Speak Up to Level Up: Empowering Project Based Learning (PBL) * 1Yugeswari Arumugam, 2Ummi Fadhilah Marwanto, 3Sumithra Krishnan 1,2,3 English Panel of Sekolah Menengah Kebangsaan Air Kuning, 31920 Mambang Di Awan, Perak, Malaysia *E-mail: [email protected] ABSTRACT In 2017, the Ministry of Education (MoE) Malaysia has reformed the English language curriculum by realigning the Standards-Based English Language Curriculum (SBELC) with the Common European Framework of Reference [CEFR] (Shak et al., 2021). Hence with this implementation, speaking has become an essential part of the Sijil Pelajaran Malaysia (SPM) examination to encourage students to perform the communicative act globally (Zuraidah, 2015). However, there are many issues faced by the teachers and students, especially from rural schools. For instance, in SMK Air Kuning, the most common problems faced by the Form 5 students in speaking are mother tongue interference, lack of confidence, fear of making mistakes, and limited vocabulary and grammar use. Hence, this classroom action research was carried out to identify the effectiveness of Project-Based Learning (PBL) in improving the Form 5 students’ speaking skills and identify the perceptions of Form 5 students on the use of PBL. Sample research of 16 students (5E class) was selected as a pioneer to this project. The data were collected before and after the intervention via the speaking pre-and post-tests and questionnaire. The quantitative data were analyzed by t-test and descriptive statistics using SPSS version 26. The findings show a difference of 0.702 between the mean scores of the speaking tests, indicating a difference between the pre-and post-test scores. This implies that the students’ scores improved after the implementation of (PBL). Moreover, the students’ perceptions are very positive particularly in enhancing their fluency, pronunciation, and confidence, although some revealed that PBL can be challenging. Overall, the finding of this paper may provide valuable information for the educators who have difficulties instructing English-speaking skills in Malaysia and for those who are interested in incorporating PBL. This study can be further improved with a bigger sample size in the future. Keywords: Project-Based Learning (PBL); Speaking Skills; CEFR; English Language; Issues. Biodata of presenter 1: Ms. Yugeswari Arumugam is a senior English language teacher; teaching at SMK Air Kuning, Perak. She holds the title of an Edufluencer from the Ministry of Education, Malaysia. She has recently completed her M.Ed Tesl in UPSI, Perak. She won the Best Presenter Award at English Language Pedagogy and Research Virtual Conference (ELPRE 2021). Teaching English has become her passion over the years. Biodata of presenter 2: Ms. Ummi Fadhilah Binti Marwanto is a full-time English teacher in a suburban school with multiracial students in SMK Air Kuning, Perak. She receives her B. Ed in TESL from International Islamic University Malaysia (IIUM) and was actively participating as a facilitator in language camps locally and internationally. She is highly interested in implementing interactive lessons and is keen to share her best techniques at the conference. Biodata of presenter 3: Ms. Sumithra Krishnan graduated with B.Ed Tesl at the University of Selangor. She is a novice English language teacher at SMK Air Kuning, Perak. She is eager to be a presenter and also wants to learn more in the teaching world. As she is working in a rural area, she likes to venture into fun lessons with effective techniques. 8.15 – 8.40 am 44
KAMISHIBAI : A WINDOW INTO STORY WRITING MUHAMMAD FADHLI BIN MUFTI SMK LAYANG-LAYANG, KLUANG, JOHOR, MALAYSIA E-mail: [email protected] ABSTRACT Writing stories from scratch could be an absolutely demanding and challenging job, especially for rural area learners who consider English as an alienated language. Despite the structure, plot, and characters in a story writing, a learner would definitely be facing trouble in developing ideas for their stories. Since the focus is more on the production of a story, learners feel less creative and motivated to plan and flesh out their stories. How can teachers address those learning issues? What could be a practical method to coach learners to develop ideas for their stories? This paper will offer insights into a writing method called Kamishibai. To begin with, Kamishibai is a storytelling strategy used in Japan with a series of pictures that is slowly displayed and changed (one by one) while the storyteller