises in

the book. However, when they are tested with the same question, they cannot

answer it very well.

Therefore, questionnaires were distributed to students that had taken DPA3023

Computerised Accounting System course to assess the effectiveness of the teaching

and learning material. 80% of the students disagree and 20% strongly disagree that

the teaching and learning material that is used to conduct this course is can improve

students understanding. 80.35% and 19.65% students stated that they are disagree

and strongly disagree that the teaching and learning material make the course

interesting.

M-CAS was developed based on Technology of Acceptance Model (TAM). TAM

explains the acceptance of a system. The acceptance of information technology use

81


is affected by perceived usefulness and perceived ease of use. It has been identified

by previous study conducted by Davis (1989), Goodwin (1987); Gould et al. (1991)

and Hill, et al. (1987). In the educational field, TAM is also used as a tool to determine

how students’ PU and PE affect their e-learning acceptance (Park, 2009; Park, Nam

& Park, 2008).

According to Davis (1989) ease of use is the degree to which a person believes that

using a particular system would be free of effort or a level where a person believes

that information technology can be easily understood. While perceived usefulness is

defined as the degree to which a person believes that using a particular system

would enhance his or her job performance (Davis 1989). According to Jung (2009),

these concepts were related to factors such as ubiquity, motility, self-directed

learning level, and enjoyment of m-learning and behavioural intention to use m-

learning. M-CAS should fulfil these criteria to ensure student acceptance.

3. OBJECTIVES

M-CAS was developed:

1. To increase students’ achievement and understanding in using AutoCount

accounting software.

2. To conduct distance learning efficiently.

3. To accessed teaching and learning material anytime and anywhere.

4. NOVELTY

M-CAS was created using Metaverse apps with basic function. Therefore, it is free.

Students can download Metaverse from Play Store. M-CAS can be accessed via

link and QR code that is located in CIDOS. It is an e-learning portal for polytechnic.

M-CAS make distance learning possible. It demonstrates the step by step taken to

use the AutoCount accounting software using video that is easy to understand.

M-CAS also provide interactive, gamification experience and augmented reality

experience. It turns the quiz into fun games. For example, digital present is awarded

to students who can score the quiz with full marks. It makes the learning experience

become fun, exciting and memorable

5. BENEFIT TO THE USER

M-CAS enable students to access teaching and learning material anytime and

anywhere. It also increases students understanding on how to use AutoCount

accounting software. As a result, their achievement is better than students that do

not use M-CAS. It is consistent with a study conducted by Zhonggen Yu and Yu

Xiaoshi (2019) that stated students that use mobile app that is call as Rain

82


Classroom achieve greater success in academic achievements that those who not

using it.

Table 1 Student Achievement

Grade Student achievement for Mini Projects (%)

DAT3A DAT3B DAT3C

Using M-CAS Without using M-CAS

C- 11.54

C 15.38

C+ 11.54

B- 23.08

B 15.38

B+ 12.50

A- 12.50 23.08

A 80.77 75.00

A+ 19.23

M-CAS also included with usefulness and easy to use elements. Since these

elements are important for user acceptance based on TAM. Questionnaires were

distributed to students that already used M-CAS. 59.62% student strongly agree,

30.77% agree and 9.62% disagree that M-CAS is useful. 61.54% student strongly

agree, 32.69% agree and 5.77% disagree that M-CAS is ease of us.

Besides that, teaching and learning session become fun, exciting and memorable

since it has interactive, gamification and augmented reality experience. Student will

enjoy the teaching and learning session.

6. BENEFIT TO THE SOCIETY

M-CAS can be used by the supplier of AutoCount accounting software as teaching

and learning material for user training purpose. It can be the additional references.

Besides that, the applications of AutoCount accounting software is suitable for all

types of businesses. Therefore, business that use AutoCount accounting software

to prepare financial statement can use M-CAS as a user manual on how to use this

software.

7. COMMERCIALIZATION POTENTIAL

Previously, students refer to AutoCount Accounting course Book to prepare financial

statements. They also do the exercise included in the book.

However, when they are given the same question as in the book, they cannot do it

very well. Sometimes, students will ask the lecturers on the step taken to prepare

the financial statements. They also cannot answer the test and lab exercise during

the stipulated time. Students achievement for DPA3023 Computerised Accounting

System is not favourable. They hard to understand on how to use the software.

83


Then, questionnaires were distributed to identify the effectiveness of teaching and

learning material used. 80% of the students disagree and 20% strongly disagree

that the teaching and learning material that is used to conduct this course is can

improve students understanding. 80.35% and 19.65% students stated that they are

disagree and strongly disagree that the teaching and learning material make the

course interesting.

Therefore, M-CAS was developed to fulfil students need for teaching and learning

material that is useful and ease of use. It is developed using Metaverse application.

This apps is free. Users / lecturers only need to sign up and login to generate M-

CAS. While students only need to download the Metaverse apps at the Play Store

for free. Then, it is ready to use.

M-CAS can be used by all polytechnics in Malaysia that offer DPA3023

Computerized Accounting System course. AutoCount supplier when conducting the

training of using this software to users/lecturers.

8. AWARDS AND RECOGNITION

M-CAS has been recognized as teaching and learning material for DPA3023

Computerized Accounting System at Politeknik Ungku Omar.

Figure 1: Recognition as Teaching and Learning Material

M-CAS also participate in TVET Lecturer Innovation Competition 2020 (PERISA ’20)

and received Gold Award.

84


Figure 2: Gold Award for PERISA’20

Silver award is received for participation in e-Teaching Enhancement & Learning

Innovation Carnival (1st eTeLIC) 2020).

Figure 3: Silver Award for 1st eTeLIC

REFERENCES

Davis, F.D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of

information technology. MIS Quarterly 13(3): 319-340.

Goodwin, N.C. (1987). Functionality and usability. Communications of the ACM, 30, 229-233.

Hill, T., Smith, N.D. & Mann, M.F. (1987). Role of efficacy expectations in predicting the

decision to use advanced technologies: The case of computers. Journal of Applied

Psychology, 72, 307-313.

Jung, H. J. (2009). Determinants influencing mobile-learning for English learning. English 21,

22, 2, 235– 255.

Park, S. Y. (2009). An analysis of the technology acceptance model in understanding

university students’ behavioral intention to use e-learning. Educational Technology &

Society, 12, 3, 150–162.

Park, S. Y., Nam, M. W. & Park, U. G. (2008). The structural model of factors affecting e-

learning use of teachers in vocational high school. Journal of Agricultural Education and

Human Resource Development, 40, 2, 139–160.

Zhonggen Yu & Yu Xiaoshi (2019). An extended technology acceptance model of a mobile

learning technology. Computer Applications in Engineering Education 27(4).

85


Chapter 14

EZ Forecast: A System of Univariate Models

Noreha Mohamed Yusofa*, Norani Amita, Nor Faradilah Mahadb &

Noorezatty Mohd Yusopa

aCenter of Statistical and Decision Science Studies,

Faculty of Computer and Mathematical Sciences

Universiti Teknologi MARA Cawangan Negeri Sembilan

b Center of Mathematical Studies,

Faculty of Computer and Mathematical Sciences

Universiti Teknologi MARA Cawangan Negeri Sembilan

[email protected]

ABSTRACT

Forecasting is a process of analysis that is performed using many complex time series

techniques. The application of each technique depends on many factors such as

economy, social, and climate that can affect the demand forecast. Forecasting relies

on the needs of the users or forecast preparers. In this system, data forecasting is

made easy since the system is developed to be user-friendly in which a user only needs

to key in a data set and the analysis will be done automatically by the system. A new

system of univariate modelling techniques is introduced to forecast and to evaluate the

best techniques identified by the time series model. This system can be defined as a

decision-maker helper in forecasting the time series data accurately and

systematically. The objectives of this system are: (1) to monitor the performance of a

time series data set using a univariate model, (2) to do a one-step-ahead forecast of

the time series data set, and (3) to let users determine their preferred model based on

the minimum amount of error measures. There are five methods used in this system

which are Naïve Forecast, Naïve with Trend Forecast, Single Exponential Smoothing,

Double Exponential Smoothing, and Holt’s Method. A real-life data of a Food and

Beverages (F&B) company is used to demonstrate the effectiveness of the system.

The findings showed that Single Exponential Smoothing is the best model generates

the minimum error measures. This system is beneficial to an organisation as it offers

valuable information that helps the top management to make decisions on the future

direction of the company.

Key Words: forecasting, time series, univariate model


86


1. INTRODUCTION

Univariate techniques of time series are popular among forecasters. These are

projective methods of forecasting in which forecast values are generated based on

the information provided by past observations (Lazim, 2013). The term ‘univariate’

indicates that the forecasting is based on one variable that is recorded sequentially

through time without taking into account any effects of other variables. The

techniques are inexpensive to operate and they are capable of producing quick

results and accurate forecasts (Newbold & Granger, 1974). Patterns of the data can

be described by using a wide range of univariate techniques such as averaging,

smoothing, or time series decomposition (Moosa, 2000). This paper focuses on

smoothing techniques that are suitable for the data without clear trend or seasonal

pattern. It aims to smooth out the irregular component of the time series.

The forecasting of time series data is very complex especially for those without

background knowledge. Some forecasters encounter difficulties in determining

which is the best technique to use and they are also unable to construct the

appropriate graph for the right model. Thus, this system is a useful platform to those

who are interested in forecasting a data set, modelling data series and at the same

time determining the best technique that suits their data set. Figure 1 shows the

interface of the system which includes the methods available for analysis: Naïve

Forecast, Naïve with Trend Forecast, Single Exponential Smoothing, Double

Exponential Smoothing, and Holt’s Method.

Figure 1: The Interface of EZ Forecast System

The objectives of this system are to monitor the performance of a time series data

set by using univariate model and to do one-step-ahead forecast of the time series

data set. The system is also targeted to let users determine their preferred model

based on the minimum error measure.

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Univariate time series forecasting techniques consist of building a model and

forecasting a variable in terms of its past observations (Moral & Gonzalez, 2003).

The word ‘univariate ‘is a combination of two words; ‘uni’ means one and ‘variate’

means variable. Based on these words, it can be explained that a univariate time

series consists of a set of observations on a single variable. The term ‘univariate’

suggest that the prediction is based on a sample of time series observations of a

variable regardless of the effects of other variables. Depending on the accuracy of

the forecast, these techniques are least costly to develop and easier to understand

since they use the single variable models (Lazim, 2013). Since univariate techniques

are simpler than multivariate techniques, they have become popular among policy

makers and organisations.

3. METHODOLOGY

There are five methods used in this system which are Naïve Forecast, Naïve with

Trend Forecast, Single Exponential Smoothing, Double Exponential Smoothing, and

Holt’s Method.

Naïve Forecast

for 1,2,3,4,...t m tF y m

(1)

where m refers to the number of periods into the future for which the forecast is

desired and y is the actual value at time t.

