APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion; it conforms to

acceptable standards and is fully adequate in scope and quality as an academic project for

the Bachelor of Counseling.

……………………………….

Dr. Othman Bin Abd. Rahman.

Supervisor.

This dissertation is submitted to the Faculty of Leadership and Management and is

accepted as fulfillment of the ABA 4403 course requirement for the Bachelor of

Counseling.

……………………………………………

( )

Dean,

Faculty of Leadership & Management

Islamic Science University of Malaysia.

ii

AUTHOR DECLARATION

الرحیمبسم هللا الرحمن

I hereby declare that the work in this academic project is my own except for quotations

and summaries which have been duly acknowledged.

Date: 03th March 2015.

Signature: …………………………..

Name : Mustaza Bin Abu Bakar

Matric no. : 1110523

Address : NO 55 Kg. Parit Mungkal,

71500 Tanjung Ipoh,

Negeri Sembilan Darul Khusus.

iii

ACKNOWLEDGEMENT

Alhamdulillah and thank foremost to Almighty Allah for giving me strength, patience and

endurance in completing this research. Without His love and mercy, this research would

not have been completed.

Many people have contributed to this academic project, either directly or

indirectly. I would like to acknowledge and thank for them at this point. First and

foremost to my supervisor Dr. Othman Bin Abd. Rahman for his persistent confidence,

guidance and detailed critiques. This appreciation is also extended to Dean of the Faculty

of Leadership and Management, because gave the permission and opportunity in doing

this research. Also, thanks to lecturers in Counseling Program at the Faculty of

Leadership and Management that always support through their inspirational motivation

through all the education years.

Most of all, to my dear parents, brothers and sisters who have always been there

providing me with love, care and assistance during my entire life to sustain me through

the endeavor of completing this research and this course. Sincerest gratitude for my dear

friends for the unending support, sharing of ideas, words of encouragement given to me in

the pursuance of this research.

I would like to thank to all people for their support and cooperation during the

course of my study. May all the good deeds be rewarded with Jannah. Ameen.

iv

ABSTRACT

This purpose of this research is to investigate the level of the self-concept among primaryand secondary school students. A school has been selected to fulfill the researchrequirement is orphans school of Bakti Orphanage Dato’ Haron of Hulu Klang, Selangor.The respondent were student from standard 6 to form 4. Researcher was also evaluatingwhether the self-concept treatment in the form of training program will increase the levelof self-concept among respondent or vice versa. The design of this research is in anexperimental and had the findings of the experiment before the test (pre-test), treatmentgiven and the test results after treatment (post-test). While the instrument used was aquestionnaire of The Tennessee of Self-Concept Scale of 2 (TSCS: 2). The result gainedhas been analyzed using SPSS software version 20 (Statistic Package for Social Science).From the results obtained, it was found that the treatment given to increase the student’slevel of self-concept was an unsuccessful. The results of this research have been analyzedand the data showed that the level of self-concept of boys is lower even though treatmenthas been carried out after get a result from the post-tests. Similarly compared to femalestudents, the data shows an increase in the levels of self-concept after treatment has beengiven to them. Based on the results of the interviews obtained from the participatingfacilitators conduct the training program. There are several factors and a strong argumentwhy the goal to increase their level of self-concept is not reached. As proposed in thefuture to improve a person's self-concept. We need to use this form of treatment is moreintensive and longer treatment period of time. This is because, the self-concept should bebuilt and strengthened since childhood until adulthood so that a human being can beindependent wisely, trying condensed in survival and can guide others towards good andmeritorious other fellow human beings.

v

ABSTRAK

Kajian ini bertujuan untuk mengkaji tahap konsep kendiri murid-murid peringkat sekolahrendah dan menengah. Terdapat satu buah sekolah yang dipilih untuk memenuhikehendak kajian iaitu Pertubuhan Pendidikan Anak-anak Yatim Rumah Bakti Dato’Harun, Hulu Klang, Selangor. Responden yang dipilih terdiri daripada murid-murid daridarjah 6 sehingga tingkatan 4. Pengkaji juga turut menilai sama ada rawatan konsep-kendiri yang dijalankan di dalam bentuk program latihan dapat meningkatkan konsep-kendiri responden ataupun tidak. Reka bentuk kajian yang digunakan ialah bentukeksperimen iaitu dapatan hasil sebelum ujian dijalankan (pre-test), rawatan yangdiberikan dan hasil ujian selepas rawatan (post-test). Manakala alat kajian yangdigunakan ialah soalselidik iaitu soalselidik The Tennessee of Self-Concept Scale 2(TSCS:2). Dapatan yang diperolehi telah dianalisis dengan menggunakan perisian SPSSversi 20 (Statistical Package for Social Science version 20). Berdasarkan hasil kajianyang diperolehi, keputusan menunjukkan bahawa rawatan yang diberikan untukmeningkatkan tahap konsep-kendiri pelajar secara keseluruhan adalah tidak tercapai.Hasil kajian ini telah dianalisis dan data menunjukkan tahap konsep kendiri pelajar lelakiadalah lebih rendah walaupun rawatan dan ujian selepas rawatan telah dijalankan.Berbanding pula kepada pelajar perempuan, hasil data menunjukkan terdapat peningkatanterhadap tahap konsep kendiri selepas rawatan telah diberikan kepada mereka.Berdasarkan hasil temu bual yang diperolehi dari fasilitator yang turut serta menjalankanprogram latihan tersebut. Terdapat beberapa faktor dan hujah yang kukuh mengapamatlamat untuk meningkatkan tahap konsep kendiri mereka tidak tercapai. Sebagaicadangan pada masa akan datang untuk meningkatkan tahap konsep-kendiri seseorangitu. Kita perlulah menggunakan bentuk rawatan yang lebih intensif dan tempoh rawatanyang lebih panjang masanya. Hal ini kerana, konsep-kendiri perlu dibina dandimantapkan sejak kecil lagi sehinggalah dewasa supaya seseorang manusia itu dapatberdikari dengan bijak, berusaha kental di dalam meneruskan kehidupan serta dapatmembimbing orang lain ke arah kebaikan dan berjasa sesama insan yang lain.

vi

ملخص البحث

من مستوى التعليم االبتدائي والثانوي. هناك واحد يبداء ستوى مفهوم الذات والتالميذ املحبثإىل ا البحث هدف هذيور. داتو هارون، هولو كالنج، سالجنBaktiللرتبية األيتام رماحنظماتاملدارس املختارة لتلبية متطلبات الدراسة، وهي امل

. تقييم الباحث أيضا ما إذا كان مفهوم العالج الثانوي4سنوات إىل مستوى 6التالميذ من وهموتألفت العينة املختارة هو أن نتائج هذا البحث ميكن أن حتسن املستجيبني مفهوم الذات أم ال. تصميم من الذايت نفذت يف شكل برنامج تدرييب

التجربة قبل االختبار (ما قبل االختبار)، والعالج معني، ونتائج االختبار بعد العالج (بعد االختبار). يف حني أن األداة SPSSحتليل النتائج باستخداموقد مت.(TSCS: 2)2املستخدمة االستبيان من تينيسي الذايت مفهوم جدول

). وبناء على النتائج اليت حصل عليها، وأظهرت النتائج 20برنامج (احلزم اإلحصائية للعلوم االجتماعية نسخة 20النسخة وأظهرت ا البحثأن العالج نظرا لتحسني الطالب مفهوم الذات كما مل يتم التوصل إىل العموم. وقد مت حتليل نتائج هذ

ا. و البيانات العكسأن مستوى مفهوم الذات من األوالد أقل على الرغم من العالج واالختبارات بعد أن مت إجراء العالج الطالبات، تظهر البيانات زيادة يف مستويات مفهوم الذات بعد أن مت إعطاء العالج هلم. وبناء على نتائج املقابالت اليت يف

جراء الربنامج التدرييب. هناك العديد من العوامل وحجة قوية ملاذا مل تصل إىل اهلدف مت احلصول عليها من امليسرين املشاركة إالنوع من أفضل إىل استخدام تاجحن.يف املستقبل لتحسني مفهوم الذات الشخصمّنا قرتح امللزيادة مستوى مفهوم الذات.

لّعلمنذ الطفولة حىت سن البلوغ ملفهوم الذاتا، جيب أن تبىن وتعزيزمن اجل ذلك. زمنهالعالج وفرتة العالج أطول هذا يسعى اقوى من الغالب لإلستمرار احلياة ويكون قائدا او داعيا لألخرين اىل املعروف ،قائم بنفسه حكيمايعيش اإلنسان

.مث يكون منفعة مع بعضهم

vii

LIST OF TABLE

Page

Table 3.2.1 : Research Design 42

Table 3.5.1.1 : Scoring of Positive and Negative Items TSCS : 2 48

Table 3.5.1.2 : Items scoring positive and negative items TSCS : 2. 50

Table 3.7 : The flow of the Data was Collect 54

Table 4.2.1.1 : Percentage of Respondent According to Gender 58

Table 4.2.2.1 : Percentage of Respondent According to Age 59

Table 4.2.3.1 : Percentage of Respondent According to Education Background 60

Table 4.2.4.1 : Percentage of Respondent According to Standard of Study 62

Table 4.2.5.1 : Percentage of Respondent According to the Area of Place 63

Table 4.2.6.1 : Percentage of Respondent According to Number of Siblings 64

Table 4.3.1 : Summary Score The TOT in TSCS : 2 66

Table 4.3.2 : The TOT of Respondent during in Pre-test and Post-test Result 67

Table 4.3.4 : The TOT interpreted through mean Reading in Pre-test 70

Table 4.3.5 : The TOT interpreted through mean Reading in Post-test 70

viii

LIST OF FIGURE

Page

Figure 2.5.1 : Donald Super’s Career Model 18

Figure 2.5.2 : Super 5 Life and Career Development Stage 19

LIST OF BAR CHART

Page

Table 4.2.1.1 : Percentage of Respondent According to Gender 58

Table 4.2.2.1 : Percentage of Respondent According to Age 59

Table 4.2.3.1 : Percentage of Respondent According to Education Background 61

Table 4.2.4.1 : Percentage of Respondent According to Standard of Study 62

Table 4.2.5.1 : Percentage of Respondent According to the Area of Place 63

Table 4.2.6.1 : Percentage of Respondent According to Number of Siblings 65

ix

APPENDICES

Page

Appendix A: Permission Letter 91

Appendix B: Questionnaire of study 93

Appendix C: Training Program Treatment Module 99

x

ABBREVIATIONS

% Percent

& And

Et. al And others

f Frequency

n Total

r Correlation

p Pearson

t Total

R Facilitator

T Percentile (Stage of Self-Concept)

SPSS Statistical Package for Social Science

SD Standard Deviation

TSCS: 2 The Tennessee of Self-Concept Scale 2 questionnaire.

TOT The Level of Self-concept

Pre-Test Initial Test before treatment.

Post-Test The Test after the treatment.

xi

TABLE OF CONTENT

CONTENTS PAGE

APPROVAL PAGE ii

AUTHOR DECLARATION iii

ACKNOWLEDGEMENT iv

ABSTRACT v

ABSTRAK vi

MULAKHKHAS AL-BAHTH vii

LIST OF TABLE viii

LIST OF FIGURE ix

LIST OF BAR CHART ix

LIST OF APPENDIX x

ABBREVIATION xi

TABLE OF CONTENTS xii

CHAPTER ONE: INTRODUCTION

1.1 Introduction 1

1.2 Research Background 1

1.3 Problem Statement 6

1.4 Research Purpose 7

1.5 Research Questions 7

1.6 Research Objectives 8

xii

1.7 Research Significant 8

1.8 Research Limitation 9

1.9 Terms Definition 10

1.9.1 Self-Concept 10

1.9.2 Orphans 11

1.9.3 Training Program (Explrace Approach) 12

1.10 Conclusion 12

CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction 13

2.2 Definition of Self-Concept 13

2.3 Roles of Self-Concept 15

2.4 Perspectives on Self-Concept 16

2.5 Development of Self-Concept 17

2.6 Congruence and Incongruence of Self-Concept 22

2.7 Past Research Related to The Self-Concept 23

2.8 Self-Concept from Islamic Perspectives 25

2.8.1 Complete reliance on Allah S.W.T 26

2.9 Person Client Centered Therapy (PCC) 29

2.9.1 The Core Conditions on PCC 32

2.9.1.1a Empathy 33

2.9.1.1b The Role of Empathy in Facilitating Change. 33

2.9.1.2a Unconditional Positive Regard. 35

2.9.1.2b The Role of Unconditional Positive Regard

in Facilitating Therapeutic Change 36

2.9.1.3a Congruence 36

xiii

2.9.1.3b The Role of Congruence in Facilitating

Therapeutic Change 37

2.10 Conclusions 40

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 Introduction 41

3.2 Research Design 41

3.3 Population 44

3.4 Research Sample 45

3.5 Instruments 45

3.5.1 Questionnaire 46

3.5.2 An Interview 52

3.5.3 Training Program 53

3.6 Research Locations 53

3.7 Data Collections 54

3.8 Data Analysis 55

3.9 Conclusions 56

CHAPTER FOUR: RESEARCH FINDINGS

4.1 Introduction 57

4.2 Descriptive Analysis 57

4.2.1 Respondents Gender 58

4.2.2 Respondents Age 59

4.2.3 Respondent Education Background 60

4.2.4 Respondents Standard of Study 61

xiv

4.2.5 Respondents Area of Place 63

4.2.6 Respondents Number of Siblings 64

4.3 Research Findings 66

4.3.1 Research Objective 1 66

4.3.2 Research Objective 2 71

4.3.3 Research Objective 3 73

4.3.4 Research Objective 4 76

4.5 Conclusion 78

CHAPTER FIVE: CONCLUSIONS

5.1 Summary of Study 79

5.2 Discussion 80

5.3.1 Research Objective 1 81

5.3.2 Research Objective 2, 3, 4 82

5.3 Challenges 83

5.4 Suggestions 84

5.5 Conclusion 85

BIBLIOGRAPHY 86

APPENDIX 90

1

CHAPTER 1

INTRODUCTION

1.1 Introduction.

In chapter 1, researchers will explain the background of the research conducted as well as

the issue and problem regarding self-concept. The researcher also states the purpose and

objective of the research. The researcher also point out some of the questions regarding

on this research. There are also explanations regarding the limitations appearing when

conducting this research. The definitions of self-concept and learning approach in terms

of conceptual and operational meaning are also clearly stated in this chapter. The

researcher summaries chapter 1 in the conclusions part at the end of this chapter.