tells the story simultaneously. Originally, it is a type of traditional street storytelling which features pictures on a small wooden stage, rooted in Japanese cultural heritage. The presenter will share his experience in implementing Kamishibai in his writing classrooms. In addition, instead of delivering the story (speaking), learners are producing a written version based on the Kamishibai method. This method was tested and conducted in two upper-form classes (Form 4 & Form 5) and around 30 – 40 students were involved. There are two questions that will be answered. Firstly, how can Kamishibai method facilitate learners to expand and make their stories more elaborate? Secondly, how can Kamishibai method be adopted to suit the SPM 1119/2 paper? In general, the presenter strongly believes that Kamishibai is an effective method that can improve Malaysian learners’ ability to develop ideas and write stories better due to its strengths and qualities. Keywords: story writing, Kamishibai method, development of ideas Biodata of presenter: Muhammad Fadhli bin Mufti is an Excellent Teacher of English from SMK Layang-Layang, Kluang, Johor. Born and bred in Penang, he pursued his Degree in Teaching English as a Second Language at the University of St. Mark & St. John, Plymouth, United Kingdom. His penchant for literature has brought him much success in the essay, story writing, and public speaking competitions. 8.45 – 9.10 am 45
ENHANCING SPEAKING SKILL IN ENGLISH LANGUAGE THROUGH ENGLISH BOARD GAME UNDER HIGHLY IMMERSIVE PROGRAMME DIVYA A/P ARUMUGAM, KUMUTHA A/P KANVIDI SJKT KAMPAR, JALAN ISKANDAR, 31900, KAMPAR. PERAK SK JELAPANG JAYA, 30100, IPOH. PERAK [email protected] [email protected] ABSTRACT English Language plays a pivotal role in not just communication but the globalisation of education as well. The implementation of Highly Immersive Programme in Malaysian schools was an initiative by the Ministry of Education to solve the poor language proficiency problem among the Primary School pupils by involving and immersing pupils in an English environment (Nur Syahirah Abdullah, Maslawati Mohamad, 2020) Primary school pupils especially pupils from vernacular schools, although are situated in an urban area, they tend to come from a rural background. For some, if not all, their only exposure to English Language is in the classroom. This leads to lack of confidence and limited vocabulary. In order to make sure they are perpetually surrounded by an environment that allows them to incorporate English Language, not just for academic purpose, but also for communication, The Highly Immersive Programme was used as a tool to first instil love and interest for the English Language. Under Highly Immersive Programme, Project Based Learning was the anchor that incorporated confidence to speak among the children. An English Board Game, Solar Speller was then created to enable pupils to construct words and eventually speak about it with their peers. This board game was used for the remedial children to construct simple words and identify alphabets. Today, the students have come a long way, from representing the school in District Level competitions to participating in the Global Young Changemakers Conference organised by the world’s largest Youth Movement, Ascendance with some even being selected as their scholarship recipient. Students have created their own team of innovators to create English Language board games to enhance pupils reading, writing and speaking skills. Keywords: Project Based Learning, creative, communication Biodata of presenter 1: Divya Arumugam is an English Language teacher and Head of the English Language Panel in SJK (T) Kampar, Perak. She has been teaching English for the past 14 years and a freelance writer with the local daily and has recently contributed an article in MELTA’s e-book pertaining to enhancing her special needs student with child psychology approach. Biodata of Presenter 2: Kumutha a/p Kanvidi has 15 years of teaching experience. She is an active English teacher with vast experience who has taught both in Orang Asli school and national schools. She has recently collaborated to create a reading module and is currently teaching at SK Jelapang Jaya, Ipoh. 10.50 – 11.15 am 46