Naïve with Trend Forecast

The one-step ahead forecast is represented as

1

tt t

t

yF y

y

(2)

where ty is the actual value at time t and 1ty is the actual value in the preceding

period.

Single Exponential Smoothing

This model is the simplest form of the model within the family of the exponential

smoothing technique. The model requires only one parameter, which is the

smoothing constant, , to generate the fitted values and hence forecast. The

advantage of this procedure over the moving average is that it considers the most

recent forecasts. The general equation is as follows

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(1 )t m t tF Y F

(3)

where

t mF

is the single exponentially smoothed value in period t m (this is also defined

as forecast value when generated out-of-sample), for m = 1, 2, 3, 4,…

tY is the actual value in period t.

is the unknown smoothing constant to be determined with value lying between 0

and 1, i.e. (0 ≤ α ≤ 1), selected by the forecaster or alternatively determined by the

data.

tF is the forecast or smoothed value for period t.

Double Exponential Smoothing

This technique is also known as Brown’s Method. This method is useful for series

that exhibits a linear trend characteristic. The following are five main equations used

in this method.

1(1 )t t tS Y S

(4)

1' (1 ) 't t tS S S

(5)

2 't t tS S (6)

'1

t t tb S S

(7)

T m T TF a b xm (8)

where tS be the exponential smoothed value ty of at time t and 'tS be the double

exponentially smoothed value of ty at time t.

Holt’s Method

Holt’s two parameter method is used to handle data with a linear trend was

developed. This technique not only smooth the trend and the slope directly by using

different smoothing constants but also provides more flexibility in selecting the rates

at which the trend and slopes are tracked.

1 1(1 )( )t t t tS Y S T

(9)

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1 1( ) (1 )t t t tT S S T

(10)

t m t tF S T xm

(11)

where and are the parameters to be determined with values from 0 to 1.

Mean Square Error (MSE)

Error measures are used to differentiate between a poor and a good forecast model.

In other words, error measures are employed to find the best model. A model that

has the smallest error is said to be the best model. MSE is chosen as an error

measure because it is easy to understand and to calculate, and generally the

outside-sample criteria tally with the within-sample criteria.

2

MSE

n

tt

e

n

(12)

which ˆt t te Y Y (13)

Where tY is the actual observed value at time t and ˆtY is the fitted value at time t.

4. Results and Discussion

One example of time series data has been taken by ABS Group of Companies from

9 March 2014 to 28 January 2018 by using the forecasting system. Table 1 shows

the univariate time series models including Naive, Naïve with Trend, Single

Exponential Smoothing, Double Exponential Smoothing and Holts in terms of the

errors measures for the estimation period (9 Mac 2014 – 12 February 2017) and the

evaluation period (19 February 2017 – 28 January 2018). The best model is Single

Exponential Smoothing because the value of errors measures by using MSE is the

least compared to other models. Further analysis by the system shows that the

prediction value for the one-step-ahead is RM 62.87

Table 1: Measurement Errors Using MSE

MODEL Estimation Part Evaluation Part

Naïve 0.942405 0.895304

Naïve with Trend 17.01088 2.250835

Single Exponential Smoothing

(α=0.64658)

1.00261 0.815766

Double Exponential smoothing

(α=0.296015)

1.116749 0.879716

Holts method (α=0.616679, β=0.1) 1.021966 0.857921

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In conclusion, this system can be one of the alternatives for the forecasting system

that generates forecast values using the univariate data set. In conjunction with this,

the system is also able to identify the model best suits the data. In detail, the first

objective which is to monitor the performance of the time series data set by using

the univariate model is achieved since the graph for the time series data can be

visualised. The ups and downs of the graph are definitely relying on the political,

economic, and psychological factors. Meanwhile, the second objective which is to

do a one-step-ahead forecast of the time series data is also achieved. According to

the completed trial data set, the Single Exponential Smoothing Technique is depicted

as the best model since the value for the measurement errors by using MSE is the

smallest compared to the error values of other models.

REFERENCES

Lazim, A. (2013). Introductory Business Forecasting: A Practical Approach. 3rd Edition,

Penerbit Press Universiti Teknologi MARA.

Moosa I. A. (2000) Univariate Time Series Techniques. In: Exchange Rate Forecasting:

Techniques and Applications. Finance and Capital Markets Series. Palgrave Macmillan,

London.

Moral P., & González, P. (2003) Univariate Time Series Modelling. In: Computer-Aided

Introduction to Econometrics. Springer, Berlin, Heidelberg.

Newbold, P., & Granger, C. (1974). Experience with forecasting univariate time series and

the combination of forecasts. Journal of the Royal Statistical Society. Series A (General),

137(2), 131-165.

91


Chapter 15

Interactive GramMic Module: An Interactive

Comic Book for Teaching and Learning

Grammar Effectively

Ife Sam A/p Sasidaran, Shangkari A/P Jaikrishnan & Melor Md Yunus

Universiti Kebangsaan Malaysia, Bangi

[email protected]

ABSTRACT

Grammar is an important language skill. However, Malaysian lower primary school

pupils are unable to perform well in their language production skills due to their weak

mastery of grammar components. Besides, grammar is taught implicitly rather than

explicitly in schools. A quasi-experimental research was conducted to find out pupils’

mastery of grammar components which are taught explicitly via an interactive grammar

module, known as Interactive GramMic Module (IGM), created by the researchers.

Each chapter in the module consists of comics and interactive exercises which are

aligned with the grammar components existing in the currently used Year 2 English

textbook. The participants in this research were 36 Year 2 pupils, 15 from a suburban

school and 21 from an urban school in Melaka. The data for this study were gathered

via pre and post-tests, and semi-structured interview. Findings reveal that the IGM is

an effective tool that helps Year 2 pupils in mastering grammar as well as motivating

them to learn grammar enjoyably. Therefore, it is hoped that this study could give

insights to the educators, policy makers and book writers in developing and using

various English grammar modules in enhancing pupils’ English language proficiency.

Key Words: Explicit, Comics, Interactive Activities, Grammar

1. INTRODUCTION

The study of grammar is regarded as an important element when teaching and

learning English as a Second Language (ESL). Grammar plays a crucial role as

grammar rules can be used by learners to build sentences to accurately express

themselves (Mart, 2013). When it comes to lesson preparation, a question arises as

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to how grammar should be taught (Scott, 1990). In Malaysian context, learners’

mastery of grammar rules is prominent because their language proficiency is

assessed through written and spoken assessments. However, the Standard-Based

English Language Curriculum and Assessment Document for Year 2 pupils put much

emphasis on five language skills, namely listening, speaking, reading, writing and

language art. Grammar, which is said to be a crucial component in language

learning, is often neglected and taught implicitly rather explicitly among Year 2 pupils

in Malaysian primary schools. Thus, pupils are unable to perform well in their writing

and speaking activities due to their weak mastery of grammar components.

Besides that, with the newly implemented Common European Framework of

References (CEFR) for languages, there appears to be a lack of CEFR-aligned

grammar workbooks in the market for pupils and teachers. Therefore, an interactive

grammar module is designed by the researchers to fulfil the needs of ESL teachers

and pupils, especially primary Year 2.


2.1 Explicit Teaching of Grammar

An explicit approach to teaching of grammar focuses on the deliberate study of

grammar rules, either deductively or inductively, so as to organize linguistics

elements efficiently and accurately (Bialystok, 1978). In an article written by Scott

(1990), explicit and implicit teaching strategies were compared. It was found that the

students under explicit teaching condition performed better than those who received

implicit teaching. In addition, students who receive explicit grammar instruction are

found to achieve a higher level of grammatical accuracy (Ellis, 2002).

2.2 The Use of Comics in Teaching Grammar

The use of comics or comic strips is found to be an effective way of teaching

grammar as they are visually attractive, motivating, and more interesting for pupils

to learn a language (Derrick, 2008). The use of comics in language learning has

been connected with grammar activities (Kılıçkaya & Krajka, 2012). Comics can

present an opportunity for the use of visual techniques to encourage effective

learning (Azman, Zaibon & Shiratuddin, 2015). Furthermore, learners can retrieve

words for speaking and writing (Megawati & Anugerahwati, 2012).

2.3 The Use of Interactive Activities in Teaching and Learning

Interactive activities are activities that promote pupils getting involved and engaged

with the lessons or materials (Liubych, n.d.). Such activities create an active, pupil-

centred learning environment where pupils are motivated to learn and feel their

success. Learning a second language can be difficult for young learners, especially

those who are not from an English-speaking environment. Thus, interactive activities

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such as games and pair work maintain pupils’ interest and encourage effective

language production.

3. METHODOLOGY

In this study, a quasi-experimental research was conducted in an urban and a

suburban Chinese national-type school, SJKC Khiak Yew and SJKC Masjid Tanah

in Melaka, Malaysia. 36 Year 2 pupils, 15 from SJKC Khiak Yew and 21 from SJKC

Masjid Tanah were selected randomly as the research participants. This study

utilised a pre-test and post-test as an instrument to investigate the effectiveness of

the Interactive GramMic Module to enhance the learning of grammar among Year 2

pupils in Malaysia. Both tests were designed to measure pupils’ performance and

progress in the mastery of grammar skill. A semi-structured interview was also

conducted with six participants to explore pupils’ perception towards the use of the

Interactive GramMic Module.

4. RESULTS AND FINDINGS

A comparison of pre-test and post-test was carried out to determine the effectiveness

of using the Interactive GramMic Module in enhancing pupils’ learning and mastery

of grammar skill. Table 1 shows the results of pre-test and post-test from all

participants.

From the bellow table, it can be seen that all 36 participants scored better in their

post-test as compared to their pre-test. The results were encouraging as all of them

showed increment in score before and after the intervention. 72.2% of the

participants had an increment in score, ranging between 12-38 scores. This

indicated that more than half of the participants exhibited a great improvement in

their performances, although it was not drastic. It was believed that pupils were able

to score better if they were given a longer period of time to use the Interactive

GramMic Module. To analyse whether there is a significant improvement in pupils’

score after following the Interactive GramMic Module intervention, the mean and

standard deviation score were calculated as in Table 1.

As shown in Table 2, SJKC Khiak Yew obtained a mean score of 59.73 in pre-test

and 78.00 in post-test, an increment of 18.27. Meanwhile, SJKC Maran obtained a

mean score of 48.29 in pre-test and 60.57 in post-test, an increment of 12.28. The

increment of mean score in both schools evidently indicated that the use of

Interactive GramMic Module had caused the progression of pupils’ scores and was

proven to be an effective tool to enhance pupils’ mastery of grammar from both sub-

urban and urban schools.