1.2 Research Backgrounds.

The researcher has been investigated the level of self-concept among orphans of Bakti

Orphanage Dato’ Haron of Hulu Klang after conducting the training program in explorace

approach.

Through the findings of this research to be carried out, the researcher collected the

information about the organization to the welfare of the orphans orphanage and exploring

the conditions and situations that was real happen on the orphans in terms of psychology

based on their cognitive, behavior and emotional on their environment and friends’ factor

in knowing the awareness importance by the respondents. In this regard, there are some

2

organizations and association that were play as a main important role in the welfare

towards the orphans. Between the roles of the welfare of orphans is the Social Welfare

Department (JKM), non-governmental bodies (NGOs) and private parties to engage in

charitable activities.

In helping to manage all the matters related to the current needs and requirements

for these orphaned children, there are also had some group who take their own rule to

build homes for orphans to shelter place. Some of the current needs and requirements

offer provided by JKM as well as the NGOs, particularly in terms of the basic needs of

residents such as clothing, food, monitoring, education and other facilities.

There are also a number of previously researchers who have doing research about

this self-concept. Among these researchers is conducted by Dhanapal A/L Rengasamy

from Universiti Sains Malaysia (USM) in 2007. The purpose of it research is to identify

the Relationship Student Academic Climate in Tamil schools student of self-concept, self-

reliant and intellectual readiness. Besides that, the research conducted to determine the

existence of the relationship between students’ perceptions towards academic climate

with the school outcomes.

The researcher found that depicted that there is a significant difference in the

intellectual readiness of students who originate from 5 socioeconomic groups. However,

its finding showed there was no significant difference in self-concept among students

from the five socioeconomic background groups. The findings also showed that there was

no significant difference in intellectual readiness, self-concept and self-reliance among

students from the 3 school profile groups. The researcher showed that factors such as

3

family background and school profile strongly influence the achievement of SJK Tamil

students. Most of the estate school students and a few of the urban and suburban school

students lack self reliansce, self concept and intellectual readiness. The researcher showed

that then academic climate among students in the urban schools is more positive

compared to suburban and estate schools.

In the round of human life, adolescence playing as an important developmental

stage in the life of an individual because it is a period of time the transition from

childhood to be passed by each individual to prepare himself to adulthood.

According to the book Peer Guidance, issued by the Guidance and Counseling

Unit the School Department of the Institute Aminuddin Baki, Teenagers are those who

are in the age group 12 years to 18 years. Stated by Hall (1965), have used the term

'flapper' to define adolescents who likened "Nestling are have not been long wings trying

to fly out of from the nest". During this period, a teenager would try to find the status as

an independent individual and strives to achieve a desired self-satisfaction. This is

because the individual is increasingly aware of the goal itself. The development of self-

concept allows the teenagers to develop and integrate about positive self-concept to

become a progress to be the proper in their life.

Self-concept is the most important thing in every person to all individuals.

Through implemention and appreciation of high self-concept, it can bring significant

effects on the well-being of an individual, as suggested by Hobbes in passage Rosenberg

(Leahy, 1985), which says that the greatest happiness in the soul of human is to have a

high views on himself. Thus, applying a high self-concept in itself can increase the self-

4

confidence and playing an important role in determining the success or failure of each

individual on it life.

Every person said to have self-concept, which is a self-assessment system

(Maslow, 1968), the teenagers also able to make a self-assessment of domain-domain life

which includes components identity. Teenagers often depicted with features such

turbulent times (Hall 1904), the time to find their identity and asked "who he is"? build

self-concept and others. Psychosocial development of a person at this stage considered

very important (Erikson 1968). Adolescent period may become rough because teenagers

are always looking for identity and self-evaluation. Identity achievement and intellectual

was defined as the extent to which a person is motivated to achieve success and become

intellectual. Related studies demonstrate achievement associated with academic

achievement in school.

In the way in to identify the the respondents' background and problem statement

against them. Researchers have conducted a training program based on an explorace

approach method in form of academic knowledge and learning different concepts on the

respondent for the subject of science, mathematics and Islamic Education at respondent

from Bakti Orphange Hulu Kelang. In this study, researchers will study and investigate

the initial, actual problem, the respondents attitude toward the environment and will be

compared to the level of self-concept after being explorace approaches by using the

Tennessee Self-Concept Scale 2 (TSCS: 2).

Overall, the explorace approach conducted to the orphanage is very important in

gaining knowledge and improve the level of the self-concept among of the respondent.

5

The meaning word of explorace is similar with the purpose by doing outdoor activities.

According to (Wikipedia), outdoor activities means the outdoors as a physical or social

setting may meet the needs of physical health, self-sufficiency, risk-taking, the building

of social ties (including teambuilding), and the needs of achievement (such as practicing,

enhancing and challenging skills, testing stamina and endurance, and seeking adventure

or excitement). Relate to the explorace approach that conducted against of this orphanage,

they all will be exposed in the form of training which oriented to develop self-discipline

and to build self-concept among them.

Therefore, the experimental method due to build up the level of the self-concept,

knowledge development, physical and psychological mental process among to this

orphanage student. These orphanages will give some test early that is we called pre-test

including the questionnaire of the Tennessee of Self-Concept Scale 2 (TSCS: 2)

questionaire. After that, we give training to the orphanage using explorace approach to

build all the positive achievement including to improve their level of the self-concept and

teamwork process between them. Ending of the explorace approach, these orphanages

will give it back the post-test from the researcher to compare and make the research

comparison between the pre-test. According to Noraini (2000), the self-concept is the

result of information or message received through the social interaction of themselves

throughout life.

6

1.3 Problem Statement.

Self-concept broadly defined is a person’s perception of him or herself. These perceptions

are form through one experience with and interpretations of one’s environment, and are

influenced especially by reinforcement, evaluations of significant others and one’s

attributions for one’s own behavior (Shavelson et al. 1976).

According to the related research by Azizi Hj Yahaya (2011) stated that the most

issues of teenagers are now starting from imbalance that exist in their own family

institution which leads to various negative impact on the youth. Therefore, the effort

towards strengthening the family institution is one of the solutions to the various

problems among youth. Parents should understand and know the natural development of

adolescent psychology, at this level adolescents need attention and guidance and affection

from family members. Through this research, the orphans should be given special

attention by all parties, especially the orphan care center or a particular party. It was not

surprising, self-concept for orphans mostly unpredictable of their self-concept stage.

Hence, attention and care needs to be given completely in the form of personal

excellence, good in academic achievement and devout followers towards Allah.

Marsh H.W and Shavelson R.J (1985) found that the students' self-concept has

several different but inter-related. Through the training program conducted to the

orphans, a little more can help in improving the level of self-concept among of this

orphans. Incidental of it, this explorace approach process can also increasing the level of

academic achievement by itself through this program, practicing the importance of

teamwork and how the pure moral development of human can achieved.

7

1.4 Research Purpose.

This research is conducted to identify the effectiveness of explorace approach in order to

enhance the level of the self-concept among of the orphans. Which comprises of 9

domains; physical self, personal self, identity self, family self, social self, self-satisfaction

self, moral self and behavior self as well to determine the significant differences based on

demographic data (gender, age, education background, standard of study, residential areas

and siblings) on questionnaire of the Tennessee of Self-Concept Scale 2 (TSCS: 2).

1.5 Research Questions.

1) What is the level of the orphan’s self-concept before and after the training

program?

2) Are they any different effects among the orphans between before and after

gives the training program in order to improve their self-concept?

3) Are they any different effects among the orphans between the genders

towards male and female after gives the training program in order to

improve their self-concept?

4) The perceptions of the training program approach among facilitator

towards to the respondent (orphans) in order to improve their self-concept?

8

1.6 Research Objectives.

1) To identify the level of the orphan’s self-concept before and after the

training program.

2) To investigate any different effects among the orphans between before and

after gives the training program in order to improve their self-concept.

3) To investigate any different effects among the orphans between the gender

towards male and female after gives the training program in order to

improve their self-concept.

4) To identify the perceptions of the training program approach among

facilitator towards to the respondent (orphans) in order to improve their

self-concept.

1.7 Research Significant.

This research is significant to the orphans of Bakti Hulu Kelang whereby there had many

important for them to gain more understanding in knowledge besides that to get a wide

and comprehensive about the importance of self-concept in human daily life. Thus, it is

hoped that the research findings will benefit and showed the high level of self-concept

and having the exchanges between them.

9

At the initial measurement before giving to them on handling explorace. That

respondent was gave to them to answer the question of the Tennessee of Self-Concept

Scale 2 (TSCS: 2) to test the self-concept in its initial stage. After that, the students were

given training in the form explorace academic approach form and to develop the

respondent self-concept.

After that, the respondent is required to answer the same question the Tennessee

of Self-Concept Scale 2 (TSCS: 2) again same likes in the initial stages after a training

session in the form of explorace academic approach was conducted. This method able in

fact to test the level of self-concept before and after having given training to them.

This explorace approach also to be able to provide disclosures to the respondents

about the importance in the acquiring knowledge in addition to forming the self-concept

of the respondent. This method can giving interest and the effective of learning

techniques through explorace approach are applied to each respondent and to foster the

spirit of cooperation and the importance in building self-concept among the respondents.

1.8 Research Limitations.

This research was conducted toward the Bakti Orphanage of Hulu Kelang involving

orphans from primary and secondary school. The researcher has been chosen 35 selected

respondent in order at initial stage to answer the questions the Tennessee of Self-Concept

Scale 2 (TSCS: 2) and also in an effort to enhance the self-concept of children from the

orphanage.

10

In addition, the method of research conducted on orphans are in the form

experimental method. Which in this research is only to measure the level of the self-

concept for the selected orphans only. So other psychometric tests measuring and other

orphans in that school cannot be used to running because on a short time constraint

program was carried out.

This research also focuses in the test of the self-concept level towards the

respondents by measuring them through the level of educational achievement through

explorace approach. This approach is expected to raise the level of self-concept among

the respondents. There is no doubt that the limitation in an effort to raise the level of self-

concept of the respondents there are many barriers and influence from the external

environment. Possible effects of these other factors such as family background plays,

peers, self-motivation, aspirations and the like are not included and examined in this

research.

1.9 Terms Definitions.

1.9.1 Self-Concept.

Conceptual Definition.

Self-concept is a summation regarding towards himself which include systematic ideas,

attitudes, values and commitments (Jersild, 1952 and Burns, 1979).

11

Operational Definition.

Self-concept is a self-perceived towards one’s physical self, personal self, identity self,

family self, social self, self-satisfaction self, moral self and behavior self which is

contains in the Tennessee of Self-Concept Scale 2 (TSCS: 2).

1.9.2 Orphans.

Conceptual Definition.

According to Wikipedia, is a child whose parents are dead or have abandoned them

permanently. In common usage, only a child who has lost both parents is called an

orphan.

However, survivors who reached adulthood before their parents died are normally

not called orphans. It is a term generally reserved for children whose parents have died

while they are too young to support themselves.

Then this that are meant by someone called the status of an orphan and as well for

the Bakti Orphanage of Hulu Kelang for our research about the level of the self-concept

wants to conduct.

12

1.9.3 Training Program (Explrace Approach).

The explorace approach was held at Bakti Orphanage of Hulu Klang. The motivation

program that implemented within LDK and researcher also conducted the explorace

approach to the selected respondents.

According to the fourth edition of the dictionary Council (DBP-Malaysia), has

stated that explorace is an exploration into the field to get something: through

observation, outdoor activities and all kinds of activities. That was a technique the way of

learning and enhance people's motivation.

1.10 Conclusions.

As the conclusion, there are various problems faced by the orphan’s todays. Among the

issues is involving of self-concept issues, problems in learning study and other problems.

Towards the explorace approach can enhance a person's self-concept, learning the correct

study technique and enhance creativity in resolving a problem. There are two questions

were pointed out by the researcher in this research. The purpose of the research is

determined objectively as well as two research objectives as parameters. The researcher

explained some limitations exist in conducting this research. The terms of self-concept,

orphans and explorace approach were clearly defined from conceptual and operational

perspective.

13

CHAPTER 2

LITERATURE REVIEW

2.1 Introduction.

In chapter 2, the researcher discusses the level of self-concept from the past researches

done by the other researchers and looks into their findings, results, suggestions and

recommendations. Besides that, the researcher also discusses self-concept among students

and psychological testing used in this research in details which is the Tennessee of Self-

Concept Scale 2 (TSCS: 2).

2.2 Definitions of Self-Concept.

The term self-concept is a general term used to refer to how someone thinks about,

evaluates or perceives themselves. To be aware of oneself is to have a concept of oneself.

According to Baumeister (1999) provides the following self-concept definition: "the

individual's belief about himself or herself, including the person's attributes and who and

what he or she know about itself actually". Self-Concept is an important term for

both social psychology and humanism .

Self-concept is a summation regarding himself which include systematic ideas,

attitudes, values and commitments (Jersild, 1952 and Burns, 1979). Self-concept is a

14

subjective environment, it is a central and significant experience which was significantly

different from the others.

Self-concept also can be defined as an assessment on his own or how a person

thinks about himself either positive or negative. It is closely related to how we feel about

our abilities, things that happen to us and what will happen to us. According to Harter

(1983) in the book Personality: "Becoming a Person", self-concept is the optimal

development of the individual.

Self-concept includes a perception of self and surroundings through the senses

and feelings about their abilities include confidence and pride. Self-concept includes

physical and psychological aspects. It is also related to learning experienced since

children are still young.