REVOLUTIONIZING ENGLISH LANGUAGE LESSON PLANNING WITH ChatGPT [email protected] (Muhammad Ikram bin Alias) Sekolah Menengah Kebangsaan Raja Permaisuri Bainun, Jalan Intan, Kampung Dato' Ahmad Said Tambahan 3, 30020 Ipoh, Perak, Malaysia ABSTRACT English Language teachers face challenges in planning their lessons, including difficulty in writing autonomous lesson plans and reliance on conventional teaching methods. To address these issues, ChatGPT, an AI tool, has been used as a guide to writing an autonomous lesson plan, a shortcut to a complete lesson plan, and a platform to generate ideas. ChatGPT provides suggestions for activities, materials, and topics based on desired learning outcomes. Its implementation has revolutionized the way teachers plan their lessons, making it a more efficient process, and has offered alternatives to explore new teaching methods and innovative ways of delivering their lessons. While it is effective, teachers are encouraged to learn useful prompts to ask ChatGPT to generate desired results, which can optimize their use of the tool and enhance their lesson planning process. Overall, ChatGPT has transformed the way English Language teachers plan their lessons, enabling them to save time, enhance their teaching methods, and improve pupil learning outcomes. Keywords: English Language Teaching; Artificial Intelligence; Lesson Planning Biodata of presenter: Muhammad Ikram bin Alias, also known as Mr Krè, is a passionate secondary school English language teacher at SMK Raja Permaisuri Bainun. He has been utilizing creative and engaging methods to teach his pupils, resulting in increased pupil interest and motivation. Krè focuses on incorporating fun elements in the teaching of English, and he has published several articles in this area. 11.20 – 11.45 am 47
DAY 2 ROOM 2 (Meranti) SATURDAY 17/06/2023
Perception towards English Paper 3: Speaking as Summative Assessment 1,2*Thenmoli Tamil Veeran, 2 *Dr. Maslawati Mohamad 1SMK Tengku Idris Shah, Kapar, Selangor, Malaysia, 2Faculty of Education, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia *E-mail: [email protected], [email protected] ABSTRACT English has outgrown most languages in the world and the importance of mastering the language is clearly visible through the implementation of the language in many fields. In Malaysia, the introduction of the latest syllabus known as Common European Framework of Reference for Languages (CEFR) in secondary schools has uplifted the necessity in enhancing students’ English proficiency according to the four skills; reading, writing, listening and speaking. The school based assessment according to the syllabus has covered all the four skills equally in order to evaluate the students’ proficiency holistically. However, having speaking skill as a part of school based assessment, to be more specific as a part of summative assessment has brought more concern among the teachers and students. Malaysian students still encounter difficulties in obtaining the minimum score (band) for speaking skill. This study explored the perception of both the teachers and Form 2 students towards English Paper 3: Speaking as summative assessment in a sub-urban school. The open-ended questionnaire and semi-structured interviews were analysed interpretively and triangulated with observation. The findings were presented and elaborated interpretively in this research, where both the teachers and students share similar challenges; students’ motivation, lack in vocabulary and exposure to the subject content. The obtained findings show that having speaking paper as a part of the summative assessment needs comprehensive approach in enhancing students’ English proficiency. Keywords: English Language, speaking skills, summative assessment, ESL. Biodata of presenter: THENMOLI TAMIL VEERAN is currently teaching in SMK Tengku Idris Shah Kapar, Selangor for almost 5 years and groomed students with various social backgrounds towards better learning and communicating in English. she is currently pursuing her Master in Education (TESL), UKM to step up her passion in teaching towards the next level. 8.15 – 8.40 am 48