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Table 1 Result of Pre-test and Post-test in SJKC Khiak Yew and SJKC Masjid Tanah

School Participant Pre-

test

Post-

test

Difference

in scores

School Participant Pre-

test

Post-

test

Difference

in scores

SJKC

Khiak

Yew

1 80 92 +12

SJKC

Masjid

Tanah

16 90 96 +6

2 48 74 +26 17 85 90 +5

3 68 94 +26 18 84 94 +12

4 54 66 +12 19 94 96 +2

5 75 90 +15 20 70 82 +12

6 42 60 +18 21 56 86 +30

7 62 88 +26 22 68 70 +2

8 82 94 +12 23 40 76 +36

9 80 94 +14 24 32 58 +26

10 54 92 +38 25 38 54 +26

11 44 66 +22 26 39 52 +13

12 65 78 +13 27 39 50 +13

13 54 72 +18 28 42 50 +8

14 38 56 +18 29 35 48 +13

15 50 54 +4 30 34 42 +8

31 30 48 +18

32 32 48 +16

33 22 36 +14

34 26 34 +8

35 30 32 +2

36 28 30 +2

Table 2: Mean and Standard Deviation for Pre-test and Post-test

Schools

Pre-test Post-test

Mean S.d. N Mean S.d. N

SJKC Khiak Yew 59.73 14.68 15 78.00 14.95 21

SJKC Masjid Tanah 48.29 23.39 15 60.57 22.53 21

To further corroborate the effectiveness of the intervention, a semi-structured

interview was conducted to explore pupils’ perception towards the use of the

Interactive GramMic Module. Through the positive feedbacks given by the pupils in

the interview, it was found that learning grammar made easier and more effective

with the use of the Interactive GramMic Module. Below is the evidence of responses

from the participants during the interview:

“The exercises are easy. It helps me learn English easier.” (Participant 1, SJKC KY)

“I learn a lot of stuff, the comics are fun and easy to understand” (Participant 4, SJKC MT)

“I learn grammar better because the exercises are easy to understand and do.” (Participant

5, SJKC MT)

“This book no need to write a lot, very easy.” (Participant 6, SJKC MT)

One of the reasons learning grammar was made easier with this intervention was

the activities in it were designed to suit their level and needs. The module comprised

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of short and interesting comics as well as exercises that were authentic,

contextualised and aligned to the pupils’ proficiently level. Hence, they were able to

comprehend and learn grammar easier and better. As Tomlinson (2009) stated,

pupils need to experience particular language items in meaningful and

comprehensible input in order to eventually acquire them. Therefore, the language

used in the material are authentic and contextualised to provide learners with the

information they need to develop awareness on how the target language is actually

used.

In addition, it was noted that the Interactive GramMic Module enabled the pupils to

learn the grammar items in a more interesting and enjoyable manner. Feedbacks

from the pupils revealed that they preferred using this module to learn grammar

instead of using the common and conventional grammar workbooks. When pupils

were asked to pick between this module and other common grammar workbooks in

the markets, all of them had chosen the Interactive GramMic Module. This is evident

in their interview responses as follow:

“I like this book because I can play games with my friends.” (Participant 2, SJKC KY)

“I like this book because the comics are fun, they make me laugh.” (Participant 3, SJKC KY)

“I like this module because very nice to play the games in it and exercises are easy to do.”

(Participant 5, SJKC MT)

Based on their responses, it can be deduced that the comics and interactive

exercises in the module such as games and communicative activities are the key

features that attract pupils’ interest to learn grammar. According to Neo and Kian

(2003), students are responsible for their learning and when they can interact with

the content the way they like best, learning will be made more individualistic and

effective based on their ability (as cited in Rahmadani et al., 2009). Therefore,

participants in this study had been benefited by the intervention as most of them love

games and comics which subsequently motivate them to learn. This is also in parallel

with the finding from a study that stated the use of comic strips had motivated and

engaged students in the learning of grammar and vocabulary (Cabrera et al., 2018)

as well as a study that supported the idea of using games in making grammar

learning more enjoyable and permanent (Yolageldili & Arikan, 2011).

5. CONCLUSION

In conclusion, the findings clearly indicate that the Interactive GramMic Module is an

effective tool to enhance Malaysian Year 2 pupils’ learning and mastery of grammar

skill. The improvement in scores after the intervention has proven that pupils are

able to master the grammar skill better when it is taught explicitly as a sole language

skill in the classroom. Moreover, the positive feedbacks and reviews from the

participants show that this module can attract pupils’ interests and encourage an

effective learning of grammar. The use of fun comics and interactive activities in this

module are a fresh air in the teaching and learning of grammar, unlike other common

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grammar workbooks in the markets that only focus on extensive writing exercises.

Therefore, it is recommended that future innovators could focus more on creating

modules that pupils can work on independently. Moreover, further researches could

focus more on the benefits and challenges of integrating comics and interactive

exercises to teach other language skills. Hence, it is hoped that this innovation will

be an aspiration for the stakeholders to consider a change in the designation of

workbooks, from the conventional style to a more 21st century style.

REFERENCES

Azman, F. N., Zaibon, S. B., & Shiratuddin, N. (2015). Digital storytelling tool for education:

An analysis of comic authoring environments. International Visual Informatics Conference,

347–355.

Bialystok, E. (1978). A theoretical model of second language learning 1. Language Learning,

28(1), 69–83.

Cabrera, P., Castillo, L., González, P., Quiñónez, A., & Ochoa, C. (2018). The Impact of Using"

Pixton" for Teaching Grammar and Vocabulary in the EFL Ecuadorian Context. Teaching

English with Technology, 18(1), 53-76.

Derrick, J. (2008). Using comics with ESL/EFL students. The Internet TESL Journal, 14(7).

Ellis, R. (2002). The place of grammar instruction in the second/foreign language curriculum.

New Perspectives on Grammar Teaching in Second Language Classrooms, 17–34.

Kilickaya, F., & Krajka, J. (2012). Can the Use of Web-Based Comic Strip Creation Tool

Facilitate EFL Learners’ Grammar and Sentence Writing? British Journal of Educational

Technology, 43(6).

Liubych, V. (n.d.). Using Interactive Teaching Techniques for Teaching English in Primary

School. ББК 81.2 Т65, 77.

Mart, C. T. (2013). Teaching grammar in context: Why and how? Theory and Practice in

Language Studies, 3(1), 124.

Megawati, F., & Anugerahwati, M. (2012). Comic Strips: A study on the teaching of writing

narrative texts to Indonesian EFL students. Teflin Journal, 23(2), 183–205.

Rahmadani, C. L., Fitrawati, F., & Syarif, H. (2019). EFL learners’ perception toward the use

of interactive e-book in grammar class. AJELP: Asian Journal of English Language and

Pedagogy, 7(2), 18-30.

Scott, V. M. (1990). Explicit and implicit grammar teaching strategies: New empirical data. The

French Review, 63(5), 779–789.

Tomlinson, B. (2009). Principles and procedures of materials development for language

learning. Metodologias e Materiais para o ensino do Português como Língua Não

Materna, 45-54.

Yolageldili, G., & Arikan, A. (2011). Effectiveness of using games in teaching grammar to young

learners. Online Submission, 10(1), 219-229.

97


Chapter 16

TO-LAWAN 2.0

Wong Mee Leng, Ling Pik Kuong, Roziah Mohamad Ali, Salahuddin

Mohamed Nor@Nor & Yong Zhen Qi

Institut Pendidikan Guru Kampus Rajang, Bintangor Sarawak

[email protected]

ABSTRACT

TOkoh-PahLAWAN (TO-LAWAN) 2.0 version is the upgraded hardware and software

tools for teaching and learning history facts in meaningful and fun way. It provides

active and creative student-centered activities in line with the needed 21st century

learning skills which inclusively help developed the 6C domain of the students using

3E framework (Explore, Explain, Experience) and 5W1H Techniques. To identify the

usability of TO-LAWAN 2.0 in the teaching and learning of history subject, Year 5

classroom with the topic “Struggle of Local Figures Against the British” is chosen for

the implementation in the research that are carried out collaboratively in several

primary schools in the central zone of Sarawak. Findings showed an increase in mean

score of + 56.1% over a two-week period. Apart from that, data collected from the

interview with the head of the History Teacher Committee also confirmed the usability

of the TO-LAWAN 2.0 as tool which has a positive effect with its attractiveness and

value of socialization and creativity development of students. TO-LAWAN 2.0 believed

not only can be used in the subjects of history but in other subjects too. The application

of TO-LAWAN 2.0 as classroom assessment projects is an innovative effort matches

the (Pentaksiran Bilik Darjah) PBD Education Practices 2019 along with New Narrative

of Malaysia Education Ministry which focuses on learning based on student

development to meet the current and future needs of the country. TO-LAWAN 2.0 not

only increases understanding History facts, but also develops educated decisions

making among students.

Key Words: Year 5 History, 21st-century learning, 6C, 3E

1. INTRODUCTION

An innovation product called TO-LAWAN 2.0 which is a joint innovation project of

TO-LAWAN site, TO-LAWAN ICT Games and also its Cubes. The TO-LAWAN site

consists of a spinning octagon platform where TO-LAWAN figures can be put on

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standing post to facilitate students in learning activities of local struggle figures. It

was built with solid polystyrene, pattern cards with space for students to write down

keynotes based on 5W1H. TO-LAWAN ICT games were developed using several

types of digital applications in line with the requirements of 21st century learning to

attract students' attention and interest in ICT. QR codes are provided for self-review

/ assessment. TO-LAWAN cubes is a cuboid that can be reshaped to form a Diorama

stage based on historical events. From the earlier collected data and reflections

from History teachers, lots of students are facing difficulty in mastering historical facts

if they only rely on textbooks and teaching and learning slides provided by teachers.

This problem was evident when the research team taught topic 7 in three of the

History classrooms in the central Sarawak Primary Schools. Thus, the development

of TO-LAWAN 2.0 version is self-initiated project with many explorations to help

students’ learning and developing. One Year 5 History topic, namely the Struggle of

Local Figures Against the British was chosen where students had found difficulty in

remembering the names of figures and explaining historical events that had

happened. Thus, the 5W1H technique through "TO-LAWAN 2.0" is used with the aim

to help students to increase understanding and mastering the historical events. This

5W1H technique is a questioning technique to inspire students to remember the

keynotes of the history events. The correct answer can be self-check by using QR

codes found on TO-LAWAN site. Through "TO-LAWAN 2.0", History subjects are

taught using “the active learning and learning is fun” approach with the 3E (Explore,

Explain, Experience) and 6C- 21st century learning frameworks.


Xiao Su (2014) using the application of “5W1H” in industrial design because different

people have different opinions toward industrial design based on different

perspectives due to lack of some integral methods to guide in project development.

It proposed the method of “5W1H” to be applied in order to understand the design

and structured the model of “5W1H” in industrial design. Then the contents and

requirements of “5W1H” in the product design are more systematic. The research

results showed that the way of applying the method of “5W1H” to understand design

really offers an integral perspective and which is feasible. In the end, it pointed out

that “5W1H” in industrial design can be regarded as a behavior to understand the

design works as well as a strategy to guide the specific design practice. This study

as one of the important references on how to apply “5W1H” in TO-LAWAN figures.