According to Rogers (1951) who argued Client-centered therapy, he argues that

self-concept is made up of a combination of self-assessment, evaluation and evaluation of

others' perceptions to someone. Self-concept can be considered become a common word

spoken by people in this life now. However, the individuals who understand and clearly

the meaning of the term as well as the actual structure of self-concept, the answer can

only be referred to some understanding and opinions by members of experts in the field

of psychology and counseling.

Self- concept can also interpreted was the combination of perceptions and values

that an individual believes to be true of their own self (Bukatko & Daehler, 2001, p. 407).

Theories on the development of self-concept tend to focus on an individual’s view of self

in comparison to others. For instance, symbolic interactionism argues that the self-

15

concept is constructed through social interaction with others (Cooley, 1902; Mead, 1925,

1934 as cited in Campbell & Fehr, 1990). Other theorists have posited the idea of the

“looking-glass self” where our self-concept is constructed through our imagination of

how others perceive us (Cooley, 1902 as cited in Campbell & Fehr, 1990). Individuals

who construct their self-concept this way are constantly evaluating how they perceive

others to be evaluating them.

According to Joseph Campbell (1985) believe that 'self-concept' that is

independent to perform an action. Humans have a picture or perception about itself. This

statement is called the self-concept or self-image. It includes an overview of the various

levels, physical health, abilities, weaknesses and behavior. The knowledge of human

behavior, including self-helping skills, as well as the rational planning determines part of

our success in achieving goals in life. Self-image refers to self-concept and the perception

of the self-image is one has about himself/herself (Grubb and Grathwhohl, 1967; Graeff,

1996) and provides us with self-esteem and how we as individuals feel about ourselves. It

is the view people hold about themselves (Runyan, 1988).

2.3 Roles of Self-Concept.

The role of self-concept can be related as “a person’s sense of self shaped through

interaction with the environment and other people” (Shavelson, Hubner, and Stanton,

1976). A positive self -concept is regarded as important for good mental health,

improving academic achievement (Chapman, Tunmer, Prochnow, 2000; Guay, Marsh,

Boivin, 2003) and is seen as a key aim of education. Although originally it used to be

16

considered as a unidimensional construct. According to Shavelson, Hubner, and Stanton

(1976) theorized that self-concept was multidimensional and hierarchically organized,

with a global general self-concept on the future.

Until recently, we must understanding the role of self-concept in various

important fields. In fact, these variables mediate influencing behavior varied among

humans. In everyday life, self-concept in relation to various matters such as the

acceptance of others, feelings of anxiety (anxiety), career selection, drug and tobacco use

among teens, discipline problems, diseases, physical attractiveness, and so on (Burns,

1979). It is important the role and relationship between self-concepts with human

achievement. A motivation also is one of the role self-concept which determines the

extent to which we are heading towards a set of requirements and our values.

2.4 Perspectives on Self-Concept.

Some the perspective on self-concept argues that self-concept hinges on self-schemas.

Self-schemas are defined as the specific ideas that we form about ourselves and help us

organize our views of others (Green & Sedikides, 2001). People form self-schemas in the

areas of life that are important to them (Markus, 1977 as cited in Hawkins, von Hippel, &

Schooler, 2001).

For instance, someone with a positive outlook or an optimistic schema is likely to

be satisfied with who they are and rely on positive social interactions for support.

Therefore, they may exert a lot of effort towards building new friendships, which

17

reinforce their optimistic behavior. Regardless of the specifics of the individual theories,

the development of self-concept is contingent on interactions with others.

Self-image is one of the perspectives of self-concept. Self-image is based upon the

‘social self’ and the ‘ideal social self’. Self-concept may be represented as being a multi-

dimensional concept, wherein the human plays different roles in different situations

(Blackwell et al., 2001). As individuals we are required to enact different roles with

different people and situations in our lives now. Now we recognizes that human in

different situations exhibit different self-images, this relates not only to the ‘actual self’

but what the human aspires to be, which is classified as “ideal self” (Sutherland et al.,

2004 and Parker, 2009).

2.5 Development of Self-Concept.

According to Allport (1955, in Ryckman, 2004) states that the development of an

individual's self-concept will develops continuously from the during infancy to death and

move through certain stages which include the formation of bodily self, self-identity, self-

esteem, self-image and self-expansion . Self-concept acts as rational agents, self-

improvement and self-struggle as an informer at different stages of human life.

Self-concept as a component of the development of the human personality

consists from the seven fundamental aspects, which is self-concept, formed the

psychological dimension and it is multidimensional. Self-organization concept has a

hierarchical (general self-concept and self-concept and specific). When a person of self-

18

concept they are stable, but when decreasing its hierarchy, self-concept becomes more

specific and more likely to be changed. Self-concept differences become more apparent

by the circulation of age and experience. Self-concept also includes aspects of descriptive

and evaluation, and it can be differentiated from the other related constructs, such as

academic achievement (Shavelson et al, 1976; quoted by Garma and Elexpuru, 1999).

According to Burns (1979), the development of self-concept does not apply in

fashion yes-or-does not, which allows us to state that in a certain period of time, a child

does not build its own self-concept and a sudden on the next time it stated happily that the

child has started forming self-concept. As stated by him, the process of development of

self-concept is not exactly over. It continues to occur from birth of some people until it

death, in which a person is continually discovering new potential in the 'form'.

Based on (figure 2.5.1), according to Donald Super’s career model, he belief that

the self-concept of human changes over time and develops as a result of experience.

Figure 2.5.1: Donald Super’s Career Model

19

One of Donald Super’s greatest contributions to career development has been his

emphasis on the importance of the development of self-concept. According to Super, self-

concept changes over time and develops as a result of experience. As such, career

development is lifelong process to human life cycle.

According to Supers five life and career development stages in (figure 2.5.2)

below state that Super developed the theories and work of colleague Eli Ginzberg. Super

felt that Ginzberg’s work had weaknesses, which he wanted to address. Super extended

Ginzberg’s work on life and career development stages from three to five, and included

different sub-stages.

Figure 2.5.2: Supers Five Life and Career Development Stages

Stage 1: Growth Age 0–14 Characteristics: Development of self-concept,

attitudes, needs and general

world of work.

Stage 2: Exploration Age 15–24 Characteristics: “Trying out” through classes, work

experience, hobbies. Tentative choice

and skill development.

Stage 3: Establishment Age 25–44 Characteristics: Entry-level skill building and

stabilization through work

experience.

Stage 4: Maintenance Age 45-64 Characteristics: Continual adjustment process to

improve position.

Stage 5: Decline Age 65+ Characteristics: Reduced output, prepare for retirement.

20

According to Burns (1979), the five causes that affect a person's self-concept is an

image of the body, language, feedback from others, model identification and stereotypical

gender roles and care practices towards the children. Naturally, these five sources do not

work in separately. In addition, the development of self-concept is also heavily influenced

by external factors such as health, intellectual development, economic conditions, cultural

influences, social interaction, level of education and those who are significant in the life

of an individual.

State by Roger (1959, in Ryckman, 2004), people who significantly in forming a

person's self-concept is including parents, family members, teachers, peers, and they that

are in considered important in our environment. Although self-concept is influenced by

external factors during the early days of human growth (e.g. childhood), but it can predict

the behavior of post our lives for someone tomorrow.

Gained from the book Adolescent Psychology, Jas Laile Suzana Jaafar (2002),

states that parenting of children a lot of affect self-esteem. Parents who have high self-

esteem tend to raise their children with high self-esteem. In contrast, parents who have

low self-esteem tend to raise children in low esteem.

Self-concept of a person can be developing to positive or negative self-concept.

According to Hu, seeping and Yang (1999), a positive self-concept implying acceptance

of oneself as a human being with strengths and weaknesses, while a negative self-concept

reflects the feeling worthless and lack of respect to him. Direction of the self-concept is

important for a person for adolescent because it affects personal achievements,

particularly in the areas of academic achievement (Marsh & Yeung, 1997) and also in

21

connection with the relationship interpersonal, physical capabilities, career selection and

the success (Hattie, 1992). The achievement is usually seen in keeping with the

community of the individuals (Markus & Kitayama, 1991).

According to Rosenberg (1965), for those who has a low self-esteem, their self-

image is less stable and anxieties were born. Individuals with low self-esteem were

always false sense towards the world. These tensions raises concerns expressed feelings

of anxiety and so on. Low self-esteem also makes a person more sensitive to the fact of

failure. These weaknesses stimulate feelings of anxiety and cause personal separation

either physically or emotionally from the others. Those are the low self-esteem is not

easily exposing him to others. So, they always go through life by own.

In another aspect, Schmale (1958) and Canter (1960) suggest that the attitude

towards life and self-concept is two of initiation factors and heal disease recover. When

we want to find the psychological factors that cause a person the decline in resistance to

disease, we need to pay attention to things in everyday life that may lead to feelings of

frustration, such as a loss of identity and self-esteem.

According to Burns (1979), the matters giving rise to feelings toward self it is

does not importance, it is not worth and self-esteem decline will cause a person weak and

sick. Or in other words, the decline in self-concept leads to a person unhealthy, either

physiologically or psychologically. Whether by way of mental illness or physical is one

way an individual reflected the sentiment its disappointment over the existing way of life.

Ranjit Singh Malhi (1997) in his book "Self-Esteem", also states that the

development of self-esteem since our birth. The experts of psychology generally agreed

22

that beginning of the experience when childhood and adolescence have a tremendous

impact on the development of self-esteem. Family as the first agent popularization submit

an early indication of a child whether he accepted or not, loved or not, and deserves to

live or not and the beginning of our self-image is formed by the comments about us by

our parents. The researchers found that the judgment made by parents last a long time

among individuals up to adulthood.

2.6 Congruence and Incongruence of Self-Concept.

According to Rogers (1959) described that the concepts of congruence and incongruence

as important ideas in his theory. In proposition, he refers to the actualizing tendency. At

the same time, he recognized the need for positive regard. In a fully congruent person

realizing their potential is not at the expense of experiencing positive regard. They are

able to lead lives that are authentic and genuine. Incongruent individuals, in their pursuit

of positive regard, lead lives that include falseness and do not realize their potential.

Conditions put on them by those around them make it necessary for them to forego their

genuine, authentic lives to meet with the approval of others. They live lives that are not

true to themselves, to who they are on the inside out.

Rogers (1959) suggested that the incongruent individual, who is always on the

defensive and cannot be open to all experiences, is not functioning ideally and may even

be malfunctioning. They work hard at maintaining/protecting their self-concept. Because

their lives are not authentic this is a difficult task and they are under constant threat. They

deploy defense mechanisms to achieve this. He describes two mechanisms that are

23

distortion and denial. Distortion occurs when the individual perceives a threat to their

self-concept. They distort the perception until it fits their self-concept.

This defensive behavior reduces the consciousness of the threat but not the threat

itself. It means the threats mount, the work of protecting the self-concept becomes more

difficult and the individual becomes more defensive and rigid in their self-structure.

If the incongruence is immoderate this process may lead the individual to a state

that would typically be described as neurotic. Their functioning becomes precarious and

psychologically vulnerable. If the situation worsens it is possible that the defenses cease

to function altogether and the individual becomes aware of the incongruence of their

situation. Their personality becomes disorganized and bizarre to irrational behavior,

associated with earlier denied aspects of self, and may erupt uncontrollably.

2.7 Past Research Related to the Self-Concept.

The study of this research is about levels of self-concept among adolescents in the age

group of 13-18 who live in orphanage and those who do not live in orphanage. Previous

studies have shown that gender of adolescents living in orphanage, the number of their

close friends, the influence of the views of their friends, the attitude of the personnel

towards the adolescents, the request for assistance from personnel and the attitude of the

adolescents in their relationships with friends lead to difference in the self-concept scores

of adolescents according to gender and according to the place they live in cases of

adolescents not living in orphanage.

24

This research was conducted on 126 adolescents including 63 adolescents living

in orphanage and 63 voluntary adolescents between ages 13-18 attending sixth, seventh

and eighth grades and first, second, third and fourth grades. Adolescents from orphanage

and others participating the research are equal in terms of number, age and sex. Mentally

disabled adolescents left out of the research since their self-concept level may be

negatively affected. Based from this research results, it stated that the self-concept scores

of adolescents living in orphanage are lower than those of the adolescents are not living in

orphanage. It is suggested that not being with parents make adolescents living in

orphanage feel lonely during the period called “storm and silence of adolescents” may

reflect on self-concept scores of adolescents. At the end of the study on adolescents who

live in orphanage and who do not live in orphanage conducted by Aral and others (2005),

it was concluded that self-concept level of adolescents who live in orphanage is lower

than that of the adolescents who does not live in orphanage.

Based on the study conducted by Dr Margaret Wanjiru et al (2014), entitled the

impact of gender on orphans’ self-esteem and academic performance among secondary

school students in Kirinyaga and Nyeri Counties of Kenya. This research of this study

was theoretically guided by Rogers’ self-theory. In turn, Rogers (1902-1987), in his

contribution to psychology, contended that every person can achieve his or her goals,

wishes and desires in life if self-actualization took place. The study adopted a survey,

which utilized casual comparative research design. The data was collected using

questionnaire. Data was analyzed using descriptive and inferential statistics.

The major finding in this study was that Self-esteem was found to be influenced

by gender of orphans and the self-esteem in turn influenced the aspiration of education

25

level as well as jobs. The study recommends that the socialization by the society should

not be gender discriminative that is all children should be treated the same way. The

result obtains from this research get from the analysis of data presented and discussion

done. Firstly, orphans’ self-esteem is influenced by his or her gender. This implies that

since self-esteem is a psychological construct which refers to how the self is viewed and

valued, probably the society devalued the female orphans and from the societal

devaluation comes individual devaluation.

Another results is self-esteem is human necessity without which no human

progress is possible, there is need for the African society, just as in the rest of the world,

to insist on hope rather than despair in all departments of life and if a “culture of

encouragement” as opposed to “the old culture of pulling one another down” in Africa is

dismantled through research and publications, vices such as sexism, xenophobia, negative

ethnicity and racism would be a thing of the past. Certainly, injustice to a girl-child is an

injustice to every human being; as injustice somewhere is injustice everywhere.