Building Students’ Self Confidence in Public Speaking Through ‘Share Your Thoughts’ Activity Among Secondary School Students in Kinta District, Perak 2023 * 1Shushma Devi a/p Piaralal,2Kalaiselvi a/p Shanmugam, 3Shyielathy a/p Arumugam 1,2SMK Buntong, Language Department, Perak, Malaysia 3 SMK Dato Haji Abdul Wahab, Special Education Integrated Program, Sungai Siput, Perak, Malaysia *E-mail: [email protected] ABSTRACT Self – confidence plays a critical role in delivering your thoughts effectively as it helps ones to present ideas with clarity and conviction. However, students are hesitant to participant in class discussion due to fear of making mistakes, receiving criticism or feeling embarrassed in front of their peers. This action research aims to identify the relationship between self – confidence and speaking achievement through “Share Your Thoughts” activity. A quantitative method is employed and thirty participants from five classes are chosen based on their final Speaking Assessment result of Form Three. A pre-test and posttest have been carried out by distribution of questionnaires and an intervention activity was carried out. Mean scores and percentages are obtained from both tests to show the relationship between self - confidence and speaking achievement. Finding indicates there is a positive relationship between self– confidence and speaking achievement. Thus, the contributing factors which lead to students’ self – confidence were such as giving pauses, no eye contact, repetition and stage fear are the reasons for the low performance. Speaking activity gives a significant impact to the participants’ self – confidence. Keywords: Self - confidence; Public speaking, Intervention Biodata of presenters: Dr. Shushma has been an ESL educator for the past 26 years and has always believed that 'ideas grow a lot more if you just say what's in your head'. Dr. Shy is a passionate special education teacher and recipient of the Malaysia Teacher Prize 2022 Top 10 Finalists. Dr. Kalaiselvi has contributed to enhancing the Tamil language in secondary schools for the past 20 years as an educator. 8.45 – 9.10 am 49
Digital Reading Environments in Primary School: A Systematic Literature Review * 1Syifa Nazahiyah Ismail,2Maslawati Mohammad 1 Sekolah Kebangsaan Taman Desaminium, Seri Kembangan, Selangor 2Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia *[email protected] ABSTRACT The advent and widespread usage of digital devices have changed significantly how students read. Studies dealing with reading on screens, especially by using online resources to improve students' reading skills have been done as a result of this development. However, the scenarios of digital reading among primary school learners have not yet been discovered despite the rapid growth of its use. Since reading literacy is increasingly shifting from a physical to an online learning environment, this systematic literature review focuses on digital reading environments in the context of primary schools. In order to address the issue, this review that follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines was conducted where eighteen articles were chosen from two databases of ERIC and Semantic Scholar. The articles were chosen based on the inclusion and exclusion criteria provided. Despite the variation of methodologies employed in the selected studies, the majority of findings indicated that using digital reading aids and applications improved readers' comprehension. Additionally, several studies have shown that learners are more motivated and have a good attitude while using digital materials. The consensus seemed to be that the more pupils read in digital materials, the better scores they may be able to perform in their reading comprehension. Overall, this review gave some insights into the environments of digital reading literacies which applies to all languages in general and to certain ESL contexts. In order to broaden the aspects of research on digital reading, especially in the second language, more studies can be carried out with the focal attention on learners, particularly in strategies employed to enhance digital reading. Keywords: digital reading, digital tools, reading intervention Biodata of presenter: Syifa Nazahiyah bt Ismail is an English teacher at SK Taman Desaminium, Seri Kembangan, Selangor. She graduated from TESL twinning program in IPG Pulau Pinang and Universiti Utara Malaysia. She has teaching experience in both lower and upper primary students for 12 years. She is presently enrolled in Universiti Kebangsaan Malaysia to pursue her Master's in TESL. 10.50 – 11.15 am 50