Chang Jiang Jia and Yuen Tak Yu (2013) used the 5W+1H model for reporting

systematic literature review on software testing for cloud computing was proven to

be successful in helping students. This is the first systematic literature review that

applies the 5W+1H model, which is widely used in the journalism domain, to report

the full picture of the research area in both software engineering and services

computing. Existing guidelines on systematic literature review helped researchers to

recognize the implemented approaches that are to be used in the development of

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TO-LAWAN 2.0. Chan & Yuen study demonstrates that the 5W+1H model provides

an easy aid for the researcher to get over such initial challenges. As the researcher

becomes more familiar with the field, he/she may then refine the innovative projects

by adding more topic-specific contexts. In this way, the 5W+1H model serves to

provide an exploratory framework to shape a systematic TO-LAWAN 2.0 project.

Based on the case study, we summarize the development of TO-LAWAN 2.0 using

the 5W+1H model in mastering history facts of the events.

3.0 FOCUS OF INNOVATIVE PROJECT: TO-LAWAN 2.0

Implementation of TO-LAWAN 2.0 is based on 3E framework as described below:

Table 1: TO-LAWAN 2.0 based on 3E Framework

3E Description

Explore Pupils explore ICT-based games and historical facts

Explain Pupils explain the keywords through the 5W1H questioning technique

Experience Pupils experience these historical events through puppet show (character

play) using TO-LAWAN cubes as diorama setting.

TO-LAWAN 2.0 is also implemented through 6C development of the 21st century

learning skills as below:

Table 2: TO-LAWAN 2.0 Through 6C development of the 21st century learning skills

6C of PAK21 Implementation in TO-LAWAN 2.0

Character ● Pupils develop positive characters such as historical figures through puppets. ● Pupils search skills and design learning opportunities to generate knowledge about the facts of the

warriors in History.

Critical Thinking ● Find and explore historical facts through the use of resources

● 3R (Rethink, Reflect, Revise): provides space and opportunity to scan QR codes via the teacher's smartphone to check answers and present group results. https://padlet.com/swhh1997/TOLAWAN

● Uses creativity and critical thinking to determine the background and explain the chosen struggle figure.

● Reinforcement activities through interactive training.

Citizenship ● Appreciation of struggle figures and historical events form character and identity as well as cultivate the spirit of patriotism

● History's interest in learning increased through TO-LAWAN innovation

Creativity ● Teachers take into account and implement new ideas and solutions to help students remember the historical facts of struggle figures.

● Pupils find ideas, viable and think outside the box to get the facts of the struggle figure through TO-LAWAN.

● Pupils think outside the box, creative, innovative, realistic, improve their own quality of life through teaching from struggle figures.

Communication ● Discuss facts effectively using group self-learning approaches. ● Use a combination of tools and methods in explaining the facts of the warriors through puppets

and TO-LAWAN Cubes.

Collaboration ● Group members join effort to finish the task in TO-LAWAN figures & role-play diorama setting in TO-LAWAN cubes.

● Active and cooperate to the maximum in reasoning historical facts among the groups

● Responsible leaders to ensure effective collaboration among the groups

● More focused, active, fun and motivated during the group discussion process with friends in understanding the facts of the TO-LAWAN figures.

● The product of the discussion is very valuable in applying knowledge in daily life itself.

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Table 3: Example of TO-LAWAN 2.0 in Primary School History Education

through 5W1H Technique:

The implementation of TO-LAWAN 2.0 with 5W1H in the three schools during

research is as follows:

Who (Siapa) Name of the warriors –e.g. Rentap

Where(Di mana) Place of the event – e.g. Sarawak

When (Bila) Date or year of the event – e.g. 1853

What (Apa) The important incident of the event – e.g. James Brooke landed in Sarawak.

Why (Mengapa) Reasons of the happenings – e.g. The king had killed the local people.

How (Bagaimana) The descriptive happenings of the event – e.g. Use the fort to defend

Pictures Usage Explanation Of TO-LAWAN 2.0

Pictures Usage Explanation Of TO-LAWAN 2.0

Explain how to use innovation ‘TO-lawan 2.0’

Pupils roll the dice to determine the number of figures and choose a figure based on the numbers found

TO-LAWAN 2.0’ is turned

Turn ‘TO-LAWAN 2.0 ’ to find your number. Then paste a picture in the octagon-shaped column.

Pupils do group work through 5W1H

Pupils write the facts on the image of the figure which is 5W1H

Scan the QR code via the teacher's mobile phone

Pupils check the answer through a QR code scan

3E-Explain - Present the results of the discussion according to number figures

3E- Explore - Pupils explore ICT-based games and historical facts

Pupils decorate the background of the figure with their own creativity

3E-Experience -Pupils experience these historical events through puppet show (character play) using PentasDio

Reinforcement activities- Interactive exercises about the hero figures learned

Students write TO-LAWAN 2.0 feedback

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4.0 METHODOLOGY

Project development TO-LAWAN 2.0 is self-initiated and exploratory by team

members over 3 years in schools working collaboratively with History teachers of the

primary schools. After the tools TO-LAWAN 2.0 were developed, pilot studies and

action research were carried out in three primary schools in the central zone of

Sarawak. Data was collected through observation and interview. At the same time,

pre and post quiz tests are carried out in History classrooms.

4.1 Observation

Researchers have made observations in terms of students' attitudes and

personalities during the teaching and learning process. Researchers observe

student behavior during the teaching and learning process conducted in the

classroom.

4.2 Quiz Test 1 and 2

Quiz Test 1 was conducted by the researcher on the study participants is to identify

the level of ability of students as well as identify study participants who will be

involved in this study. Researchers have conducted interventions on selected study

participants before undergoing Quiz Test 2 evaluation. Quiz Test 2 evaluation was

conducted to evaluate the effectiveness of the implementation of TO-LAWAN 2.0

History games on study participants. Finally, a comparison of marks for Quiz Test 1

and Quiz Test 2 was made to see the level of students' mastery of history and

indirectly show interest in the subject of History.

4.3 Unstructured interview

Unstructured interviews were conducted indirectly to 10 history teachers for all three

schools of our study team. Data of the interviews are analyzed using manual

thematic approach.

5.0 FINDINGS AND DISCUSSION

5W1H technique through TO-LAWAN 2.0 for implementation of learning activities

that is meaningful and fun. Quiz tests for the topic were analyzed. The following is a

summary of the quantitative data for the three schools:

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TO-LAWAN 2.0 learning tools have had an effective impact on the teaching and

learning History in primary schools. It is well accepted by teachers with students.

The findings of unstructured observations and interviews are as follows:

6.0 CONCLUSION & RECOMMENDATION.

Activities in TO-LAWAN 2.O enables active learning among year 5 students with fun

and meaning. The increase of +56.1% in quiz test within two weeks has inspired

students to study hard in other topics and subjects too. The benefits of TO-LAWAN

2.0 in the teaching of History subjects are as bellow:

Names of schools Min Score Progress

Record I (a)

Min Score Progress

Record II (b)

Score increase min (b) – (a) Notes

SK. St. Anne, Sarikei.

(n = 20 )

30.0% 90 .0% + 60.0%

+ 56.1% SK. SEDC, Sibu.

(n = 18)

27.7% 77.7% + 50.0 %

SK Sg Kawi, Meradong

(n=12)

25.0% 83.5% +58.3%

OBSERVATION INTERVIEW DATA FROM HISTORY TEACHERS

Pupils are interested in the ‘TO-LAWAN 2.0’ games from the use

of old methods.

A simple and inexpensive learning and teaching tools are

alternative in History classroom of the 21st century.

Opportunity to create your own and stimulate students' thinking -

evoke creativity in producing their own ‘TO-LAWAN 2.0’ through

6C (Character, Critical Thinking, Citizenship, Collaboration,

Communication, Creativity)

Pupils interact with BBB applied through 6C and 3E.

Looks like an initiative to continue learning the facts with the

“TO-LAWAN 2.0" game tool with minimal teacher guidance.

Active learning with a pleasant atmosphere is detected

during the implementation of Teaching and learning with

‘TO-LAWAN 2.0'.

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TO-LAWAN 2.0 enables students to think creatively and critically as well as able to

improve their existing abilities. In addition, students are given exposures in ICT

through TO-LAWAN ICT Games and also the QR codes that help students to check

the correct answers themselves. Mastery of High Level Thinking Skills among

students is very important, especially for the purpose of Classroom Assessment, that

is, PBD Education Practices 2019 is in line with New Narrative of Malaysia

Education Ministry which focuses on learning based on student development to meet

the current and future needs of the country. The demand for education in this era of

globalization is to require high level thinking students as a backbone of national

leadership. Students are also equipped with other important skills such as

communication, critical thinking and leadership so that they have career prospects.

For example, students identify the corresponding background to explain the

historical facts of the struggle figure to their friends based on their creativity. Pupils

are further strengthened with ICT TO-LAWAN 2.0 games such as the 21st century

learning framework 3E and 6C required in the second wave of Malaysian Education

Quality Standards as well as the Malaysian Education Development Plan 2013-

2025.

STRENGTH DESCRIPTION

Novelty • New inspirational learning methods to aid students' active learning in Year 5 History

• Own invention and not yet sold in the market

• Focus on innovation objectives

Benefit to the user • User friendly

• easy to carry all the way out of the classroom

• Can be rebuilt with other materials.

• can be modified according to the suitability of other topics / subjects.

• creating meaningful & fun learning.

• evokes student-centered PAK21 learning opportunities and guided QR Code apps with

smartphones.

Benefit to the

society

• evoke the value of healthy student socialization during TO-LAWAN 2.0 activities

• Soft Skills (Leadership) of students are emphasized during the activities of the TO-

LAWAN 2.0 group which is 6C (Character, Critical Thinking, Citizenship, Collaboration,

Communication, Creativity)

• To produce imaginative, critical and creative thinking for the current and future needs of

the country which is 3E (explore, explain and experience)

Commercialization

potential Well received by History teachers in the studies

Extended to all internship schools in the central zone of Sarawak since 2018

The development TO-LAWAN 2.0 which is supported by sponsors by Sarawak

government especially the local community of Meradong & Sarikei. Sarawak.

• The TO-LAWAN project was presented during the National level e-SPeDIP (eISBN 978-

967-0162-70-6) Copyright © 2020.

Awards/

recognition

received

• Won the Champion and was awarded the Gold Award in the Lecturer category at the e-

Competition Creativity and Innovation at the IPGK Rajang 2020 .

• The idea of the TO-LAWAN project is combined with the PentasDio Project which has

achieved the national Gold Award in the Best Classroom Intervention Practice competition

2019.

• The PentasDio project was presented and an e-proceeding article was published in the

2019 National Education Research Seminar at IPGK Penang on 27 - 29 Sept 2019

(eISBN 978-967-17336-1-5).