2.8 Self-Concept from Islamic Perspectives.

In Islamic perspective, al-Quran had an explanation of the self-concept is very wide and a

detailed his description. Among the explanations is very comprehensive about the self-

concept. The self-concept of ‘self’ is found in Quran. Quran makes the distinction

between soul (ruh) and self (nafs). The "soul", most often referred to in the Qur’an as:

26

2.8.1 Complete reliance on Allah S.W.T (Tazkiyatun al-nafs).

Complete reliance on Allah is the sincere dependence of the heart on Allah in the

servant's end of hours in pursuing his interests and safeguarding himself against anything

that may be harmful to his well-being both in this life and in the akhira:

And for whoever fears Allah, He prepares a way forward for him, and He provides for

him from where he does not expect. And for whoever relies on Allah, then He is enough

for him. (65:2-3)

A person, who fears Allah and relies completely on Him, will find that these two

qualities are sufficient for him both in matters of this world and of his deen. Umar ibn al-

Khattab, may Allah be pleased with him, said, "I heard the Messenger of Allah (pbuh)

say, 'If you had all relied on Allah as you should rely on Him, then He would have

certainly provided for you as He provides for the birds, who wake up hungry in the

morning and return with full stomachs at dusk.

Abu Hatim ar-Razi said that this hadith establishes the fundamental principle that

reliance on Allah is one of the most important means of acquiring one's sustenance and

provision.

Sa'id ibn Jubair said, "Reliance on Allah is an essential part of faith." Possessing

the state of reliance, however, does not prevent you from utilizing the ways and means

which Allah has decreed for His creation. These are His laws, and He has commanded us

to use ways and means, while at the same time He has instructed us to rely on Him.

27

Endeavoring to make use of the ways and means in His Universe with our limbs is

obedience, and relying on Him in our hearts is faith in Him. Allah says:

O you who believe, take your precautions! (4:71)

Sahl said, "Whoever questions actions (e.g. striving to earn a living) questions the very

validity of the sunnah, and whoever questions reliance on Allah questions faith itself."

Reliance is the state of the Prophet (pbuh), while striving to earn a living is his

Sunnah, and whoever behaves in accordance with the state of the Prophet (pbuh) must not

abandon his Sunnah. It has been said, "Ignoring ways and means doubts the need for the

shari’ah of Islam, while trusting entirely in ways and means doubts the Reality of Tawhid

(the existence of Allah).

There are three kinds of actions that the servant has:

First, the acts of obedience which Allah has commanded His servants to do, since

He has made them the means for rescuing them from the Fire and their entering the

Garden. These must be done, while at the same time still relying on Allah when doing

them and seeking this outcome for there is no strength and no power except from Him.

Whatever He, the Exalted, and wishes to be have already hap- penned, and whatever He

wishes not to be will ever happen. Whoever does not fulfil one of the duties which have

been imposed on him by Allah deserves to be punished in this life and in the next life in

accordance with the shari’ah and as decreed by Allah, the Exalted.

28

Yusuf ibn Asbat said, "Do what you do like a man who can only be saved by his

actions, and rely completely on Allah like a man who can only be afflicted by the

afflictions that have already been decreed for him."

Second, the actions which Allah has made a part of life in this world, and in which

He has told His servants to take part - such as eating when hungry, drinking when thirsty,

seeking shade in the heat, keeping warm in cold weather, and other such things. Being

involved in such actions is also a duty. Whoever does not do so, to the extent that he does

himself harm by abandoning them even though he was perfectly capable of doing them

has been negligent and deserves punishment.

Third, the actions which Allah has made a part of life in general, without their

being essential. Allah can make exceptions for whomever of His servants He chooses.

There are several kinds of these actions, one of which is taking medicine. The ulama'

have given varying answers to the following question: Is it better for a sick person to take

medicine or, in the case of those who rely completely on Allah, to abstain from taking it?

There are two better known answers to this question that is based from Imam

Ahmad says that reliance on Allah for the one who has it is better. The Imam cites the

saying of the Prophet (pbuh), "Seventy thousand people of my Ummah will enter the

Garden without being taken to account or being punished. They are the ones who do not

make talismans, or seek them, or look for omens, or treat their body by burning, and who

completely rely on their Lord.

Those ulama' who approve of taking medicine, say that the Prophet (pbuh) used to

take it, and he only did what was best; and that the above hadith only applies to the use of

talismans, which are rightly regarded with suspicion because they can lead to reliance on

29

other than Allah, and which are accordingly equated with looking for omens and

treatment by burning.

Mujahid, 'Ikrimah, an-Nukha'i and several of our predecessors said, "No one has

been given permission to totally abandon trying to use the ways and means of this world

for treating his afflictions, except one whose heart has altogether ceased to relate to the

creation." Ishaq ibn Rahawayh was asked, "Can a man engage in warfare without making

any preparation for it?" He answered, "He can, if he is like Abdullah ibn Jubair - other-

wise he cannot."

2.9 Person Client Centered Therapy (PCC) by Carl Rogers.

In this study, researcher has been used the theory of PCC theory by Carl Rogers in the

explorace approach to explore the respondent’s background in order to know the attitude

and achievement of the respondent based on their lifestyle to be related with the level of

self-concept by using Tennessee of Self-Concept (TSCS):2 that have been answered the

questionnaires.

Based on the history, almost 50 years since Carl Rogers published his most

important theoretical paper, “A Theory of Therapy, Personality and Interpersonal

Relationships, as Developed in the Client-Centered Framework” (Rogers, 1959). Person-

centered theory as outlined by Rogers (1959) provides the metatheoretical foundation for

the person-centered movement and the client-centered approach to counseling and

psychotherapy.

Person-centered theory is often considered within the framework of humanistic

psychology, but we would caution that humanistic psychology is a broader discipline, and

30

not all aspects of humanistic psychology share the same metatheoretical assumptions that

characterize person-centered theory. A broader review of the humanistic and positive

psychology interface is provided elsewhere (see Sheldon & Kasser, 2001).

The person-centered approach offers a dynamic, process-focused account of

personality development and functioning, of vulnerability to and development of

psychopathology, and of therapeutic growth toward psychological well-being (Rogers,

1959). The main tenets of person-centered theory evolved during the 1950s based on

naturalistic observation of the individual change processes that clients experience within

the context of the therapeutic encounter (Rogers, 1947, 1951).

According to person-centered theory, the human organism, in common with all

living organisms, is born with an innate motivational drive, the actualizing tendency.

Under favorable social-environmental conditions, Rogers proposes that the individual’s

self-concept actualizes in accordance with his or her organismic valuing process (OVP).

The OVP refers to the evaluation of experiences in a manner that is consistent with one’s

intrinsic needs.

Rogers (1957) coined the term fully functioning person to describe an ideal of

autonomous psychological functioning that occurs when self-actualization is organismic

ally congruent. The conceptualization of fully functioning people necessarily presupposes

that such individuals have first been able to satisfy their most fundamental needs, as

proposed by Maslow (1970). Stated by Rogers (1963, 1964) proposed that the attitudes

and behaviors of more fully functioning individuals are consistent with certain internally

generated value directions. The value directions include moving toward increasingly

socialized goals, where sensitivity to others and acceptance of others is positively valued

31

and where deep relationships are positively valued, and moving in the direction of greater

openness to experience, where the person comes to value an openness to all of his or her

inner and outer experience (Rogers, 1964, p. 166). However, in contrast, under

unfavorable social-environmental conditions, the actualization of the self-concept

becomes discrepant from organismic experiencing, causing a conflict and a state of

incongruence.

Thus, self-actualization does not necessarily refer to the realization of optimal

psychological functioning and Rogers (1959) is clear that conflict between self-

actualization and the actualizing tendency is the usual state of affairs (Ford, 1991).

Rogers (1959) further proposes that the actualizing tendency is more usually usurped and

thwarted by an unfavorable social environment characterized by conditions of worth.

Conditions of worth are conceptualized as those values that are interjected by the

individual from his or her social interactions and that stem from the developing infant’s

need for positive regard from significant others in his or her social environment. When

the infant receives positive regard that is conditional, then he or she learns to evaluate

experiences according to whether or not they satisfy the externally imposed conditions.

As the child develops, the conditions of worth are interjected, acting as an internalized

social other and replacing organismic valuing as the principle governing the individual’s

attitudes and behavior.

In this way, person-centered theory can be seen to adopt a position that, rather

than naively asserting that people always behave in a positive and constructive way,

instead recognizes that the usual response to unfavorable social-environmental conditions

is for the actualization of the self to become incongruent with the individual’s organismic

32

experiencing, leading to development of the self in a direction that is discrepant with the

intrinsic motivation toward positive and constructive functioning (Ford, 1991). It is this

incongruence that activates the self’s defensive processes of distortion and denial of

organismic experiencing, potential sources of vulnerability to psychopathology (Rogers,

1959).

On the whole, the aim of client-centered therapy is to create facilitative social

environmental conditions, within the context of a therapeutic relationship, that will enable

the client to evaluate experiences organismic ally rather than in accordance with his or her

conditions of worth (Rogers, 1957a, 1959). Rogers’s proposed six necessary and

sufficient social-environmental conditions that he thought characterized the social

environment that promotes therapeutic change the central condition being unconditional

positive regard that serves to counteract the person’s interjected conditions of worth.

2.9.1 The core conditions on PCC.

The three core conditions, empathy, unconditional positive regard and congruence,

present a considerable challenge to the person-centered practitioner, for they are not

formulated as skills to be acquired, but rather as personal attitudes or attributes

‘experienced’ by the therapist, as well as communicated to the client for therapy to be

successful.

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2.9.1.1a Empathy.

Empathy is perhaps the most well-known of Rogers’ therapeutic conditions, and is

certainly the one which attracted the most attention at the early stages of the approach

(Raskin, 1948: Patterson, 2000). The key characteristic of empathy is understanding

another person subjective reality as she experiences it at any given moment. This

requires an orientation toward the clients’ ‘frame of reference’, a phenomenological term

used to describe the particular issues, concerns and values that are relevant to that

individual in that moment. It is thus an attitude through which the therapist strives to

“enter the client’s private perceptual world and [become] thoroughly at home within in”

(Rogers, 1980, p142). In other words, empathy is the experience of trying to fully

understand another person’s world.

2.9.1.1b The role of empathy in facilitating change.

When situated within a person-centered therapeutic relationship, empathy is seen by some

to play a curative role (Warner, 1996) in facilitating psychological growth. For Rogers

(1959), this role links primarily to the act of clarifying and checking (i.e. reflecting back),

a process which encourages a client to enter more deeply into his or her personal

experiencing. As the therapist attempts to understand the client’s inner world, her

empathic responses serve to assist the client to contact (Warner, 1996) organismic

values, for example, to clarify the extent to which the therapist’s description maps onto

an aspect of organismic experiencing previously denied or distorted.

34

As a result of this process, the client moves deeper into what is felt at an

organismic level, perhaps for the first time recognizing or conceptualizing a particular

experience (e.g. fear) that was not previously acknowledged within the self (i.e.

something that I, as a person, feel). In doing this, she is potentially able to integrate these

new felt experiences into her view of who she is (i.e. her self-concept). This process

relieves the tension or anxiety produced by the incongruence between self and organismic

experience, thus facilitating psychological change.

Over the years, many theorists have attempted to explicate in greater detail the

role and nature of empathy as part of the therapeutic endeavor (Wilkins, 2003).

Vanerschot (1993) has attempted to draw together a number of strands of such work in

proposing a framework for understanding how empathy works to produce a number of

microprocessors in the client. For Vanerschot, empathy works in three ways. Firstly, an

empathic climate created by a therapist serves to foster self-acceptance and trust by the

client through the experience of being understood and accepted by another. This works to

counteract her lack of positive self-regard.

Secondly, as discussed previously, the concrete empathic responses (e.g.

reflecting a feeling) made by a therapist serve to enhance and facilitate a client’s

experiencing, by assisting her to move further into his organismic experiencing. Such

responses may relate to aspects of a client’s experience that are at the very edge

(Gendlin, 1981) of her conscious awareness (i.e. poorly denied or distorted) and hence

involve the therapist using responses such as exploratory questions (e.g. “I wonder if

there is something else other than anger in how you feel at the moment”), empathic

35

guesses (“ I guess you must feel pretty sad that she has left you”) and experiential

responses (e.g. “ I don’t know why but I feel very tearful when you speak about your

father”). Such responses are often termed ‘deep’ or ‘advanced’ empathy (Mearns and

Thorne, 1988) to denote the way that they relate to an aspect of the client’s experiencing

that is not directly being addressed or acknowledged until that point.

Finally, all empathic responses to a client have a cognitive effect, assisting the

client to also re-organize the meanings of the experiences being processed. This is the

third element identified by Vanershot (1983), and is a product of assisting the client to

focus his or her attention on particular experiences, to recall information relating to an

experience or to organize information in a more differentiated and elaborative manner.

From such a perspective, the therapist may be seen as, what Wexler (1974) suggests as a

‘surrogate information processor’, whose empathic responses facilitate a process of

cognitive re-organization and re-structuring.

2.9.1.2a Unconditional positive regard.

Although empathy is seen by many as the primary, change-related dimension of person-

centered therapy, unconditional positive regard has also been proposed by some (e.g.

Bozarth, 1998, Wilkins, 2000) as the fundamental element of the relationship specified by

Rogers (1957). In contrast to the long history enjoyed by empathy as part of Rogers’

approach, the concept of unconditional positive regard did not emerge until the mid-late

1950’s, having previously been referred to as acceptance, warmth, prizing and respect

(Bozath, 2002). Indeed, the terms are still often used interchangeably, although for some

36

(e.g. Purton, 1998) the differences in meaning between them introduces a conceptual

confusion regarding what each actually involves.