WORD GAME IN IMPROVING SPEAKING AND VOCABULARY Saharah Abdullah SMK Jerai [email protected] Abstract: There are many ways to improve pupils’ speaking skills. One of them is through games. Using games to teach pupils speaking helps pupils learn in a relaxing atmosphere where anxiety is reduced and speech fluency is generated. This research aims to improve pupils' speaking skills and vocabulary. The pupils have observed throughout speaking lessons and the researcher found out that the pupils had problems speaking due to inadequate vocabulary. To help the pupils, game based speaking activity was carried out during English Lessons in four cycles. Thirty pupils from Class 2 Seroja participated in this study. The data was collected through observation. An observation checklist, and peer assessment form were used in data collection. The findings revealed that the vocabulary game innovated by the researcher helped the pupils improve their speaking skills and vocabulary. The pupils improved tremendously during the third cycle. The lessons became more fun and enjoyable. Biodata of presenter: Saharah is into her 14th year of teaching and currently teaching in SMK Jerai, Kupang, Kedah. Saharah is also GC BI. She is an alumnus of the Fulbright Teaching Excellence Programme. Saharah holds to a principle ‘great teachers help create great students’. 11.20 – 11.45 am 51
DAY 2 ROOM 3 (Sejati) SATURDAY 17/06/2023
Making sense of writing practise: Using writing templates in essay lessons Munira binti Abdul Aziz, Syafiza binti Sabudin Royal Military College, Kem Perdana Sungai Besi, 53000 Kuala Lumpur SMK Jelapang Jaya, 320020 Ipoh, Perak Darul Ridzuan Email : [email protected], [email protected] ABSTRACT Writing is one of the most important skills for any language learner. The KSSM-CEFR syllabus aimed to equip students with the writing competency of at least B2 as they leave school after Sijil Pelajaran Malaysia (SPM). However, many students are struggling to hit beyond the B2 level as it is a challenging skill to grasp. This issue is faced even by selected students learning in boarding school, particularly Royal Military College. They were facing problems like unable to elaborate ideas, lack organization and cohesiveness in writing. This situation had to be tackled from the classroom lessons itself. Therefore, a strategy was carried out and that was by using writing templates. The objective was to guide students to write according to the tasks given with confidence and in organized manner by using the questions and sentence starters listed in the template. Writing templates came in a table format and it consisted questions and sentence starters. The questions were derived from the essay task and they are mainly ‘Wh- questions’ types. The questions provided helped them to elaborate ideas while the sentence starters enabled them to write clearly as they would be using cohesive devices given as well. When applying this technique, for weak and average students, they felt less anxious to write because they did not feel intimidated by a page-sized blank space to be filled up. It made them more focused on what needed to be done and the writing task was accomplished within the time-frame planned by the teacher. Meanwhile, for the advanced students, the writing template helped them to write accordinglynot too lengthy as they would usually write beyond the length or duration that they were supposed to write. As for the teachers, it would be easier to monitor the progress of their students. This strategy is not just practical but also train the students to prepare for the SPM English Paper 2 at the same time. Keywords: writing template, writing task, essay writing Biodata of Presenter 1: Munira Abdul Aziz has been teaching English for 17 years. Once chosen as a participant of SEAMO RELC, Singapore (2017), was involved in the first cohort of CEFR Master Trainer and later on as an Observer. Currently teaching in Royal Military College, her free-time is well spent with reading and trying out new recipes. Biodata of Presenter 2: Syafiza binti Sabudin is a teacher for 17 years (and counting) and currently teaching in SMK Jelapang Jaya, Ipoh. A master trainer for CEFR, moderator for CEFR online course and an item builder for ELTPT. Enjoy travelling and would love to have more free time to read the dusty new books in her collection. 8.15 – 8.40 am 52
Using "Wheel of Learning" to Overcome Writing Apprehension among Malaysian ESL Learners TAN SHI MIN Language Department, SMK Syed Ibrahim, 06700 Pendang, Kedah, Malaysia E-mail: [email protected] ABSTRACT ‘Wheel of Learning’ is a teaching aid that involves innovative uses of a multi-layered and colour-coded wheel-shaped graphic organiser in the teaching of creative writing. Based on past observations, most ESL learners experience anxiety to do creative writing because of two major problems: lack of ideas and lack of vocabularies. Hence, ‘Wheel of Learning’ is introduced to solve these two problems. It can be used to guide learners through the process of brainstorming ideas and learning the vocabularies for