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REFERENCES

For more information, please visit https://doi.org/10.1109/QSIC.2013.13

Abdul Latip Abd Rahman & Nor Azam Ariffin (2016). Panduan Penulisan Laporan

Penyelidikan Tindakan. Jabatan Pengajian Melayu, IPG Kampus Pulau Pinang.

Akhiar Pardi & Shamsina Shamsuddin (2012). Pengantar Penyelidikan Tindakan dalam

Penyelidikan Pendidikan. Penerbitan Multimedia Sdn. Bhd, Selangor Darul Ehsan.

Buku Teks Sejarah Tahun 5.

Chang Jiang Jia and Yuen Tak Yu (2013). Using the 5W+1H Model in Reporting Systematic

Literature Review: A Case Study on Software Testing for Cloud Computing.

Chua Yan Piaw (2006). Buku 1: Kaedah Penyelidikan. Mc Graw Hill Education (Asia), Kuala

Lumpur. Dokumen Standard Kurikulum dan Pentaksiran Sejarah Tahun 5.

Edmund O’Sullivan (2007). Pembelajaran Transformatif Wawasan Pendidikan Abad ke-21.

Kuala Lumpur : Malaysia.

Modul Pengajaran dan Pembelajaran Sejarah Tahun 5.

Othman Lebar. (2011). Kajian Tindakan dalam Pendidikan: Teori dan Amalan. Penerbitan

Universiti Pendidikan Sultan Idris, Tanjung Malim, Perak,Malaysia.

Xiao Su (2014). The Application of “5W1H” in Industrial Design, Advanced Materials

Research (Volume 1028), Pages:346-349. Retrieved

fromhttps://doi.org/10.4028/www.scientific.net/AMR.1028.346

https://doi.org/10.1109/QSIC.2013.13

https://www.scientific.net/author-papers/xiao-su-8

https://www.scientific.net/AMR

https://www.scientific.net/AMR

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Chapter 17

Enhancing Form 4 Pupils’ Speaking Skills

via TikTok

Diana Anak Ipan, Wendy Kulan Anak Igai, Claudia Christy Binti

Blaise & Melor Md Yunus

Universiti Kebangsaan Malaysia

[email protected]

ABSTRACT

Due to the recent Covid-19 pandemic, the majority of education institutions around the

world have begun to utilise social media in teaching and learning. The use of mobile

learning or M-learning is not new in the education field. Schools have shifted from the

traditional face-to-face classes to online learning through media such Google Meet or

Zoom. Some schools with poor internet connection are using social media such as

WhatsApp and Telegram to keep in touch with students. Currently, social media apps

such as TikTok has taken the world by storm. It is used by people of all ages to share

videos. The researchers see this as an opportunity to provide a learning platform for

pupils to hone their speaking skills outside the classroom. Therefore, this study aims to

investigate the effectiveness of TikTok in enhancing Form Four pupils’ speaking skills.

The participants (n=30) were given a speaking module to be completed in a month. The

objective of the programme is to teach pupils on how to describe and give opinions. The

aim of the module is to enable pupils to use the target words or phrases repeatedly to

describe different activities. The participants were assessed using pre and post-tests.

Although the intervention is a short-termed programme, the post-test showed statistically

significant improvement in their speaking skills. The findings of this study can be used to

encourage the incorporation of Mobile Assisted Language Learning (MALL) in Malaysian

classrooms to provide a fun and meaningful learning environment for second language

pupils.

Key Words: Speaking skills, mobile learning

1. INTRODUCTION

The recent Covid-19 pandemic has led to the surge of the use of mobile applications

in the teaching and learning across different education institutions. Since then, most

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educational institutions have begun to adopt the use of technology especially online

platforms such as Google Meet, Zoom and social media apps to ensure students are

not left behind. However, this move is not new since our education in Malaysia is

expected to adopt the use of technology according to the Malaysian Education

Blueprint 2013-2025 (MEB) in order to cope with the industrial revolution (IR4.0).

One of the shifts stated in the MEB is the Malaysian education system is going to

improve its quality learning all over Malaysia by empowering the use of information

and communication technology (ICT) in the teaching and learning. Therefore, it is

crucial for teachers to learn how to use technology in teaching in order to meet the

demand of today’s generation who are considered as digital natives.

Currently, the use of social networking apps such as Instagram and TikTok has

become a crucial part in language learning (Gangaiamaran and Pasupathi, 2017). In

2019, TikTok had received the second highest rating internationally for application

downloads across Google Play and Apple store based on a report by Sensor Tower

Blog (2020). Hence, the researchers saw this as an opportunity to hone pupils’

speaking skills by integrating the use of TikTok in the speaking lessons. Various

studies also have proven the effectiveness of mobile applications in helping students

to improve their language skills. Regardless, few studies have been done to

investigate the use of TikTok in the teaching of second language (Yang, 2020).

Hence, the present study seeks to investigate the effectiveness of social network

apps such as TikTok in enhancing Form 4 pupils’ speaking skills at SMK Bintulu in

Bintulu, Sarawak.


Mobile Assisted Language Learning

In the field of language learning, it is crucial for pupils to have a medium to apply

what they have learned formally in the classroom. Wong, King, Chai and Liu (2016)

argued that English language teachers should provide an authentic learning

environment in order for pupils to learn and apply the language in an authentic

situation. In this case, the use of social networking sites (SNS) will enable pupils to

explore learning materials available online and learn to develop their own content as

well as working collaboratively with their peers (Shadiev, Hwang and Liu, 2018). A

review on the use of mobile applications in teaching language skills done by Kacetl

and Klimova (2019) found that m-learning has become a useful tool to support

language learning due to its many advantages, including allowing students to

practice the language independently at their own pace (Kuimova, Burleigh,

Uzunboylu and Bazhenov, 2018).

3. METHODOLOGY

The facilitators are provided with the Let’s #TikTokTell module. This programme is

executed in the duration of 4 weeks. The pretest and Post-Test are conducted in

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week 1 and week 4 respectively. By the end of the programme, facilitators will carry

out classroom assessment to analyse improvements after completing #TikTokTell

programme.

4. RESULT AND DISCUSSION

Week 1: Participants are introduced to new vocabulary and are able to incorporate

new words in sentence building after a session of brainstorming for contextual

meaning and finding the accurate definitions. Participants are able to voice out

opinion and provide justification in 1-2 short sentences. TikTok videos produced are

stiff and less interesting. Participants are able to pronounce and enunciate words

correctly. No introductions or conclusions provided. Video length are at minimum

duration. Longer videos are filled with long pauses and stutter.

Week 2: Participants are introduced synonyms of previous session and are able to

relate to context. Participants are able to share with their assigned partners when

asked to justify answers and provide explanation. Correct usage of the given words

is noted when speaking out. TikTok videos produced has slightly improved with

minor introduction before executing #TikTokTell task. Some participants are seen to

put more effort by including definitions and examples. Pronunciation of words are

clear.

Week 3: Participants are able to elaborate 3-5 sentences consisting the correct use

adjectives, verbs and tenses. Participants are also able to inquire others for opinions

and justification with the help of facilitators. Drastic increase in confidence level seen

in TikTok videos as participants are able to provide and induction before execution

of task. More edits of animations, filters and style are added according to appropriate

video content. Participants display variety of tone and inflection during speaking.

Week 4: Participants are able initiate discussion without much aid from facilitators.

Minimum correction during speaking activity is conducted. Participants are able to

present ideas smoothly and in comprehensive manner. TikTok videos produced by

participants have achieved the maximum duration with minimum unrelated edits.

Introduction and conclusion of the speaking task are executed, complete with given

opinions and justification of choice. A prominent display of suitable pronunciation,

tone, intonation and inflection during speaking, highlighting a spike in confidence

among the participants.


Based on the findings above, it is concluded that the ‘Let’s #TikTokTell’ programme

has been proven to enhance participants’ ability to speak. By the end of the fourth

week, it was clear that the participants had begun to use more adjectives and were

able to provide more elaboration on the topics given to them in their video

productions. The participants’ level of confidence heightens from week 1 to week 4

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as they were more comfortable to direct their own videos in their own unique ways.

This is aligned with a study by Bernard A. Robin in 2016 entitled The Power of Digital

Storytelling to Support Teaching and Learning where he quoted that digital

storytelling is particularly well suited to the constructivist classroom because

students are able to construct their own meaning through the multi-faceted

experience of selecting a story topic, conducting research on the topic, writing a

script, collecting images, recording audio narration and using computer-based tools

to construct the final story. The freedom given to them helps them to become more

assertive and they are able to assume control of their command in speaking unlike

in a traditional classroom speaking activity.

This module has proven to give positive impacts on the participants’ ability to speak

in English. Thus, it is commendable if the module is included in the CEFR aligned

curriculum as non-textbook lessons or simply as self-enrichment lesson. Students

however should be taught a proper and elaborate story telling techniques. In a

research by Amirul Bin As in 2016 entitled Story Telling to Improve Speaking Skills,

it was found that the experimental group who were taught using story telling

technique have significant improvement compared to the control group. Therefore,

English teachers should find suitable story telling techniques to be taught to the

students to equip them before they are using the ‘Let’s #TikTokTell’ module.

REFERENCES

As, A. (2016). Storytelling To Improve Speaking Skills. Retrieved from

http://www.jurnal.unsyiah.ac.id/EEJ/article/view/3733

Gangaiamaran, R., & Pasupathi, M. (2017). Review on use of mobile apps for language

learning. International Journal of Applied Engineering Research, 12(21), 11242-11251

Kacetl, J. and Klímová, B. (2019). Use of Smartphone Applications in English Language

Learning— A Challenge for Foreign Language Education. Educational Sciences 9(3):179,

1-9. Retrieved from doi:10.3390/educsci9030179

Kuimova, M., Burleigh, D., Uzunboylu, H. and Bazhenov, R. (2018). Positive effects of mobile

learning on foreign language learning. TEM Journal, 7(4), 837–841.

Ministry of Education Malaysia. (2013). Malaysia Education Blueprint 2013 - 2025 (Preschool

to Post-Secondary Education)

Robin, B., R. (2016). The Power of Digital Storytelling to Support Teaching and Learning.

Retrieved from https://files.eric.ed.gov/fulltext/EJ1125504.pdf

Shadiev, R., Liu, T. and Hwang, W.Y. (2019). Review of research on mobile-assisted

language learning in familiar, authentic environments. British Journal of Educational

Technology, 0(0), 1-12. Retrieved from doi:10.1111/bjet.12839 Sensor Tower. (2020).

Literacy for All: 2019 Apps by Worldwide Downloads. Retrieved from

https://tech.tgbus.com/news/65007

Wong, L. H., King, R. B., Chai, C. S., and Liu, M. (2016). Seamlessly learning Chinese:

Contextual meaning making and vocabulary growth in a seamless Chinese as a second

language learning environment. Instructional Science, 44(5), 1–24.