For the majority of person-cantered practitioners, unconditional positive regard,

along with the various terms equated with it, simply refers to the experiencing and

offering of a consistently accepting, non-judgmental and valuing attitude toward a client

(Lietaer, 1984). For Brazier (1993) this may best be considered as a form of non-

possessive ‘love’, a warm acceptance the client as he is in any given moment, not

judging, instructing or neglecting. The term ‘unconditional’ is thus used to denote this

quality – nothing is required of a client for her to be viewed in a positively regarding

manner.

2.9.1.2b The role of unconditional positive regard in facilitating therapeutic change.

Unconditional positive regard works, as part of the therapeutic relationship, by

diminishing conditions of worth which are at the root of the incongruence between

organismic experience and the self. As conditions of worth are acquired through a

conditionally valuing relationship, unconditional positive regard is seen to stimulate the

exact opposite, a climate of unconditional acceptance and warmth. It is the very

unconditionally of this climate that promotes growth, for it enables the processes of

psychological defense to be reversed. This reversal is simply a product of the degree of

threat presented by conditions of worth being gradually eroded by the presence of an

unconditionally warm and accepting other (Rogers, 1959).

37

The role of unconditional positive regard is enmeshed with the processes of

empathy. In contacting denied or distorted organismic experiencing that is then

unconditionally accepted and valued by a therapist who is empathically attuned, the client

is able to feel fully accepted and thus develop a greater sense of positive self-regard. As

Lietaer suggests (2001, p.105), unconditional positive regard thus produces “a high level

of safety which helps unfreeze blocked areas of experience and to allow painful emotions

in a climate of holding...self-acceptance, self-empathy and self-love are fostered”. When

these are empathically received, the client is able to re-configure his or her self-concept to

encompass greater levels of organismic experiencing, thus reducing the incongruence at

the root of her distress

2.9.1.3a Congruence

Congruence thus refers to the therapist’s capacity to be aware of the full extent of her own

organismic experiencing (unlike the client who is still incongruent). Although the term

congruence was used interchangeably with other adjectives such as authentic and

genuine. Rogers regarded the requirement for the therapist to be attuned to actual self as

the most fundamental of all the three core conditions (Rogers and Sanford, 1984). He saw

no role for professional façade nor the impersonal relating often associated with a lack of

self-development (or incongruence) on behalf of the therapist.

By contrast, the client within such a relationship is incongruent ('the client, is in a

state of incongruence, being vulnerable or anxious', (Rogers, 1957). He thus defined

congruence in therapy as meaning; “that the therapist is his actual self during his

38

encounter with his client. Without facade, he openly has the feelings and attitudes that are

flowing in him at the moment. This involves self-awareness; that is, the therapist’s

feelings are available to him – to his awareness – and he is able to live them, to

experience them, in the relationship, and to communicate them if they persist” (Rogers,

1966, p.185).

2.9.1.3b The role of congruence in facilitating therapeutic change.

For Rogers, congruence was the most important therapist conditions due to the way that it

under pins the experiencing of unconditional positive regard and empathy. Without

congruent awareness of his own organismic experiencing, it is highly likely that a

therapist’s own experiences in relation to a client will be influenced his own

incongruence, and thus conditions of worth.

This will inhibit his experiencing and communication of both empathy and

unconditional positive regard in ways such as, a) his failure to recognize (and thus

empathize with) a personally denied emotion that is seeing expressed by a client, b) his

reaction (e.g. anger) to a client which is distorted into another feeling (such as

excitement), and c) his judgmental feelings about aspects of a client’s experiences (such

as racist assumptions) due to his own conditions of worth regarding race.

39

By not being fully aware of his own organismic experiencing, the incongruent

counsellor potentially makes life very difficult for herself and her client. This, for Mearns

and Thorne (1988), highlights the importance of counsellor self-acceptance, for the more

fully a practitioner can accept himself, the fewer conditions of worth that will inhibit the

empathy and conditional positive regard he experiences in relation to his clients.

Certainly, a counsellor who is highly congruent and self-accepting appears to

practice what she preaches and her words and actions match up. Incongruence (or a lack

of self- acceptance) has a different flavor, often manifesting in an inconsistency between

what is being said and what is being expressed in other ways (e.g. tone, gesture, posture

etc.). The reason for this is that the counsellor is, essentially, not fully aware of some of

her own reactions (e.g. anger) which are being felt at an organismic level.

These reactions cannot necessarily be hidden from others can therefore be seen in

unanticipated ways (Grafanaki, 2001) indicating, directly or otherwise to the client, that

what is being said is not the whole picture. Such inconsistencies can have a considerable

impact on a client’s trust for the counsellor, potentially inhibiting a clients’ preparedness

to experience her therapist’s empathy and unconditional positive regard as fully as she

may. In such circumstances the counsellor may not be seen as sufficiently trustworthy for

her empathy and unconditional positive regard to be received.

40

2.10 Conclusions.

In summary of this chapter, there are the various regarding of research conducted about

the self-concept by the researchers before. They all have been argued that, they had

various theoretical, perspective, the exactly meaning and many more views and research

about the self-concept that have been done previously. In clearly, an explanation of the

self-concept is a very broad field on his debate and an explanation about the self-concept

and needed still many more to learn regarding on it. Theoretically, the level of human

self-concept is the same for someone predetermined level on self-concept, that is low-

level, medium level and high level of self-concept level.

As a person, the self-concept is a very important in shaping and developing the

identity, personality and credibility for the person to be someone who is very useful to

himself and to benefits to other people. So it is clearly that the self-concept we must still

need much more too learned and shaping by a person itself. So that we can achieving our

goals targeted previously and getting a real success in our life on the future.

41

CHAPTER 3

RESEARCH METHODOLOGY

3.1 Introduction.

Regarding on this chapter, it discussed about method and procedures that included the

research design, location of the research, the research instrument, and the population of

the research, about the scoring system, the data analysis and the discussions include in

this chapter. Furthermore, the researcher describes the variables and the data collection

procedures when conducting the research. Finally, all the data was analyzed according to

the procedure outline in this chapter.

3.2 Research Design.

On this research, it was used the method in experimental as research design. It contains

pre-test that is before the research conducted and the research conducted in training

program that is explorace approach to make an experiment towards to the respondent in

order to measure it level of the self-concept. Lastly, it has a post-test that is after the

experiment research was conducted and all the data information about the respondent was

analyzed. The table of 3.2.1 it shows the research design conducted on this research.

42

Table 3.2.1: Research Design.

Target Group

(Gender).

Pre-Test

(Before treatment)

Experimental

(Treatment Process)

Post-test

(After Treatment)

Male

TSCS : 2

(TOT) Training Program

(Explorace Approach)

TSCS : 2

(TOT)

Female

TSCS : 2

(TOT)

TSCS : 2

(TOT)

Regarding on this research, it contains two types of ways to collect the data and

information. Among these are quantitative (descriptive research type) and qualitative

research type to collect the data and make an analyzing.

In quantitative collected data, the researcher used cross-sectional survey the

Tennessee of Self-Concept Scale 2 (TSCS: 2) to collect all the data and then was

analyzed by using descriptive analysis in Statistical Package for Social Science (SSPS)

version 20. The research findings represented in the form of tables, frequencies, and

percentages.

The qualitative type is when the researcher applying the experimental design in

giving the training program in explorace approach which is conducting the explorace

approach in order to collect all the data and analyzed in the form of information using

quantitative research type about the respondents. Another qualitative data, the researcher

make an interview with the facilitator about the participation of the respondent after the

training program was conducted.

43

After the researcher made the experimental activity that is training program in

explorace approach. The researcher collect all the data and make an analyzing to the

respondents in terms of the importance on how to enhance the level of the self-concept. In

the training program, it concluded and to investigate how far their awareness to the level

of self-concept among of the selected respondent by using the techniques of the specific

theory.

The quantitative type is the researcher distributes the Tennessee of Self-Concept

Scale 2 (TSCS: 2) to the respondents and analyzed the data in the table form. The way to

measure the value of self-concept among orphans, the researcher used the Tennessee of

Self-Concept Scale 2 (TSCS: 2). and the procedure of TSCS: 2 is shown below: To

measuring the value level of the self-concept for this survey tool called TOT. It is a total

score of six small-scales of self-concept. TOT calculation is a follows.

The value of self-concept (TOT) = Physical + Moral/Ethical + Personal + Family +

Social + Academic.

Stated by A. Crossman (2013), the quantitative research is a research that uses in

numerical analysis. In essence, this approach reduces the data into numbers. The

objective of quantitative research is to develop and employ mathematical models, theories

and/ hypotheses pertaining to phenomena.

According to the scoring level for the Tennessee Self-Concept scale: 2, there are

three stages level of self-concept (TOT), and to state the stage level of the self-concept

and had a high, moderate and low level of self-concept.

44

Summary scores the level of self-concept (TOT) in The Tennessee

of Self-Concept Scale: 2.

Summary Scores of (TOT)

HIGH 300 – 301 and above

MODERATE 296 – 299

LOW 294 – 294 and below.

Finally, the greatest strength of quantitative research is that it produces

quantifiable, reliable data that are usually generalizable to some larger population,

quantitative analysis also allows researcher to test specific hypotheses, in contrast to

qualitative research which is more exploratory (A. Crossman, 2013).

3.3 Population.

In the population of the respondents was conducted the research among the Orphanage

House located at Hulu Klang and some of the orphans from Bakti Orphanage were

selected as the respondents in this research. This care center is comprised of among male

and female between the ages 7 years to 17 years starting from the primary level up until

to secondary school.

45

3.4 Research Respondent.

By way of the research sample, the researcher was selected 35 orphans as the main

respondents to complete the survey given. The researcher distributed 70 questionnaires

for orphans whereas the 35 questions was given at the beginning before training the

explorace approach and the rest of the 35 questions was given after the completion of the

activities carried out training explorace approach.

The aim on this activity is to measure the level of self-concept among this orphans

before and after giving the training in explorace approach and analyzed in enhance the

level of the self-concept among the orphans. Respondent must help the researcher in

conducting this study to provide a complete data related to the Bakti Orphanages and the

level of self-concept among them.

Stated by the Ary (1990) cited in Sidek Mohd Noah (2002), in determining sample

sizes, the most important issues are the issues regarding delegation and sufficiency.

Meanwhile, Tuckman (1978) cited in Sidek Mohd Noah (2002), said that the sample in

this research has to be maximize the sampling errors.

3.5 Instruments.

In this research running, the researcher used the qualitative which is handling the training

concept in the explorace approach and make an interview with the facilitator about the

participation of the respondent in the program. Also the quantitative that is distribution of

46

the questionnaire of the Tennessee of Self-Concept Scale 2 (TSCS: 2) and all the data

collected were key in by using the SPSS version of 20.

3.5.1 Qustionnaire.

In the questionnaire was used in the research was the Tennessee Self-Concept Scale: 2

(TSCS: 2) which has been translated by Dr. Othman Ab. Rahman year 2002. It has 82

items which comprises of positive and negative items. TSCS: 2 requires respondents to

give response according to 5 Likert scale. It had 9 domains in TSCS: 2 which are physical

self, personal self, identity self, family self, social self, self- satisfaction, moral self and

behavior self. It can be used for counseling service and diagnosis purposes.

The Tennessee Self-Concept Scale 2 (TSCS:2) stated by Lin, et. Al., 2005 in this

scale, developed by Fitts and Warren ( 1996 ) has 100 self-descriptive statement to be

rated on a 5- point scale which anchors 1 : Not at all to 5 : Exactly, in which the

individual describes what he or she is, does, likes and feels ( Lin, et. al.,2005 ). The scale,

based on previous studies ( Fitts and Warren, 1996; Lin et. al., 2005 ) can be used to

measure five external aspects of self-concept ( physical, social, personal, moral and

family ) and measure internal aspects ( behavior, identity and self-satisfaction ).

Data of Lin, et. al., (2005) were subjected to principal component factor analysis

and varimax rotation, resulting in six elements of self-concept and three dimensions of

overall self-concept. Lin, et. al., (2005) reported overall Cronbach’s Alpha for the

instrument was .90 and the eight subscale ranged from .72 to .90. The test-retest

47

reliabilities for the eight subscale were reported from .76 to .92 during a period of 2

weeks (Lin et. al., 2005). Based on the research findings, Lin et. al., (2005) suggested that

the subscales of the TSCS: 2 could be used separately in accordance with the purpose of

study. Based on the purpose of this study, psychological, family, social and action self-

concept subscale were consider to be predisposition variable. Examples of the items as

follows: “ I am likely to have a sense of my own worth “, “ I am satisfied with my family

“, “ At times, I feel somewhat isolated from my peers “ and “ Frequently, I am able to

make decision “. The test was administered to participants’ self-concept prior to the first

session.

According to Fitts (1965), the reliability of TSCS: 2 and test-retest result was

between .60 and up to .92. Morran and Stokton found that the reliability of TSCS: 2 was

.92 while Colagelo et. al. got .80 to .92 (1980 in Sabariah Sirun, 1991). Those reliability

results found by the researchers portrayed that TSCS: 2 has a very high reliability. In

Malaysia context, several researchers had been conducted to identify the validity and

reliability of TSCS: 2. Chiam (1976; 1981) and Kamaliah Abu (1993) found .63 to .83 for

validity and .80 to .90 for reliability. Further research done by Chiam (1981) reported the

reliability of TSCS: 2 .72 to .86. Kamaliah Abu (1993) had conducted a research for

student MARA Technology Institute (ITM) and found the reliability of TSCS: 2 was .65.

From those researchers, it can be conclude that TSCS: 2 is appropriate and can be used in

Malaysian based on the good results showed above.