creative writing based on 6 types of feelings. The use of ‘Wheel of Learning’ was carried out in creative writing lessons with 18 students of 5SS in Syed Ibrahim Secondary School. Firstly, they learnt the synonyms and idiomatic expressions of 6 feelings using ‘Wheel of Learning’. Secondly, they brainstormed ideas in the form of the incidents or activities related to each feeling. The 18 students involved were observed during the class and interviewed in a focus group. Their essays were also compared in a pre-test and a post-test. The results show that the use of ‘Wheel of Learning’ is effective in enhancing students’ ability to organise their ideas and vocabularies for creative writing. They could write longer during the post-test. Students also enjoyed the 4Cs (Communication, Collaboration, Creativity and Critical Thinking) incorporated in the lessons using ‘Wheel of Learning’. In short, the use of ‘Wheel of Learning’ is effective for English language teachers to teach learners to describe their feelings and incidents involved in their stories. Keywords: Creative writing; vocabulary; brainstorming; mind map Biodata of presenter: Tan Shi Min has been teaching in SMK Syed Ibrahim for 8 years. Aspired to help students with low English language proficiency, she has been active in devising innovative teaching techniques, particularly involving arts and music. Her award-winning innovations include Wheel of Learning, Feel’in the Table and Sketch Video Project. 8.45 – 9.10 am 53
Chatterpix in MALL – Do pictures ‘speak’ fluently or accurately? – An exploration of a mobile application to improve speaking among secondary students SHAMEELA RAMAN SMK GURUN, KEDAH [email protected] ABSTRACT The introduction of the Common European Framework of References (CEFR) for Teaching and learning of English language in our country has been rolled out through the Malaysian Education Blueprint 2015-2025. This timely move had been an eye-opener for educators and students alike. Having four components to be tested separately, it highlighted the problems we still have in making our students to master the English language. Despite all the efforts taken to teach the language, speaking which is perceived to be the most important skill (Richards, 2008) remains to be the most challenging skill to be acquired among other language skills (Bailey & Savage, 1994.) The search for more effective methods to assist students has brought in the possibility of Mobile-assisted Language Learning (MALL) among tertiary and secondary school students. MALL broadly refers to learning language anytime, anywhere whereby language activities are conducted through mobile devices without being restricted by physical location or a determined time (Traxler & Kukulska, 2016). Hence, this study was carried out to explore how effectively the Chatterpix mobile app can help students to improve their speaking skills. A set of 8 speaking practice sessions were carried out, using various topics selected from their respective textbooks and syllabus. Students will have to capture or be given relevant images for their assigned speaking tasks. The images are made to ‘talk’ by attaching the students’ own recorded voices. Upon completion of the sessions, students’ responses were obtained via interviews. The findings were thematically analyzed to reflect on the effective factors which helped students to improve their speaking in terms of fluency and accuracy. Further studies are recommended to explore more on how Chatterpix mobile application can be used for the development of other linguistic skills, namely listening, reading, and writing. The remaining aspect to be studied will be the speaking performances of the students without using the application. Keywords: Mobile-assisted Language Learning (MALL); speaking; ChatterPix; mobile app Biodata of presenter: Shameela Raman is an English teacher who is in her 16th year of teaching. She is currently teaching in SMK Gurun, Kedah. Her passion is creating Project-Based Learning activities as she believes that learning happens best when it is student-centered. Her latest explorations are focused on how to help students to be better speakers and listeners. 10.50 – 11.15 am 54