Yang, H. (2020). Secondary-school Students’ Perspectives of Utilizing Tik Tok for English

learning in and beyond the EFL classroom.



https://files.eric.ed.gov/fulltext/EJ1125504.pdf

https://files.eric.ed.gov/fulltext/EJ1125504.pdf



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Chapter 18

VidSafe Gate: Automated Entry Checkpoint

Khoo Boon Sheng1 & Kang Yi Qing2

1School of Mechanical Engineering, Universiti Sains Malaysia

2School of Computer Sciences, Universiti Sains Malaysia

[email protected]

ABSTRACT

Covid-19 pandemic emerged as a threat to public health. Various standard operating

procedures (SOP) are outlined by the National Security Council and Health Ministry to

curb the spread of the virus. Under the Prevention and Control of Infectious Diseases

Act 1988 (Act 342), business owners will be penalised if they fail to comply with the

SOP. It can be observed that almost all employers are placing employees at each

entrance to screen and check the visitors. This manual checking process burdens

business owners with labour cost and indirectly leads to problems such as the risk of

exposure during the human-conducted checking process. Some business owners

have invested in temperature kiosks to cut the labour need. Unfortunately, without

anyone monitoring, there are always irresponsible individuals who skip the mandatory

screening and check-in. Therefore, it is beneficial for both the business owners and

the society to automate the checking process. Our proposed solution, an automated

entry checkpoint (VidSafe Gate) applies real-time Computer Vision, Machine Learning

and Internet of Things (IoT) technology to help premise owners manage the entry of

their visitors. In brief, it controls the opening and closing of a gate, only allowing entry

after ensuring that the visitor is wearing face masks and has undergone temperature

check, checked in and sanitized their hands. VidSafe Gate guides and ensures that

the visitors comply with the SOP set by the Malaysian government upon entering the

premises. In the long run, it lowers the cost of the checking process for business and

premise owners. Just as its name implies, VidSafe Gate protects the safety of the

people by minimizing human interaction during the checking process and reducing the

risk of having potentially infected people inside premises. It benefits society as it helps

to maintain a safer environment within a premise during the current pandemic or future

outbreaks.

Key Words: Standard Operating Procedures, Automated Checking Process,

Computer Vision, Machine Learning, Internet of Things


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1. INTRODUCTION

To curb the spread of Covid-19, various standard operating procedure (SOP) are

introduced in every industry and sector during the Recovery Movement Control

Order (RMCO) period. Premises and business owners are required to set up

checkpoints at the entryway of their premises or shops to perform checking

procedures such as temperature screening. However, manual checking method

requires at least a person at each entrance dedicated for screening and checking

the visitors. This does not only burden business owners with labour cost, but also

indirectly leads to problems such as the risk of exposure during the human-

conducted checking process and poor enforcement of SOP. Therefore, our project

aims to develop an automated entry checkpoint (VidSafe Gate) to automate the

checking process. By applying real-time Computer Vision, Machine Learning and

Internet of Things (IoT) technology, the automated entry checking system will ensure

that all the visitors follow the required SOP, which are face-mask wearing,

temperature screening, check-in and sanitizing upon entering.


2.1. Review of Standard operating procedure (SOP)

According to the standard operating procedure (SOP) set by the National Security

Council and the Health Ministry during this Recovery Movement Control Order

(RMCO) period, there are several steps needed for everyone to follow before

entering any business premise (Ministry of Health for Malaysia, 2020). ● Everyone should wear a face mask in public areas. ● Everyone should measure their body temperature before entering. Anyone

with a body temperature higher than 37.5 °C is not allowed to enter the

premises.

● Everyone should provide their personal details (Name, date and time of

entering, contact number) or check-in by using MySejahtera App before

entering the premises.

● Everyone is encouraged to clean their hands with hand sanitizer before

entering the premises.

However, due to the ineffectiveness of manual checking methods, most of the

premises and business owners are failing to ensure that their customers or visitors

have been screened properly before allowing their entrance. Some may even

neglect the SOP set by the government. For example, some supermarkets and

grocery stores are following preventive measures very well, but some are not (MING,

2020). Moreover, according to the news article from BERNAMA in which the reporter

expresses his concerns about the spread of the virus without the stringent

enforcement from the business owners. He states some business premises in the

Klang Valley provide a notebook for recording names, QR code and temperature

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scanner for their customers to “self-check-in” without any worker monitoring them

(Sakini Mohd Said, 2020). Therefore, this paper proposes an automatic checking

system that ensures that the visitors are wearing face masks and have undergone

temperature checks, checked in and sanitized.

2.2. Review of design features

During the Covid-19 pandemic, some Information Technology (IT) companies have

designed temperature checking kiosks to help industries reopen their business

safely. One of the articles taken from Entrepreneur Asia Pacific states that the

Automated Temperature Screening Kiosk (ATSK) made by Supeario company plays

a part in helping its users to avoid any costly closing orders by ensuring that their

staff and customers are fully healthy. It eliminates the costs of employing a dedicated

temperature screener and lessens the chance of direct contact by screening all

incoming guests quickly and efficiently (Store, 2020). Another kiosk machine which

was developed by Uniconnect Media is named as the Atlas temperature

measurement face recognition peer management module. It combines an infrared

thermal imaging module with a hardware platform equipped with an industrial-grade

binocular camera and face recognition technology to verify the identity of employees

and guests. The system supports mask recognition and warns against high body

temperatures (Maras, 2020). However, the ID card scanner and face recognition

technology used in both products require users to pre-register their identity to the

system for recognition. This pre-registration requirement makes them unsuitable for

shops and stores because incoming visitors may be patrons or first-time customers.

Moreover, technologies such as face recognition are not suitable for identity

verification in public places. This is because the widespread use of electronic records

and their portability has led to numerous cases of records being leaked or lost

(Senior & Pankanti, 2011). Therefore, the proposed entry management solution

in this paper addresses concerns about privacy by performing check-in verification

without collecting and storing personal data such as face images.

3. METHODOLOGY

The hardware of the prototype consists of a computer with an in-built camera; a

temperature sensing unit which consists of an IR temperature sensor, an ultrasonic

sensor and a buzzer; a disinfection unit which includes a limit switch attached to a

bottle of sanitizer; and a servo motor that controls the opening and closing of a

makeshift gate.

The web application is implemented using P5.js and ml5.js libraries. A machine

learning model is created and hosted by Google's Teachable Machine. The machine

learning model was trained using images that were captured from webcams or taken

112


from the Internet. The images are grouped into four classes, namely “nobody”, “no

mask”, “wearing a mask” and “MySejahtera check-in ticket”. Additionally, Google

Spreadsheet is used as a database to store contact information of the visitors who

check-in by filling in the digital check-in form.

As depicted in Figure 1, the computer communicates with an Arduino board that

connects the sensors and motors. Sensor readings will be sent to the computer and

the computer will send commands to control the gate movement accordingly.

VidSafe Gate also includes an external help button to address the situation when the

visitors may need human assistance during the automated checking process. As

shown in Figure 2, the help button is connected to NodeMCU, an IoT platform that

makes an HTTP post request to send a notification message to a Telegram Bot every

time the button is pushed.

Figure 1: Main high-level design

Figure 2: High-level design of help request module


The prototype testing of VidSafe Gate was conducted physically by a few visitors.

The testing process was repeated with different scenarios.

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In the normal test case, the system began when the visitor stood in front of the

camera and the face-mask was detected by computer vision. After the system

ensured that the visitor wore a face mask, the body temperature of the visitor was

checked when he placed his forehead near to the temperature sensor until the

buzzer sounded. As the body temperature of the visitor was normal, the visitor

passed the temperature screening. The visitor checked in by scanning the

MySejahtera QR code and then showed the check-in ticket before the camera. After

checking in, the visitor sanitized his hands. Once the visitor completed the 4 steps

(as shown in Figure 3), the gate opened. The gate closed after the visitor entered

the premise. The test was repeated to test the second check-in option. The visitor

checked in by filling in and submitting the digital check-in form. The contact detail of

the visitor was recorded in a Google spreadsheet.

The prototype was also tested for the case where the visitor had a fever. As

displayed in Figure 4, the user interface of the web application showed that the body

temperature of the visitor was above 37.5 °C, which meant that he did not pass the

temperature screening requirement. The visitor could not proceed and the gate

remained closed. The function of the help button was also tested. After the visitor

pushed the help button, a message requesting for assistance was received via

Telegram.

Figure 3: Display after completing all 4 steps of instruction

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Figure 4: Display when high body temperature was detected

In terms of performance and ease-of-use of the product, first-time users who were

not familiar with the system spent a longer time to navigate through the system as

shown in Table 1. However, users averagely used less than a minute to complete

the steps. This proves that the automatic checking system is efficient in use.

Table 1 Average time used for different type of users

Type of users Average time used (s)

First-time users 45

Non-first-time users 30

Based on the result of prototype testing, it shows that VidSafe gate can automate

the checking process and is capable of dealing with different situations. With the

automation that eliminates the need for constant human supervision to ensure that

the visitor complies with the SOP, VidSafe gate helps business owners to be

effective in terms of cost and also in the checking process. It also brings benefits to

society by reducing the risk of virus transmission during the checking process and

helps to maintain a safer environment within the premises. VidSafe gate has its

market potential as it has door integration capability and it is applicable in various

industries and sectors. Additionally, its low setup and operating cost make it highly

affordable to businesses of all sizes.


By applying real-time Computer Vision, Machine Learning and Internet of Things

(IoT) technology, VidSafe Gate can automate the checking process and ensures that

the visitors comply with the standard operating procedure (SOP) before entering the

premises. Therefore, this automated entry checkpoint can resolve problems such as

high labour cost of managing, higher risk of exposure during the checking process

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and poor enforcement of the SOP as a result of human negligence. Even after the

pandemic when the screening requirements are lifted, this system can be easily

modified to be a visitor entry management system that improves visitors' confidence

about their safety within the premises. In future development, more functionality can

be integrated into VidSafe gate. As an example, VidSafe Gate can be integrated with

an Automated Occupancy Monitoring System that controls the number of visitors

entering the premises. The capacity limit of visitors inside the premise will be set

according to the size of the premise. It will count real-time occupancy in the premises

and the gate will be locked when the capacity limit is reached.