48

Table 3.5.1.1: Item scoring Positive and Negative items the Tennessee Self-Concept Scale

TSCS: 2 has a value high validity and reliability. Correlation value of measuring tools

Scale

Constact

Physical Moral/Ethical

Personal

Family Social TOTAL

Self-Identity

21 Item

Self-Satisfaction

21 Item

Self-Behavior

20 Item

Academic

12 Item

1,21,22,29

30

17,42,48,69

58,59,64,68

71

6,9,12,18,

32,37,43,

44,50,63,

2,23,31,75

4,8,49,76

46,60,61,72

25,26,33

75

11,14,16

19

24,62,74,

3,27,35,36

13,15,51,52

53

10,65,77

7,38,39

45,54,55

73

5,20,66,78

79

21

21

20

12

Construct Number of Item

1. Self-Identity

2. Self-Satisfaction

3. Self-Behavior

4. Academic

5. Self-Critism

21

21

20

12

8

TOTAL 82

49

Self-Critism

8 Item

70,81

28,40,41

47,56,57,

67,80

8

TOTAL 82

In the Tennessee of Self-Concept Scale 2. The items in the survey instrument consisted of

items positive and negative items. Distribution of positive items and negative items

according to item numbers is shown in the following table.

Scoring positive items was stated in the table below:

Category Positive Items Negative Items

No Items

1,2,3,7,8,11,12,13,15,18,19,

20,21,23,25,27,28,32,40,41,

42,44,45,47,51,54,56,58,59,

60,62,63,64,65,66,67,69,72,

74,76,78,80,81,82.

4,5,6,9,10,14,16,17,22,24,26,

30,31,33,34,35,36,37,38,39,43,

48,49,50,52,53,55,61,68,70,71

75,77,79.

TOTAL 45 37

50

Table 3.5.1.2: Items scoring positive and negative items Tennessee Self-Concept Scale 2.

TSCS: 2 has a value high validity and rehabilitee. Correlation value of measuring

tools. TSCS: 2 to Scale Piers-Harris Self Concept is .071. Correlation value shows the

value of the concurrent validity of high gauge ( Fitts & Warren 1996 ) the reliability of

this measurement as a whole is 0 .93. The reliability value according to the construct in

this instruments is Self-Identify (0.85) Self Satisfaction (0.76) and behavioral self-

regulation (0.81). The reliability value by six small scale in this instruments also a

Physical ( 0.75 ), moral/ethical ( 0.73 ) Personal ( 0.76 ), family ( 0.79 ), social (0.73 ) and

Academic ( 0.81 ).

1) Self-Identify

This construct explains about “Who am I?” which clarifies his or her self-identify as well

as his or her view toward himself or herself.

2) Self-Satisfaction

This construct provide explanations regarding one’s own feelings towards himself or

herself. Generally, it will also show one’s acceptance as well as one’s satisfaction level of

himself or herself.

Scale Score Positive Items Score Negative Items

5: Very true4: True3: True and Not true2: Not true1: Very true

54321

12345

51

3) Behavior Self

This construct consist of statements which explain one’s behavior or the way he or she

acts. It shows one’s perceptions toward his or her behavior and how does he or she

function.

4) Self-Criticism

This construct shows one’s psychological stability. It portrays one’s view on his or her

strengths and weakness based on statements given by most individuals.

5) Physical Self

This construct requires an individual to give his or her views regarding his or her physical

state, health condition, face, appearance, sexuality and skills which one’s possessed.

6) Moral and Ethical Self

This construct indicates an individual’s moral and ethical conduct. It involves one’s self-

worth, relationship with God, feeling as “good people” or “bad people” as well as self-

satisfaction of one’s own religion.

7) Personal Self

This construct reflects one’s evaluation and feelings towards his or her self which

unrelated to physical states as well as one’s relationship with others. For instance, “I am

very satisfied with what I own now”.

52

8) Family Self

This construct reveals one’s feelings and perception towards one’s function and

importance to the family, self-evaluation of family acceptance toward one’s self in terms

of worth and meaning.

9) Social Self

This construct tells one’s own self in terms of inter-personal relationship and with society.

It reflects one’s sense of adequacy and worth in terms of social interactions with others.

The researcher distributes a set of questionnaire to each respondent. Each set of

questionnaire consist of informed consent form, demographic form and TSCS. The

respondent were given sample time to complete the questionnaire. Then, the answered of

the questionnaires was collected by the researcher to analyze and compute the data.

3.5.2 An Interview.

In this process, the interview was conducted among the facilitators who has participated

in conducting this training program. In the interviews giving a comment, the observation

and recommendations regarding any improvements which are will run again training

program back in the future.

53

3.5.3 Training Program (Treatment Explorace Approach).

In training this approach, the researchers was conducted the research in the form of

explorace toward against the respondent. The explorace carried out in the form of

exercise to assess and enhance the level of the self-concept among of the respondent.

In addition, the training process is conducted in form of explorace and design of

the explorace is in modules that was designed and modified by the researchers itself. The

emphasis given in this module was aims to foster an importance of cooperation between

friends besides that fostering interest in learning concept and improve the level of the

respondent's self-concept.

3.6 Research Locations.

The location that selected for this research is at Islamic University of Malaysia (USIM) at

Bandar Baru Nilai in Negeri Sembilan. The location where the research was running here

is very suitable in addition to having facilities and a well-equipped infrastructure. Among

the infrastructure used to carry out this research is in the lecture hall, library, student

center commercial, open space in Faculty of Economy and Muamalat, prayer hall and

other small places in this university.

54

3.7 Data Collection.

Table 3.7: The flow of the data was collect.

Target Group

(Gender).

Pre-Test

(Before treatment)

Experimental

(Treatment Process)

Post-test

(After Treatment)

Male

TSCS : 2

(TOT) Training Program

(Explorace

Approach)

TSCS : 2

(TOT)

Female

TSCS : 2

(TOT)

TSCS : 2

(TOT)

Firstly, using the method of experimental as the research design. The researcher

has been collected the beginner data using Tennessee of Self-Concept scale: 2 to analyze

it that is on pre-test before the treatment as shown in the table 3.7. After the researcher

has been done the training program in explolrace approach with some of the selected

respondent. The researcher was conducted again the same test as a beginner before the

treatment program was conducted toward to the respondent using same questionnaire that

is The Tennessee of Self-Concept Scale : 2 and were called as post-test.

Another ways, the researcher also was collected the data by using a set of the

questionnaire attached with a consent form as well as demographic form. Then, all the

collected data was finish answered by the respondent. The data were then analyzed by

using descriptive statistic in IBM SPSS version 20.

55

Moreover, also the interview sessions was conducted among the facilitators who

has participated in conducting this training program. In the interviews giving a comment,

the observation and recommendations regarding any improvements which are will run

again training program back in the future to make in addition about result from the data

that was analyzed.

3.8 Data Analysis.

The researcher making the cleaning process on the data to make sure only reliable and

complete data were analyzed. The researcher also was did a reverse values process to

recode the negative items’ scales into positive item scales by using command record into

different variables to make sure the data was correctly analyzed.

Another step, the researcher did replacing missing value process by using

command replace missing values to fill values vacancies in the data set and then the SPSS

would count automatically and replace the missing values with mean values. The part of

cleaning process of the data is a crucial part of the data analysis.

There will be error because they are inevitable. This could mean incorrect coding,

incorrect reading of written codes, and incorrect sensing of blackened marks, missing of

the data and other error. Data cleaning is the process of detecting and correcting data

coding errors (Barbie E., 2001).

56

3.9 Conclusions.

The researcher was structured the methodology for this research systematically and

careful of specifically and this can be conducted properly. Beginning from designing

process, determining the population to make as a respondent, the instrument, a set of

questionnaire, scoring system, the location research was conducted, data collection, data

analysis and reporting were all done properly regarding on aim of this research.

57

CHAPTER 4

RESEARCH FINDINGS

4.1 Introduction.

This chapter present analyses and interprets the data have been obtained though the

administration of the Tennessee Self-concept Scale 2 (TSCS: 2) questionnaire. The

hypothesis formulated in chapter one will be tested according to the statistical analysis.

The result is organized into two sections. First is section describes the demographic

characteristics of the sample; the second is discusses reliability scores of the scale.

4.2 Descriptive Analysis.

Regarding on this research, analysis data processing was done by using SPSS

software version 20. The data obtained by using descriptive statistics, inferential statistic,

variable, correlation of relation between variables, an independent –samples T-test.

Descriptive analysis is research on demography of genders, age, education background,

standards of study, area of place and number of siblings. A t-test was carried out the

different in the level of the self-concept based on pre-test between post-test and the

gender, male between female. Whereas, analysis also using the perceptions from the

facilitator (qualitative data) to support and make a review with the quantitative data

obtained from this research.

58

4.2.1 Demographic Analysis Based On Genders.

The section presents the respondent’s demographic data. The information in the

demographic data genders, age, education background, standards of study, area of place

and number of siblings. Table 4.2.1.1 shown the total number of respondents were

35(n=35) which of 48.6 %.( n=17) male and 51.4 %( n=18) female.

Table 4.2.1.1: Percentage of the total respondents according to gender.

Gender Frequency (f) Percentage (%)

Male 17 48.6%

Female 18 51.4%

Total 35 100%

Bar chart 4.2.1.1: Percentage of the total respondents according to gender.

59

4.2.2 Demographic Analysis Based On Age.

Result of table 4.2.2.1 shows for respondent of age between 12 to 23 years old. 80% were

from 12 to 15 years old, 20% were from 16 to 19 years old and 0% from 20-23years old.

The table 4.2.2.1: Percentage of the total respondent according to age.

Age (years old) frequency(f) Percentage (%)

12 to 15 28 80%

16 to 19 7 20%

20 to 23 0 0%

Total 35 100%

Bar chart 4.2.2.1: Percentage of the total respondent according to age.

60

4.2.3 Demographic Analysis Based On Education Background.

Table 4.3.2.1: shown the distribution of respondent according to education background.

As reported in table 3 majority of the sample had on UPSR with 77.1%, PMR only with

22.9% and another rest of education background is 0%.

Table 4.2.3.1: Percentage of respondent according to education background.

Education Background Frequency (f) Percentage (%)

UPSR 27 77.1

PMR 8 22.9

SPM 0 0

STAM/STPM 0 0

MATRIK/TAMHIDI 0 0

DIPLOMA 0 0

TOTAL 35 100

61

Bar Chart 4.2.3.1: Percentage of respondent according to education background.

4.2.4 Demographic Analysis Based On Standard of Study.

The table 4.2.4.1: shows the distribution of respondent according to the standards of

study. Its only 22.9% for standards 6, 25.7% is same with form 1 and form 2, 8.6% for

form 3, 17.1% for form 4 and the form 5 result is 0%.

62

The table 4.2.4.1: Percentage the standards of study.

Standard Of Study Frequency (f) Percentage (%)

Standard 6 8 22.9

Form 1 9 25.7

Form 2

Form 3

Form 4

Form 5

9

3

6

0

25.7

8.6

17.1

0

TOTAL 35 100

The Bar Chart 4.2.4.1: Percentage of the standards of study.

63

4.2.5 Demographic Analysis Based on Area of Place.

The table 4.2.5.1: shows the distribution of respondent according to the area of place. Its

only 31.4% for respondent stay at the village and another rest is 68.6% that the

respondents who live in their own place stayed.

Table 4.2.5.1: Percentage based on the area of place.

Area of Place Frequency (f) Percentage (%)

Village 11 31.4

Town 24 68.6

TOTAL 35 100

The Bar Chart 4.2.5.1 : Percentage based on the area of place.

64

4.2.6 Demographic Analysis Based on The Number of Siblings.

The table 4.2.6.1: shows the distribution of respondent according to the number of

siblings. The result show higher distribution for the number of siblings (f) is 4 with the

percentage is 34.3% and the lower distribution for the number of siblings (f) is 11, 12, 6

and 9 with the percentage is 2.9%.

Table 4.2.6.1: Percentage based on the number of siblings.

Number of Siblings Frequency (f) Percentage (%)

11 1 2.9

12 1 2.9

2 2 5.7

3 6 17.1

4 12 34.3

5 3 8.6

6 1 2.9

7 8 22.9

9 1 2.9

TOTAL 35 100

65

The Bar Chart 4.2.6.1: Percentage based on the number of siblings.

66

4.3 Research Findings.

Research objective 1: What is the level of the orphan’s self-concept before and after the

training program?

According to the scoring level for Tennessee Self-Concept scale:2, there are three stages

level of self-concept (TOT), and to state the stage level of the self-concept among the

orphans that had are high, moderate and low level of self-concept.

Table 4.3.1: Summary scores the level of self-concept (TOT) in The Tennessee

of Self-Concept Scale: 2.

Summary Scores of (TOT)

HIGH 300 – 301 and above

MODERATE 296 – 299

LOW 294 – 294 and below.

The table 4.3.2 below it shows that the level of self-concept (TOT) during in PRE-

Test and POST-Test after conducting training program among to the respondent by using

Tennessee of Self-Concept Scale 2 (TSCS: 2) included male and female.

67

The table 4.3.2: The level of self-concept (TOT) during

in PRE-Test and POST-Test result.

Respondent (N). pre-test (TOT) Post-test (TOT).

1 221 233

2 235 249

3 255 257

4 261 272

5 237 282

6 243 225

7 238 228

8 222 228

9 225 225

10 247 221

11 238 222

12 292 292

13 275 254

68

14 260 278

15 267 265

16 263 238

17 244 238

18 230 237

19 266 262

20 258 238

21 241 254

22 303 296

23 295 294

24 241 258

25 268 260

26 232 241

27 238 246

28 247 250

29 272 272

69

30 239 248

31 232 238

32 277 279

33 256 252

34 248 237

35 257 242

The researcher calculated the value of the self-concept level (TOT) of the all

respondent by measuring the ‘mean’ result representing to all respondent TOT average.

The mean will determine the average level of self-concept generally whether it is in the

high, moderate or low level of self-concept.

The table 4.3.4 it shows the average (mean) level of self-concept TOT in PRE-

Test among the orphans included male and female respondent and the result getting is all

the respondent in average of TOT had a low level of self-concept, n35 (m=252) and the

percentile is, T=35. Result from the research and below shows the result of TOT

measuring using IBM SPSS version 20.

70

The table 4.3.4: The TOT interpreted through mean reading in PRE-Test.

N Minimum Maximum Mean Std.