The Effectiveness of Gamification in Teaching and Learning English as a Second Language 1Syazrin Syimee Sharifuddin, 2M. Hussin Abdullah 1SMK Raja Chulan, Jalan Dairy, 31400 Ipoh, Perak, Malaysia 2Faculty of Management & Information Technology, Universiti Sultan Azlan Shah, 33000, Bukit Chandan, Kuala Kangsar, Perak, Malaysia *E-mail: [email protected] ABSTRACT Gamification or game-based learning refers to a type of game play with clear and defined learning outcomes. It means employing digital or non-digital games elements in the learning environment to boost students’ engagement and participation (Maloney, 2019). One of the main challenges in the English language classroom is the lack of active participation from all students due to fear of making mistakes, shyness, and anxiety. They lack confidence and are afraid to speak the language which can impede the learning objective. Most of the time only the same group of students will contribute to the activities carried out in the classroom. This paper aimed to evaluate the effectiveness of gamification in enhancing students' motivation and engagement in learning English as a Second Language (ESL). An intervention was carried out among Form 4 students from 2 classes (50 students). Gamification applications such as Class Dojo and Genially was used in the English language lesson. The primary purpose of integrating game-based learning is to give students a different learning experience. It helps to make students motivated during the lesson, enhancing friendly competitions among peers and promotes a fun way of learning. After the teaching sessions, students were interviewed to find out their perception regarding both traditional and gamified way of learning English. The feedbacks indicate that gamification has a positive effect on the students, and it can significantly increase their motivation and engagement levels, leading to improved learning outcomes. In addition, they felt that this new technique of learning was interesting, innovative, autonomous and different from the traditional mode of learning. This shows that gamification can be an effective way to stimulate ESL learners in increasing students’ learning interest, motivation and engagement. Keywords: Gamification; English as a Second Language; game-based learning Biodata of 1st presenter / Main author: Syazrin Syimee Sharifuddin is an English language teacher at SMK Raja Chulan, Ipoh, Perak. She has been teaching English language for 15 years. She is also the digital learning advocate to promote the usage of various digital applications in teaching and learning, and was selected to represent Malaysia as a delegate to the 13th ASEF ClassNet Conference in Zug, Switzerland. She is also a Google for Education Certified Trainer and the leader for Google Educator Groups (GEG) Tambun. Biodata of 2nd author: M.Hussin Abdullah is a Lecturer at Universiti Sultan Azlan Shah, Kuala Kangsar, Perak with more than 12 years of experience as an educator. He has published numerous article journals in business management and was a managing editor for World Conference on Islamic Thought and Civilization conference proceedings for 5 consecutive series (2014, 2016, 2017, 2018 & 2022). 11.20 – 11.45 am 55
Acknowledgement Darul Aman English Language Learning and Teaching Association gratefully acknowledges the following individuals and organisations for supporting the 1st DELTA International Conference on English Language Teaching (D’ i-CELT) 2023 Yang Berhormat Dr. Mohammed Taufiq bin Tan Sri Johari, Sungai Petani Member of Parliament Kedah State Education Department Kuala Muda Yan District Education Office Ezee Gift & Souvenir Keynote Speakers International Presenters English Language Educators from Other States in Malaysia English Language Educators from Kedah DELTA Organising Committees We would also like to record a special thank you to all other individuals and organisations whose efforts have made this conference possible. Thank You. 56
Salam and Hi Dear all DELTA members and future DELTA members…❤️ Hope everyone is doing good A gentle reminder to all DELTA members to renew membership (the membership of most DELTA members has expired) This message is also applied to new registration (2023/2024) Here are the account details: Acc. number : 552059807100 Bank : Maybank PERTUBUHAN PEMBELAJARAN DAN PENGAJARAN BAHASA INGGERIS DARUL AMAN PAYMENT REFERENCE: Code 1 : Renewal (RM30) Code 2 : New Membership (RM50) Code 3 : Lifetime Membership (RM300) Once payment is made, please fill in this Google Form https://forms.gle/QoTVCQqeqomg64Yn8 Don't forget to attach your proof of payment. Thanks in advance. 57 Thanks to our sponsor Advertisements
Autograph A teacher must never give up on his wards, however slow they may be, for teaching and learning is a journey that cannot be accomplished in a day. Noor Hayati Abdullah 58