REFERENCES

Ministry Of Health for Malaysia. (2020, May 5). SOP Pembukaan Ekonomi. Retrieved

October 4, 2020, from http://covid-19.moh.gov.my/faqsop/sop-pembukaan-ekonomi

MING, D. F. (2020, April 11). SOPs for our supermarkets. SOPs for Our Supermarkets. Retrieved October 4, 2020, from

https://www.thestar.com.my/opinion/letters/2020/04/11/sops-for-our-supermarkets

Sakini Mohd Said (2020, July 30). Fikirlah: How Fast We Forget!. Retrieved October 4, 2020,

from https://www.bernama.com/en/features/news.php?id=1865685

Store, E. (2020, June 26). This Temperature-Checking Kiosk Can Help You Safely Reopen

Your Business. Retrieved October 06, 2020, from

https://www.entrepreneur.com/article/352395

Maras, E. (2020, May 27). Temperature check kiosks ready to tackle COVID-19. Retrieved October 06, 2020, from https://www.kioskmarketplace.com/blogs/temperature-

check-kiosks-tackle-covid-19/

Senior, A. W., & Pankanti, S. (2011). Privacy Protection and Face Recognition.

Handbook of Face Recognition, 671-691. DOI:10.1007/978-0-85729-932-1_27

http://covid-19.moh.gov.my/faqsop/sop-pembukaan-ekonomi

https://www.thestar.com.my/opinion/letters/2020/04/11/sops-for-our-supermarkets

https://www.bernama.com/en/features/news.php?id=1865685

https://www.entrepreneur.com/article/352395

https://www.kioskmarketplace.com/blogs/temperature-check-kiosks-tackle-covid-19/

https://www.kioskmarketplace.com/blogs/temperature-check-kiosks-tackle-covid-19/

Changing Lives in Brilliant WaysMNNF Publisher. eISBN No; 978-967-18412-1-1 (Publication Date: 2 November 2020)

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Chapter 19

Evaluation of Module Development forInfectious Diseases Prevention

Siti Khuzaimah Ahmad Sharoni¹, Rosuzeita Fauzi¹, Norimah Said¹,Padma A. Rahman¹, Hayati Adilin Mohd Abd Majid², Balqis Jamaludin¹,

Amirah Rasyidah Mustapa¹ & Nor Suhaiza Md Khalid³

¹Faculty of Health Sciences, Universiti Teknologi MARA, Puncak Alam Campus²Faculty of Hotel and Tourism Management, Universiti Teknologi MARA, Kuala

Terengganu Campus³Faculty of Administrative Science & Policy Studies, Universiti Teknologi MARA,

Seremban Campus

[email protected]

ABSTRACT

In Malaysia, recreational parks are categorised as one of the most popular touristattractions with beautiful sceneries, enchanting flora and fauna, and rich ecosystems.However, some tourists still have limited health literacy and they are at risk of gettinginfectious diseases such as Leptospirosis, Malaria and Melioidosis. These diseases canbe life threatening, however, they can be controlled if preventive measures are takenaccordingly. The objective of this project is to develop and evaluate a community healthmodule for the prevention of infectious diseases. Design and Development Research(DDR) was used as the study design. It involves four phases; analysis, design,development, implementation and evaluation. There are three parts in this module; theidentification and causes of disease, signs and symptoms and preventive measures forthe diseases. This booklet is simple, concise and easy to understand and the informationis valid as the content of this module is mainly referred from the Ministry of HealthMalaysia. Eleven experts were asked to evaluate the module (pre and post) based on fiveindicators; objective, content, format, language, presentation and usefulness. The resultsshowed that on average, the score improved from pre (mean=3.95±0.64) to post(mean=4.71±0.56) evaluation. The results of this project are expected to improve theawareness and well-being of tourists and people visiting recreational parks.Simultaneously, this can also reduce safety issues at recreational parks and increase therevisit intention of touristsand locals, which in turn will increase the profit for thegovernment by supporting the tourism industry.

Keywords: Education, Leptospirosis, Malaria, Melioidosis, Module, Prevention


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1. INTRODUCTION

Malaysia is one of the most popular tourist destination but many water sources andforests are now facing many challenges due to infectious diseases such asLeptospirosis, Malaria and Melioidosis. Leptospirosis is endemic, usuallyconcentrated in a certain area. Leptospirosis is a zoonotic disease caused by thespecies Leptospira and a variety of its pathogenic serovars (Thayaparan, Robertson,Fairuz, & Abdullah, 2013). The disease is transmitted through contact with infectedurine or other body fluids, or by indirect contact with water or soil contaminated withinfected urine (Garba et al., 2018). The number of Leptospirosis cases has increasedsignificantly over time and causes a high mortality rate. This puts pressure on localhealth institutions since the public does not have sufficient knowledge to break thechain of infection. According to the Ministry of Health, (2018) infectious diseases arethe top-tier cause of death in Malaysia (13.0%). The Ministry has recommended thatLeptospirosis be classified as a "mandatory notifiable disease" since December 2010(Ministry of Health Malaysia [MOH], 2011). According to Benacer et al. (2016), in2011 and 2012, 5869 cases were reported with more than 100 deaths. The annualincidence rate is between 7.83 to 12.49 cases per 100 000 residents and the highestincidents occur in the states of Selangor, Perak, Kelantan, and Pahang (Benacer etal., 2016).

In Malaysia, 50,500 malaria cases were reported in 1990; in 2000, cases decreasedto 12,705, and in 2012 cases decreased by 4,725 (63%) compared to 2000 (MOH,2014). Data show that the number of Malaria patients over the last few years hasdecreased in the country; however, it is still a major public health concern, especiallyin the land. Malaria is a parasite carried by mosquitoes (Anopheles). There are fivetypes of parasites that often cause Malaria fever; Plasmodium falciparum (P.falciparum), Plasmodium vivax (P. vivax), Plasmodium ovale (P. ovale), Plasmodiummalariae (P. malariae) and Plasmodium knowlesi (P. knowlesi) (World HealthOrganisation [WHO], 2019). This infection can be serious and fatal if noprecautionary measures and follow-up treatment were taken. Anyone approachingan area with mosquitoes especially in the forest area is at risk of infection.

Melioidosis is also a common infectious disease that occurs in humans after arecreational area visit. The disease is caused by a bacterial infection, Burkholderiapseudomallei. People at risk are those exposed to soil or drinking watercontaminated by these bacteria. It can propagate through the nose, from adrop/droplet of water or through an open wound. It was reported that in Pahang, astate with the highest number of Melioidosis cases, an estimate of 6.1 out of every100,000 in the population in 2000 to 2003 was infected with this disease (How et al.,2005). According to a report in 2010, the outbreak of Melioidosis and Leptospirosisoccurred simultaneously in Maran, Pahang, resulting in eight deaths (Abu Bakr et al.,n.d). In Malaysia, it is estimated that over 2000 patients die from Melioidosis a year,which is significantly higher than the number of dengue deaths or tuberculosis


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infections (Nathan et al., 2018). Therefore, involvement from health institutions,travel institutions and organisers are important to educate the public on the dangersof the disease. The public needs to be exposed to the causes and symptoms ofdiseases, risk factors and preventive measures so that these diseases can beprevented or treated promptly.


Leptospirosis is an endemic disease which is prominent in developing countries suchas Malaysia, India, Sri Lanka and Brazil where thousands of cases are reportedannually. A previous study stated that the increasing number of cases annually inMalaysia indicated that the understanding towards this disease should be refined toincrease awareness about this disease among the public (Zoey May Pheng Soo,Naveed Ahmed Khan, & Siddiqui, 2020). This is also supported by Albert et al. (1999)who stated that the outbreaks occur primarily due to heavy rainfall, flooding, andpoor sanitation. However, there are some research that claimed recreational areasare the highest at risk of leptospirosis. High exposure has been recently observed atrecreational areas with access to waterfalls and wetlands and those close to forestreserves, which are commonly used for vacationing and camping (Azhari et al.,2019). There are a lot of risk factors, such as reservoirs, environmental risk factors,occupational risk factors, and recreational risk factors (Zoey May Pheng Soo et al.,2020).

According to the World Health Organisation, WHO (2020), Malaysia has successfullyaccomplished its goal two years ahead of schedule, which is achieving zeroindigenous human malaria cases in 2018. Malaria is a significant communicabledisease, and in 2018, this disease caused 405,000 deaths worldwide (Global MalariaProgramme: WHO Global, 2019). Malaria is a major public concern and is still in thephase of elimination of indigenous transmission. Other than that, Anophelesbalabacensis is a primary vector and can be found in villages, forests and farmingsites (Wong et al., 2015). As claimed by Azzeri et al. (2020), the vector has exclusivepeak biting time, which is during the early part of the evening before dusk and lateevening with the peak of biting activity at midnight and early hours of the morning. Toemphasise, people who live in the vicinity of jungles are more susceptible to gettingmalaria infection (Ramdzana et al., 2020). In some malaria cases, the lack ofknowledge about the danger and risk of infection would be one of the reasons for anurgent need in public education towards malaria prevention in their population (MinZhang et al., 2011).

Melioidosis, which is also known as Whitmore’s disease is an infectious disease thatcan infect either humans or animals. This disease is caused by the bacteriumBurkholderia pseudomallei and is predominantly a disease of tropical climates,especially in Southeast Asia and Northern Australia where the disease is widespread(Melioidosis, n.d.). According to Arshad et al. (2020) this infectious agent,Burkholderia pseudomallei, can be found in contaminated soil and water. This is


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because this bacterium is a soil saprophyte and is a common species of water andwetlands in endemic areas. Besides, Chansrichavala et al. (2015) mentioned thatactivities associated with exposure to soil and water are high risk especially peopleworking in rice fields and others. Other factors are having an open wound, eatingfoods that are contaminated with soil and water or drinking untreated water, which iscommonly contaminated with the bacteria (Limmathurotsakul et al., 2013). Besides,David (2019) claimed that adventure travellers, ecotourism, military personnel,construction and resource extraction workers and other people whose contact withcontaminated soil or water are at high risk to be exposed to this bacterium.Therefore, the intention to develop the module is to increase awareness and well-being of our community who visited any recreational parks. Indirectly, it can helpgovernments and health institutions address this epidemic with a different approachin terms of health management and education

3. RESEARCH METHODOLOGY

The methodology used in this study is "Design and Development Research" (DDR).This method is used because it involves the construction of new designs or modulesor modifications of existing modules and the impact assessment of the product (Vander Akker, 2007). DDR involves four phases (ADDIE) which are analysis, design,development, implementation and evaluation. Every phase in the DDR process isinvolved in the development of the module.

The research instrument involved a questionnaire which is the Expert’s EvaluationChecklist for Instructional Modules which was adapted from Torrefranca, (2017). Anevaluation was made to assess the validity of the development of the module. Thequestionnaire used is the Evaluation of the Instructional Module based on theExpert’s Judgement. There are 20 items with a five-point Likert scale ranging fromstrongly disagree to strongly agree which was used to evaluate the module(Torrefranca, 2017). Out of 20 items on the questionnaire, 5 were drawn from theaspect of the objective of the module, 4 from the aspect of the content of the module,4 on the aspect of the format of the module, 4 from the aspect of the presentation ofthe module and another 5 from the aspect of the usefulness of the module. Scoringstarted with 1 (strongly disagree), 2 (disagree), 3 (neither; disagree nor agree), 4(agree) and 5 (strongly agree). Some modifications on the items (i.e. wording andformat) were made to better align with the purpose of the study. Data collectionactivities that were done in the study are described as follows:

3.1. Phase 1 – Analysis Phase

During the phase of analysis, the researcher analysed and examined books andrelated materials which are suitable and precise to be inserted in the modules. Theresearcher also referred to the guidelines by the Ministry of Health Malaysia (MOH)and other references upon constructing the modules. The goal of the researcher inthis phase was to create modules that can be understood by the visitors upon their


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visit to any recreational parks. Selecting the target learners (i.e. age group,educational and social background), estimating the overall cost and calculating thebudget to print the modules were also considered in this phase.