Deviation

Self-Concept 35 221.00 303.00 252.06 20.45853

The table 4.3.5 shows the average (mean) level of self-concept TOT in POST-Test

among the orphans included male and female respondent and the result getting is all the

respondent in average of TOT had a low level of self-concept, n35 (m=251) and the

percentile is, T=35.

The table 4.3.5: The TOT interpreted through mean reading in POST-Test.

N Minimum Maximum Mean Std.

Deviation

Self-Concept 35 221.00 296.00 251.74 21.11362

71

Research objective 2: Are they any different effects among the orphans between before

and after gives the training program in order to improve their self-concept?

An independent t-test was conducted to compare before and after the training program

with the level of the self-concept between PRE-Test and POST-Test after gives the

training program in explorace approach toward them.

1) Difference between before and after training program during pre-test and post-

test.

Group Statistics

Gender N Mean Std. Deviation Std. Error

Mean

TOT pre-test

Male 17 248.4118 19.48736 4.72638

Female 18 255.5556 21.29408 5.01906

TOT post test

Male 17 247.4706 23.26241 5.64196

Female 18 255.7778 18.62179 4.38920

72

Independent Samples Test

Levene's Test

for Equality of

Variances

t-test for Equality of Means

F Sig. t df Sig. (2-

tailed)

Mean

Difference

Std. Error

Difference

95% Confidence

Interval of the

Difference

Lower Upper

TOT

pre-test

Equal

variances

assumed

.081 .778 -1.034 33 .309 -7.14379 6.91214 -21.20666 6.91907

Equal

variances not

assumed

-1.036 32.971 .308 -7.14379 6.89418 -21.17057 6.88299

TOT

post

test

Equal

variances

assumed

2.092 .157 -1.170 33 .251 -8.30719 7.10228 -22.75689 6.14251

Equal

variances not

assumed

-1.162 30.658 .254 -8.30719 7.14820 -22.89264 6.27826

Significant p< .05

1.TOT based on pre-test: t (35) = -1.034, p = .309 (no significant difference)

2. TOT based on post-test: t (35) = -1.170, p = .251 (no significant difference).

73

Based from the mean result (TOT) and making the independent t-test between pre-

test and post-test. It shows that, the overall TOT for male after completing the training

program is decrease TOT= -0.9412 whereas the TOT result for female is increase rather

than pre-test before that is the post-test result TOT= 0.2222.

Research objective 3: Are they any different effects among the orphans between the

genders towards male and female-female after gives the training program in order to

improve their self-concept?

An independent t-test was conducted to compare between the genders towards male-male

and female-female with the level of the self-concept between PRE-Test and POST-Test

after gives the training program in explorace approach toward them.

Male differences (t-test) between Pre-test and Post-test.

Paired Samples Statistics.

Mean N Std. Deviation Std. Error

Mean

Male

Pre-test 248.4118 17 19.48736 4.72638

post-test 247.4706 17 23.26241 5.64196

74

Paired Samples Test.

Paired Differences t df Sig. (2-

tailed)Mean Std.

Deviation

Std. Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Malepre-test -

post-test.9411818.19502 4.41294 -8.41384 10.29619 .213 16 .834

Significant p< .05

t (18) = .213, p = .834 (no significant difference).

75

Female difference between pre-test and Post-test.

Paired Samples Statistics

Mean N Std. DeviationStd. Error

Mean

Female

TOT_preteset 255.5556 18 21.29408 5.01906

TOT_post_test 255.7778 18 18.62179 4.38920

Paired Samples Test

Paired Differences t df Sig. (2-

tailed)Mean Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

FemaleTOT_preteset -

TOT_post_test

-

.222229.92060 2.33831 -5.15562 4.71118 -.095 17 .925

Significant p< .05

t (17) = -.095, p = .925 (no significant difference)

76

According from the t-test research result on Pre-test and Post-test had been given

above and in order to know are they had any different on effects and awareness among

the orphans between male and female after gives the treatment program in order to

improve their self-concept. The result from the t-test is they no-significant relationship

with in order to improve the self-concept of the orphans using the explorace approach.

Based from the result of the t-test, it shows that there is no significant between male [t

(18) = .213, p = .834)] and female [t (17) = -.095, p = .925] and the results suggest that

self-concept was not differed based on gender.

Research objective 4: The perceptions of the training program approach among

facilitator towards to the respondent (orphans) in order to improve their self-concept?

The researcher had an interview in order to know the explorace approach can enhance the

self-concept among the orphans or not. The interview was held with several facilitators

which is a person that has been conducting and fully involved in this program. In

interviews carried out, the researchers also have been asking about the entire journey of

the program, the observation of involvement in the program and the attitude of the

participant. In addition, the researchers asked about the level of the self-concept of the

respondents through directly observe, improvement and recommendations to hold a

program in the future.

*(Facilitator = R)

77

R1 The facilitator is a woman named Nurhafizah bt Samsudin. In giving the views

and opinions of the program has been carried out. She saw the trip arranged programs and

activities are very beneficial and appropriate for the students. Moreover, in improving

students' self-concept, she comments that from our time and the day is hopefully a longer

time can be adjusted to better fit on the program again. This is because it’s take a long

time to change a student's self-concept and as well as the improvement of the activities

need to be carried out to be more affective and effusion.

R2 The facilitator is a woman named Nurul Izzah Izzati. Comment from her is a

program run is relatively interesting and appropriate for people of all ages. Moreover, a

given module also perfectly suited in improving knowledge and to do a work to the better

disciplined. The results from his observations and recommendations, hoping that more

time can be set and not a day the program running in the goal to improve students' self-

concept.

R3 The facilitator is also a woman named Norfarhana Effendi. Based on the

observations and opinions expressed by her. He found that these students have a high

self-concept actually and only needs to be applied with more training. Moreover, the

attitude of cooperation, the modules are conducted and academic interest in it is very

important to be upgraded again to these students. What needs to be modified is a program

run time is very short. In addition, the students were tired and weary to make their

participation in the last quarter rather unsatisfactory. Hopefully plus more other

interesting activities and a longer time to achieve in improving students' self-concept.

78

According from the result obtained and interview given from the facilitator. The

researcher stated that the effects and awareness among the orphans between male and

female after gives the explorace approach in order to improve their self-concept is not

fully achieved. Research results obtained, the possibility to achieve goals in improving

self-concept is not achieved because there are some specific factors.

The researchers concluded, that are the possibility of physical factors and the time

when the program conducted is too short because just in one day. Aspects of physical

factors is where the respondent has seen relatively tired in the evening and at the end of

the program without rest and it is less in focus to entirely in the program. In addition, the

time carried out is too quite short because just for one day and they needs to be improved

and conclude in many day like 3 days or in a month on the future.

4.5 Conclusions.

In this chapter, was put forward the descriptive analysis. It includes on this

research on demography of genders, age, education background, standards of study, area

of place and number of siblings. A t-test was carried out to know the different in

improving the self-concept after gives implementing of the training program in explorace

approach. Whereas, analysis also using in the perceptions from the facilitator (qualitative

data) to support and make a review with the quantitative data obtained from this research.

79

CHAPTER 5

CONCLUSIONS

This chapter will explain about summary of study, discussion from research findings,

level of self-concept based on the explorace approach by using Tennessee of Self-

Concept Scale 2 (TSCS:2) to measure the data and conclusion.

5.1 Summary of Study.

The aim on this chapter is to simplify and make summarizing the content of this research

regarding the level of self-concept among orphans after implementing the explorace

approach to the respondent conducted that is Orphanage Bakti of Hulu Kelang by the

researcher.

This research was conducted to explore the level of the self-concept among of the

selected orphans. The researcher thinking that is a very important to study and to improve

the self-concept due to many issues and various problems faced by the youth today. This

research is very significant to n=35 selected respondent of the orphans at Bakti

Orphanage of Hulu Klang and had pre-post result, training process in explorace and post-

test result.

The explorace approach conducted by the researcher in order to know the

awareness about the importance of the self-concept and to enhance the level of the self-

80

concept among of that orphans. It is suitable way to improve the rapport with the

respondent directly and indirectly to explore all the background of the respondent like

problem faced to them and more.

5.2 Discussions.

The purpose of this study is to investigate the level of self-concept among orphans in

Bakti Orphanage of Hulu Klang after implementing the explorace approach toward them

in order to improve the level of self-concept. Researcher found that there had a no

significant level of self-concept towards the explorace approach conducted.

The researcher was compare the observation, the result and interview made with

the facilitator to measure the self-concept of the selected respondent before and after

implementing the explorace approach. It was found just had a little difference result

between before and after implementing the explorace approach. That is the level of the

self-concept based on the gender between male and female. The result was collected and

analyze using the Tennessee of Self-Concept scale 2 (TSCS: 2) questionnaire before and

after being implementing the explorace approach. There had some factor that influencing

the result of the self-concept of the respondent become and getting the decreasing result.

Among these are the physical factors respondent condition, situation-run time the

program and also another factors.

81

5.2.1 What is the level of the orphan’s self-concept before and after the training

program?

In this study, the researcher has been distributed the Tennessee of Self-Concept scale 2

(TSCS: 2) in order to know the level of self-concept among orphans of Rumah Bakti

Hulu Klang before (Pre-test) and after (Post-Test) implementing the training treatment

program in form of the explorace approach.

The researcher found the result of the value of TOT of the respondent. The

researcher made comparison between initial result before implementing the explorace

approach and after ending the explorace approach. The initial result (Pre-Test) got are

shows that the overall level of the self-concept among the orphans included male and

female respondent getting low level of self-concept, n35 (m=252). The final result of

TOT of the respondent that is after explorace approach to the overall level of the self-

concept (POST-Test) among the orphans included male and female respondent was

getting low level of self-concept also, n35(m=251).

According to the TOT result of the respondent between before and after

implementing the explorace approach the data rival of the TOT collected shown that had

decreasing in TOT result but had a some changes in the level of the self-concept between

male and the female that is based on the gender. The researcher believes that the changing

the level of the self-concept result overall among of the respondents exactly influence

with many factors.

82

5.2.2 Are they any different effects among the orphans (respondent) between before and

after gave the training program, between the genders towards male and female and

the perceptions of the training program approach among facilitator) in order to

improve their self-concept?

Through the data of the level of the self-concept collected and made an interview

with the facilitator in also conducted the program and running the training explorace

approach. The research finding and the aim result on the effects and awareness among the

orphans between male and female after gives the explorace approach in order to improve

their self-concept is not achieved. The possibility to achieve goals in improving the level

of the self-concept is not achieved because there are some specific factors and reasons.

Based on the observation and making the interviews results with the facilitator.

The researchers concluded that they are the possibility of physical factors and the

time when the program conducted is too short because just in one day. Aspects of

physical factors is where the respondent has seen relatively tired in the evening until at

the end of the program without rest and it is less in focus to entirely in the program. In

addition, the time carried out is too quite short because just for one day and they needs to

be improved and conclude in many day like 3 days or in a month on the future. Maybe

this is main factor the result and aim to improve the self-concept of the respondent not

fully achieved.

83

Referring to Donald Super’s career model, he belief that the self-concept of

human changes over time and develops as a result of experience. One of Donald Super’s

greatest contributions to career development has been his emphasis on the importance of

the development of self-concept. According to Super, self-concept changes over time and

develops as a result of experience. Through these facts, it can be concluded that the self-

concept of students in adolescence are on the rise and will typically changeable according

to age and gender of a person.

According to Supers Five Life and Career Development Stages it states that at the

ages 0 to 14 years, a person is in the growing stage of self-concept. At ages 15 to 24 years

old, someone was in the stage of exploring of their identity or self-concept on their own.

Based on these facts, women at the age of adolescence mature faster in thinking, character

and so on compared to men who reached it maturity is in a slow time if we want to

compare with women.

5.3 Challenges.

It had some factor that was challenging in conducting and to make of this study succeed.

Based on the journey when completing this research, the researcher found that had a little

bit of challenge to complete this research mission.

Among the challenges faced by the researchers when conducting the program

training of explorace approach. When handling the program research, among of the

challenging is including problems of surrounding circumstances factors. When

84

conducting the research programs training, there had are some of the handful of poor

discipline behave showed by the respondent. So every time monitoring is needed to

ensure that our situation in controlled and running smoothly the training program until it

success.

In other hand, limited on the time journey to the training program provided to

make a very brief research is just for one day. Logically, the time for the research sample

of the data to obtain accurate result is not so unattainable for a short time and compact. In

addition, self-concept research must taking and require a longer time to obtain a

reasonable and accurately result.

The problem of originality answer of the questionnaire is also might happen. The

respondent answer the questionnaire without read all the questions given properly. Some

of them just copied the answer from others and just tick the answer without the questions

completely. During the process of answering the questionnaire, there is the possibility that

the respondent did not perfectly understand the questions and causing them to answer it

without understand of the meaning. All these problems will affect in resulting the

research study as a whole.

5.4 Suggestion.

The additional idea and suggestions of this study is very essential to make it perfect and

to obtain the accurate information and data analysis. In this study it contains one part of

instruments that is a questionnaire. The questionnaire implemented had two sessions,

85

firstly Pre-test and Post-test for the respondent two answer the questionnaire. Better when

the sessions to answer of all of the questions, pickup someone to make as a guidance and

to conduct the respondent when answer the questionnaire to make the result data more

accurately.

In times when conducting the study, I propose that the time granted to operate

regarding on this similar studies later. I hope that, it can be added the time from one day

to three days or a long time. This is because, a long time to build the relationship and

rapport between among of the respondent. Regarding on this suggestions, the ability of

the respondent to tell, story and sharing a moment or problem toward through to the

facilitator. So the counselor or the facilitator can handlings the problems and make a

suggestions through toward to the respondent.

5.5 Conclusions.

In this research, researcher was conclude the level of the self-concept among orphans at

Bakti Orphanages of Hulu Klang and implemented training program in order to enhance

the level of the self-concept using the type of the explorace approach. As a conclusions,

the respondent on this study are came from the orphans, so that they are probably not

having a mother and father or both of them. Thus the role of parents in shaping the

behavior and thoughts is cannot be disused in this study but infect it is very essential in

looking after of their child needs and always reward them with any kind of appreciation

such as giving price to them. They also need full of supporting and encouraging to be a

good person in the future like another person.

86

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APPENDIX

91

92

93

Bahagian A: Maklumat Latar Belakang.

Sila isikan maklumat di bawah atau tanda (x) pada jawapan yang disediakan. Segalamaklumat akan DIRAHSIAKAN dan hanya untuk tujuan kajian ini sahaja.

1. Jantina: ( ) Lelaki ( ) Perempuan.

2. Umur: ( ) 12-15 Tahun

( ) 16-19 Tahun

( ) 20-23 Tahun.

3. Lepasan. ( ) UPSR

( ) PMR

( ) SPM

( ) STAM/STPM

( ) MATRIKULIKASI / TAMHIDI

( ) DIPLOMA

4. Tahun Pengajian / Tingkatan

…………………………..

5. Negeri Asal.

……………………………

6. Kawasan Tempat Tinggal.

( ) Bandar

( ) Luar Bandar

7. Bilangan Adik-beradik.

…………………………….

94

95

96

97

98

99

MASA. AKTIVITI YANG DIJALANKAN.

0830 –0900

- Ketibaan pelajar ke USIM.- Pendaftaran pelajar di Dkf (FEM).

0900 –1000

(SLOT 1).- Ucapan aluan ringkas dari pelajar USIM.- Bacaan doa- Ujian alat psikometrik.

1000 –1030

REHAT

1030 –1130

(SLOT 2)- Pembahagian kumpulan dan fasilitator- Ice breaking.

1130 –1230

Lawatan ilmiah ke perpustakaan USIM.

1230 –1400

REHAT- Makan tengah hari- Solat Zohor.

1400 –1700

(SLOT 3)- Explorace “Menara Gading”.

1700 –1815

- Solat Asar- Minum petang- Rumusan Explorace (berkumpulan).

1815 –1900

- Makan malam- Persiapan dan pentadbiran diri.

1900 –2020

- Solat Maghrib- Pengisian rohani- Solat Isya’.

2020 –2050

(SLOT 4)Motivasi dari pelajar USIM.

100

2050 –2200

(SLOT 5)- Post test (Alat psikometrik)- Ucapan ringkas dari pelajar dan Dr. Othman.- Penyampaian cenderahati.- Penutup (Bersurai).

ANGGARAN KOS

BIL. ITEM PENGIRAAN JUMLAH

1. Jamuan

a) Sarapan Pagi

-Peserta

-Fasilitator & AJK

-VIP

b) Makan tengah hari

-Peserta

-Fasilitator & AJK

-VIP

RM 3.00 x 37orang

RM 3.00 x 20 orang

RM 4.00 x 5 orang

RM 4.50 x 37 orang

RM 4.50 x 20 orang

RM 5.00 x 5 orang

RM 111.00

RM 60.00

RM 20.00

(Jum: RM 191.00)

RM 166.50

RM 90.00

RM25.00

(Jum: RM 281.50)

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c) Minum petang

-Peserta

-Fasilitator & AJK

-VIP

d) Makan malam

-Peserta

-Fasilitator & AJK

-VIP

e) Air mineral ( 2 kotak)

RM 2.00 x 37 orang

RM 2.00 x 20 orang

RM 2.50 x 5 orang

RM 4.50 x 37 orang

RM 4.50 x 20 orang

RM 5.00 x 5 orang

RM 25.00

RM 74.00

RM 40.00

RM 12.50

(Jum: RM 126.50)

RM 166.50

RM 90.00

RM 25.00

(Jum: RM 281.50)

RM 25.00

(Jum.besar: RM

905.50)

2. Cenderamata

-1 Unit RM 50.00 RM 50.00

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3. Peralatan/ Aktiviti

- Kertas A4

- Pensel (4 kotak)

- Pembaris

- Tali

- Gula-gula

RM 20. 00

RM 3.60 x ( 4

kotak)

RM 0.50 x 37 orang

RM 3.00

RM 15.00

RM 20.00

RM 14. 40

RM 18. 50

RM 3.00

RM 15.00

JUMLAH RM 1026.00

103

MODUL EXPLORACE (TRAINING PROGRAM)

Check Point 1 ( )

Tajuk: Rukun Solat

Alatan: Pen, kertas

Objektif : menguji tahap pengetahuan peserta tentang rukun solat serta susunannya

Cara-cara:

1. Perserta dibekalkan dengan sebatang pen dan sehelai kertas

2. Peserta dikehendaki menyenaraikan 13 rukun solat

3. Peserta dilarang sama sekali berbincang sesama sendiri

4. Fasi dibenarkan membantu peserta dengan memberi hint sahaja

5. Fasi juga boleh memberi tips bagaimana untuk mengingati rukun solat

Cth: teknik chunking

6. Sekiranya ada ahli yang salah jawapannya, maka kumpulan tersebut diminta

menceritakan tentang kisah rasul/ nasyid nama-nama rasul/ sifat-sifat wajib

bagi Allah sebagai denda.

Kesimpulan: diakhir aktiviti, peserta dapat mengingati 13 rukun solat.

Point given:

1. Semua ahli menjawab dengan betul: 4 kad nombor diberikan

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2. 4orang ahli menjawab dengan betul : 3 kad nombor diberikan

3. 2 orang ahli menjawab dengan betul : 2 kad nombor diberikan

4. Tiada jawapan betul : 1 kad nombor diberikan

Check Point 2 (Tasik FEM)

Tajuk: Air, Mana Perginya?

Alatan: Puzzle proses kitaran air

Objektif :

1. Menguji tahap pengetahuan peserta tentang proses kitaran air

2. Memupuk semangat kerjasama antara ahli kumpulan

Cara-cara:

1. Dalam masa 3 minit, peserta dikehendaki mencantumkan puzzle mengenai proses

kitaran air.

2. Fasi dibenarkan membantu peserta secara tidak langsung

3. Fasi juga dikehendaki menerangkan proses-proses tersebut sekiranya peserta tidak

tahu

Proses yang terlibat adalah penyejatan, pemeluwapan dan

Kesimpulan:

1. Peserta dapat mengetahui proses kitaran air dengan lebih jelas

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2. Kerjasama dan persefahaman antara ahli kumpulan diperlukan dalam

mencantumkan puzzle berkenaan.

Point given:

1. Keseluruhan puzzle diselesaikan: 4 kad nombor diberikan

3. 2/3 puzzle diselesaikan : 3 kad nombor diberikan

4. 1/3 puzzle diselesaikan betul : 2 kad nombor diberikan

Check Point 3

Tajuk: 180, 360

Alatan: Pen dan Kertas

Objektif :

1. Mengcungkil bakat peserta dalam lukisan

2. Mengajar peserta tentang perbezaan darjah/degree

Cara-cara :

1. Setiap peserta dibekalkan dengan sehelai kertas dan sebatang pen

2. Peserta diarahkan berdiri secara berterabur

3. Fasi akan mengarahkan peserta melukis apa sahaja yang berada dihadapannya

dalam masa 2 minit. Kemudian peserta dikehendaki pusing mengikut arah jam

seperti jam 3, jam 6, jam 9 dan jam 12.

4. Arahan sama diberikan yang mana peserta dikehendaki melukis apa sahaja yang

berada didepannya.

5. Kemudian fasi akan memberikan arahan kepada peserta supaya berpusing

menggunakan darjah seperti 90 darjah, 180 darjah , 270 darjah dan 360 darjah.

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Peserta dikehendaki melukis apa yang berada dihadapannya setiap kali mereka

berpusing.

6. Fasi dikehendaki menerangkan tentang persamaan antara arah jam dan darjah.

Jam 3 = 90 darjah/ jam 6 = 180 darjah / jam 9 = 270 darjah

Kesimpulan: peserta dapat belajar bagaimana untuk mentafsirkan apa yang dilihatnya

kedalam tulisan dalam masa yang singkat

Point given:

1. 4 peserta menjawab dengan betul: 2 kad operasi diberikan

2. 2 peserta menjawab dengan betul : 1 kad operasi diberikan

Check Point 4 ()

Tajuk: Besarkah Aku?

Alatan: Pembaris, Tali

Objektif : Mengajar peserta mengukur dengan betul dan bagaimana untuk menukar

ukuran tersebut kepada unit lain.

Cara-cara:

1. Peserta dibekalkan dengan satu pembaris panjang (dalam ukuran sentimeter) dan

tali

2. Secara berpasangan, peserta dikehendaki untuk mengukur lilit/panjang sesuatu

benda/ orang/objek dengan menggunakan tali.

107

3. Peserta kemudian diarahkan untuk mengira panjang/saiz objek berikut dalam

sentimeter (cm) dan memberikan jawapan dalam milimeter (mm) atau meter (m)

atau kilometre (km).

4. Fasi dibenarkan membantu peserta serta mengajar mereka bagaimana untuk

menukar unit ukuran tersebut.

Note: 10mm = 1cm / 100cm = 1m / 1000m = 1km

Kesimpulan: peserta dapat belajar bagaimana untuk menukar ukuran kepada unit lain

Point given:

1. 3 pasangan menjawab dengan betul: 4 kad nombor diberikan

2. 2 pasangan menjawab dengan betul: 3 kad nombor diberikan

3. 1 pasangan menjawab dengan betul: 2 kad nombor diberikan

4. Tiada jawapan betul : 1 kad nombor diberikan

Check Point 5

Tajuk: Relay Speed Quiz

Alatan: Kad peribahasa/simpulan bahasa

Objektif:

1. Menggalakkan peserta untuk berfikir secara kreatif dan kritis

2. Melatih peserta untuk menjadi lebih fokus

108

Cara-cara:

1. Dengan menggunakan isyarat/bahasa badan, salah seorang dari ahli kumpulan

dikehendaki menggayakan peribahasa/simpulan bahasa yang disediakan tanpa

mengeluarkan suara. Manakala ahli yang lain mestilah meneka gaya tersebut.

2. Teka-teki akan diberikan oleh setiap ahli kumpulan secara bergilir-gilir.

3. Dalam masa 5 minit, peserta dikehendaki menjawab sebanyak mungkin teka-

teki yang diberikan.

Contoh peibahasa/simpulan bahasa:

Telur di hujung tanduk Itik pulang petang Sudah jatuh ditimpa tangga Bagai pinang dibelah dua Bagai isi dengan kuku Lembu punya susu, sapi dapat nama Kaki bola Tangkai jering Mabuk cinta Banyak mulut Malu-malu kucing Titik peluh

Kesimpulan: peserta akan menjadi lebih focus terhadap rakan mereka dan dapat berfikirsecara kreatif untuk menyelesaikan teka teki tersebut

Point Given:

1. 7 soalan dijawab dengan betul: 3 kad nombor diberikan

2. 5 soalan dijawab dengan betul: 2 kad nombor diberikan

3. 3 soalan dijawab dengan betul: 1 kad nombor diberikan

Check Point 6

Tajuk: Tanya Sama Pokok

Alatan: Pokok

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Masa: 10 minit

Objektif:

1. Menggalakkan peserta menikmati nikmat alam

2. Menggalakkan peserta memikirkan fungsi alam kepada kehidupan seharian

Cara-cara:

1. Peserta dibawa ke sebatang pokok oleh fasi bertugas

2. Peserta dikehendaki menikmati pandangan disamping memikirkan kejadian Allah

3. Peserta dikehendaki mengenal pasti jenis akar serta urat daun pada pokok tersebut

4. Peserta juga dikehendaki menceritakan serba sedikit mengenai proses fotosintesis

serta fungsi pokok tersebut kepada manusia

Check Point 7

Tajuk: Telur dihujung tanduk

Masa: 10-15 minit

Peralatan: telur dan kertas mahjung

Objektif:

1. Membantu ahli kumpulan melihat tahap kerjasama antara mereka.

2. Membantu peserta dalam meningkatkan rasa saling percaya antara satu sama lain.

Langkah-langkah:

1. Fasilitator akan memberi sehelai kertas mahjung dan sebiji telur ayam kepada

peserta (kumpulan)

2. Setelah itu fasilitator akan menyuruh peserta melipat kertas mahjung kepada

4 bahagian.

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3. Fasilitator akan menggunting sedikit dikawasan tengah mahjung secara

memanjang.

4. Kemudian peserta diminta meletakkan telur diatas kertas mahjung.

5. Akhir sekali, ahli kumpulan perlu membawa kertas mahjung beserta telur

tersebut ke checkpoint penamat dengan selamat dan telur tidak pecah.

Kesimpulan: kerjasama diperlukan bagi memastikan telur dapat dibawa tanpa jatuh

Given Point:

Telur Berjaya dibawa dengan selamat: 2 kad operasi diberikan

Telur pecah: 1 kad operasi diberikan

Check Point 8 (Last Checkpoint)

Tajuk: All zero

Alatan: Kad nombor dan kad operasi

Masa: 15 minit

Objektif:

1. Menggalakkan peserta berfikir tentang bagaimana menyelesaikan operasi

matematik

2. Memupuk semangat yakin diri dalam diri peserta

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Cara-cara:

1. Peserta dikehendaki menggunakan nombor-nombor serta operasi yang diperolehi

bagi menjadikannya sifar.

Contoh: 4-4 = 0

2. Seorang fasi akan menjual kad-kad nombor dan operasi yang diperlukan oleh

mana-mana kumpulan bagi menyelesaikan operasi tersebut.

3. Peserta dikehendaki memenuhi sebarang permintaan fasi bagi mendapatkan kad-

kad tersebut seperti menyanyi, membaca sifir, membaca doa dan sebagainya.

4. Peserta juga digalakkan memikir cara sendiri bagaimana untuk menyelesaikan

masalah tersebut seperti menukar kad dengan kumpulan lain.

5. Fasilitator kumpulan akan membantu pelajar bagaimana untuk menyelesaikan

masalah tersebut serta menerangkan operasi yang digunakan.

Kesimpulan: peserta akan menjadi lebih yakin dan kreatif bagi “membeli” kad-kad yang

diperlukan