3.2. Phase 2 – Design Phase

After the analysis phase, the writer started designing the modules according to thefive main aspects which are objectives, content, format and language, presentationand usefulness of the modules. A Delphi technique was used in this phase involvingthe opinions of experts to construct the module.

3.3. Phase 3 – Development Phase

In the development phase, expert opinion was used to validate the modules. Thevalidation of the modules was made by 11 experts during pre-evaluation and post-evaluation. There were some changes made by the writers in this module after post-evaluation, based on the comments and suggestions from the experts. The panel ofexperts consisted of six academics; from the health sciences (4), hotel and tourismmanagement (1), administrative science and policy studies (1). Other experts were amedical specialist (1), and local citizens who have experience visiting recreationalparks in Malaysia (4). They examined the modules based on five indicators whichinclude: (1) objectives; (2) content; (3) format and language; (4) presentation; and (5)usefulness of the module.

3.4. Phase 4 – Implementation and Evaluation Phase

In implementing this module, the process of evaluation was made based on the 11experts’ opinions and suggestions on this module. The experts’ evaluation stronglycontributed to the result.

3.5. Data analysis

Descriptive statistics (i.e. mean and standard deviation) was used in analysing theevaluation rating of experts for pre-evaluation and post-evaluation. The textualinterpretation was also used in reporting supporting qualitative data. IBM SPSSStatistics version 24 was used for the analysis. Finally, to ascertain the effectivenessof modules, the pre-evaluation results were also compared statistically with the post-evaluation results using paired t-test set at 0.05 level of significance.

4. RESULT AND DISCUSSION

As presented in Table 1, the evaluator’s average overall rating on the developmentof the module is categorised as pre-evaluation (3.95) and post-evaluation (4.71) inorder to develop an effective module as a reference to the visitors at any recreationalpark. The experts’ average evaluation ratings on the different aspects of the module


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ranged from 3.69 to 4.18 (objective, content, format, language, presentation andusefulness) for pre-evaluation, while for post-evaluation the values ranged from 4.60to 4.82 for the same aspects.

Table 1: Comparison of Evaluator’s rating of pre and post evaluation

AspectsofInstructionalModules

Items Pre–evaluation(n=11)

Mean(±SD)

Post-evaluation(n=11)

Mean(±SD)

1.Objective of themodule

1. The objectives are clearly statedin the module.

3.91(0.83) 4.73(0.47)

2. The objectives are well-planned,formulated, and organised.

3.82(0.75) 4.73(0.47)

3. The objectives stated arespecific, measurable, andattainable.

3.64(0.81)

4.45(0.69)

4. The objectives are relevant tothe topics of each lesson of themodules.

3.91(0.83)

4.64(0.51)

5. The objectives take into accountthe needs of the reader.

3.73(0.77)

4.45(0.69)

Overall 3.80(0.80)

4.60(0.57)

2.Content of themodules

1. The content of each lesson is directlyrelevant to the defined objectives.

4.09(0.70)

4.64(0.51)

2. The content of each lesson is simpleand easy to understand.

4.24(0.47)

4.91(0.30)

3. The topics of each lesson are fullydiscussed.

3.73(0.65)

4.55(0.52)

4. Each topic is given equal emphasis inthe module.

3.82(0.75)

4.64(0.51)

Overall 3.97(0.64)

4.69 (0.46)

3.Formatandlanguageofmodules

1. The format/layout is well-organised, which makes themodule more interesting.

3.64(0.81)

4.82(0.41)

2. The language used is easy tounderstand.

4.36(0.67)

4.82(0.41)

3. The language used is clear,concise, and motivating.

4.27(0.65)

4.73(0.47)

4. The instructions in theinstructional modules areconcise and easy to follow.

4.18(0.41)

4.82(0.41)

Overall4.11(0.6

4)4.80(0.42)

4.Presentation ofthemodules

1. The topics are presented in alogical and sequential order.

4.18(0.41)

4.82(0.41)

2. The lessons of the modules arepresented in a unique andoriginal form.

3.91(0.54)

4.64(0.51)


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Legend:Mean

Response Interpretation

4.50 –5.00

Strongly Agree Excellent

3.50 –4.49

Agree VeryGood

2.50 –3.49

Neither Agree norDisagree

Good

1.50 –2.49

Disagree Fair

1.00 –1.49

Strongly Disagree Poor

3. The presentation of each lessonis attractive and interesting tothe reader.

3.82(0.75)

4.64(0.51)

4. Adequate examples are givenfor each topic.

3.55(0.93)

4.55(0.69)

Overall 3.69(0.66)

4.66(0.53)

5.Usefulness oftheModules

1. The instructional modules willhelp the reader understandmore about the topics at theirown pace.

4.27(0.47)

4.91(0.30)

2. The instructional modules willallow the reader to use their timemore efficiently.

4.18(0.41)

4.82(0.41)

3. The instructional modules willserve as supplementary materialthat can cater to the needs ofthe reader.

4.09(0.54)

4.73(0.47)

Overall 4.18(0.47)

4.82(0.39)

OverallEvaluator’sresponse on theModule

1. Objectives 3.80(0.80)

4.60(0.57)

2. Content 3.97(0.64)

4.69(0.46)

3. Format and Languages 4.11(0.64)

4.80(0.42)

4. Presentation 3.69(0.66)

4.66(0.53)

5. Usefulness 4.18(0.47)

4.82(0.39)

Overall 3.95(0.64)

4.71(0.56)


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The overall analysis showed that there was an increase in the experts’ evaluation ineach aspect of the module, which is objective, content, format and language,presentation and usefulness, from pre-evaluation to post-evaluation with a mean of3.95 for pre-evaluation and 4.71 for post evaluation.

The pre-evaluation mean for “objective” was 3.80, indicating that a majority of theevaluators agreed with the module. The analysis proved that the objective wasrelatively specific, measurable, and also attainable. For post evaluation, allevaluators strongly agreed that the module has specific, measurable and attainableobjectives (mean=4.60). They also strongly agreed that the objective is well planned,formulated, organised, and relevant to the topic of each lesson in the module. Theobjective was also considered able to fulfill the needs of the readers.For the “content”, the overall pre-evaluation score was 3.97. One of the expertssuggested improvements and inclusion of some additional information in the module.After corrections had been made, overall, the expertsstrongly agreed with thecontent (mean=4.69). They agreed that the content of each lesson is directlyrelevant, simple and easy to understand. The additional content for each topic is fullydiscussed and equally emphasised in the module.

Moreover, in terms of the format and language of the module, one of the expertssuggested that the language should be more motivating and well- organised. Thus,the overall mean of the format and language improved from 4.11 to 4.80. Based onpost evaluation results, the format is well- organised and the language used is easyto understand, clear, concise, and motivating for the reader. Furthermore, theinstructions in the module is in sequential order and easy to follow.Next, the presentation play an important part in the development of this module.Based on Table 1, for pre-evaluation, the overall mean for the presentation of themodules showed the lowest rank (mean=3.69) compared to other components. Inpre-evaluation, there was a comment by one of the evaluators stating that in order tomake the module more interesting, there must be simple yet understandable picturesas well as use of better words. Besides, the module should have adequate examplesfor each topic in order to make the reader understand the message that we intend todeliver. After reviewing some of the comments, changes have been made andyielded better results (mean=4.66) post evaluation.

Lastly, usefulness would be a crucial part of this module as the objective of this studyis to increase the knowledge and awareness of visitors towards the prevention ofinfectious diseases in recreational parks. As shown in Table 1, the mean differencesbetween pre-evaluation and post evaluation were small (0.64). The mean for thethird item in the aspect of usefulness is the lowest among all items in the component,showed that the score before and after evaluation improved from 4.09 to 4.73.The findings showed that instructional modules are relatively useful in helping toincrease the public’s or visitors’ knowledge towards these (LEPTOMALAMELI)infectious diseases. This is in line with a study by Oladejo et al. (2011) whichreported the use of improvised instructional materials allowed student interaction


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making students achieve a better understanding about their lesson. The significantdifferences in the mean of pre-evaluation and post-evaluation are affirmative,showing the effectiveness of the developed instructional modules. The commentsfrom the experts were vital in constructing this new instructional modele during thedevelopment of the module. A study by Oladejo et al. (2011) supported our study bystating that improvised instructional material encourage creativity, bringing learninghome wards and often better suited to the climatic conditions of the localenvironment which improve and enhance student’s achievement.

The improvements made in the instructional modules were helpful in determining thedevelopment of this module as it helped in validating the concept of the module, andmade it more understandable for readers. For further emphasis, a study by Abdu-Raheem and Oluwagbohunmi (2015) stated that improvisation of instructionalmaterials in schools is essential because it will help the country generally, as it willbe possible for the government to provide instructional materials in schools, in linewith the the National Community Policy, (under Clause 2, Strategy 2.4), which is to"raise awareness and knowledge of the risk of infectious diseases" amongcommunities, and this can be achieved through this module.

5. CONCLUSION

In conclusion, the findings have supported and achieved the objective of the study. Itis hoped that the development of this module will give a positive impact on theoverall health and quality of life among the local community. This module isintroduced to increase the level of knowledge and awareness towards the preventionof Leptospirosis, Malaria and Melioidosis. Based on the findings of the study, it canbe concluded that the use of the module will help the public, government and healthinstitutions to reduce the occurrence of this epidemic among people who visitedrecreational parks. Through this module, the awareness and knowledge regardinginfectious disease will increase, in line with the National Community Policy (i.e.Under Clause 2, Strategy 2.4), which is to “raise awareness and knowledge of therisk of infectious diseases” among communities. It is hoped that future research canbe conducted to evaluate the effectiveness of the community health moduleimplementation to improve knowledge and awareness of infectious diseaseprevention among local tourists visiting recreational parks.

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Changing Lives in Brilliant Ways, Series 2 is a compilation book to speciallypresent selected project from International Invention & InnovativeCompetition (InIIC), Series 2/2020 organised by MNNF Network. The ideato document the projects with details illustration is to guide readers tounderstand well of how the innovation idea works. This book can also be areference to spark new ideas to keep inventing more solutions to everydayproblems and changing our lives in a brilliant ways.

changing lives in brilliant ways · 2020. 11. 13. · changing lives in mnnf publisher. eisbn no:...

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