PEMBELAJARAN BERASASKAN MASALAH

FINDINGS: ALTERNATIVE OPTION TO ARCHIVE AND PUBLISH STUDENTS’
CREATIVE WORKS

A survey of available websites was conducted to identify features used in alternative e-portfolio
systems and e-magazines. Only websites that closely suit the specific needs of the e-Methods in
Literary Production course, which are to archive and publish students’ creative works as well as
trace their experience during the period of their writing, are assessed. The features of one of the
websites are reviewed in this paper, namely The Rose & Thorn, a literary e-zine
(http://www.theroseandthornezine.com/).

The Rose & Thorn e-zine was established in 1998 and since then it “has showcased the best
of the web in short fiction, poetry, creative essays, humor, author interviews, writing tips and art.
You'll also find writers' resources and dynamic, interactive content”
(http://www.theroseandthornezine.com/):

The features of this e-zine include the following:

Read the first chapter of the new novel
Slings and Arrows by Barbara Quinn

Roses & Thorns
Find reviews of fiction, nonfiction and poetry, insights
about the writing life and inner workings of the zine, and
interviews with authors in our blog.

Pushcart Prize
Check out The Rose & Thorn's Pushcart nominees.

Rose & Thorn Community Forum
Add your comments, writing and poetry to our interactive bulletin
boards. Join in the fun or just hang out. We'll be looking for you.

Rose & Thorn MySpace
Visit us and become a friend of the zine.

Rose & Thorn Podcasts
Showcasing podcasts of the best short fiction, essays, and poetry
from your favorite literary e-zine.

The Rose & Thorn is a member of the
Council of Literary Magazines and Presses

Boy Reading on a Harbour's Edge courtesy of
Art.com

Features of this e-zine can contribute to the development of a Malaysian website for students to
archive and publish their creative works and be an alternative option to the present one. Features
that are suitable for the needs of this course include:

• Images

• Cover story
• Information site – reviews of books, poems, n etc.
• Link to members
• Podcast – best essays, poetry, short story
• forum

The new website that will be constructed to host students’ writing can include these features as well
as an e-zine that will showcase the best of the students’ works.

THE WAY FORWARD

As this course, e-Methods in Literary Production, is new, only two cohorts of students have
completed it. Thus, it is timely to evaluate and improve the course by developing its own literary
website for students to archive and publish their creative works on-line. This new website will
provide an alternative option for the e-portfolio system that is currently in use so as to encourage
on-line publication that is rooted in Malaysia. Creative writing motivates these young Malaysians to
voice their concerns through literary genres. Hence, the website that is to be developed in the
second phase of this research, which will host a literary magazine – Virtual Voices, will showcase
students’ literary productions and highlight issues that are of concern to young budding writers in
English in Malaysia to a wider audience.

REFERENCES

Anderson, T. 2004. Teaching in an online learning context. In Anderson, T. & F. Elloumi. (Eds.).
Theory and practice of online learning. Athabasca: Athabasca University, 273-294.

Anderson, T. 2004. Toward a theory of online learning. In Anderson, T. & F. Elloumi. (Eds.).
Theory and practice of online learning. Athabasca: Athabasca University, 33-60.

Anderson, T. & F. Elloumi. (Eds.). 2004. Theory and practice of online learning. Athabasca:
Athabasca University.

McNiff, J. 2002 (3rd ed.). Action Research for Professional Development: Concise Advice for New
Action Researchers. http://www.jeanmcniff.com/booklet1.html#8. Retrieved 26 May 2009.

(http://www.myeport.com/)

(http://www.theroseandthornezine.com/).

PELAKSANAAN KAEDAH PEMBELAJARAN BERASASKAN KONSULTASI DALAM
PEMBUDAYAAN KEUSAHAWANAN

Oleh
Prof Madya Dr. Norasmah Hj. Othman

Fakulti Pendidikan UKM

ABSTRAK

Bidang keusahawanan merupakan satu profesion yang mencabar namun ia memiliki pelbagai
keistimewaan. Ia bukan sahaja dapat membantu pembangunan ekonomi sesebuah negara malah ia
juga menyediakan ruang pekembangan kerjaya yang luas kepada individu. Hatta program
pendidikan dan latihan keusahawanan telah menjadi salah satu agenda penting dalam setiap
perancangan Kementerian Pengajian Tinggi dan Kementerian Pelajaran Malaysia. Untuk
memastikan program pendidikan dan latihan keusahawanan yang dirancang berjaya, maka kajian-
kajian berkaitan kaedah pengajaran dan pembelajaran telah dilaksanakan. Kajian ini bertujuan
untuk mengenalpasti kaedah yang benar-benar sesuai bagi program keusahawanan. Hampir
kesemua dapatan kajian mencadangkan kaedah yang sesuai dipraktikkan adalah kaedah
berorientasikan pelajar dan bukan lagi kaedah tradisional. Namun pembuktian secara empirikal bagi
setiap kaedah masih lagi berkurangan, antaranya kaedah pembelajaran berasaskan konsultasi.
Amnya, kertas kerja ini akan menerangkan cara bagaimana pelaksanaan kaedah pembelajaran
berasaskan konsultasi dilaksanakan bagi tujuan meninjau sama ada ia berjaya atau tidak dalam
pemupukan budaya keusahawanan di kalangan mahasiswa mahasiswi UKM.

PENGENALAN

Pembangunan modal insan yang berkualiti merupakan eleman yang kritikal dan teras terhadap
pembangunan serta perkembangan ekonomi sesebuah negara. Justeru perkara ini perlu sentiasa
diberi perhatian yang serius agar hasrat negara untuk menjadi sebuah negara maju menjelang 2020
terlaksana. Usaha ini hanya boleh dilaksanakan melalui pendidikan, latihan dan pembelajaran
sepanjang hayat yang mana menjadi fokus dalam Rancangan Malaysia ke Sembilan (RMKe9).
Salah satu strategik kerajaan dalam membangunkan modal insan adalah menerusi pendidikan dan
latihan keusahawanan. Ini adalah kerana banyak kajian mendapati bahawa terdapat hubungan yang
signifikan antara aktiviti keusahawanan dengan pembangunan ekonomi sesebuah negara.
Kourilsky (1995) ada mengatakan bahawa aktiviti keusahawanan memang memberi kesan positif
terhadap pembangunan ekonomi. Sebagai contoh, penjanaan pekerjaan akan meningkat hasil
daripada aktiviti keusahawanan. Malah aktiviti ini juga turut membantu meningkatkan pendapatan
per kapita serta membantu pengagihan kekayaan, merapatkan jurang kemiskinan antara
masyarakat.

Kerajaan juga telah memberikan komitmen terhadap pembentukkan budaya keusahawanan
dalam masyarakat melalui pendidikan, bermula dari sekolah rendah (Program Perintis Usahawan),

sekolah menengah (Program Keusahawanan Remaja) dan peringkat Institusi Pengajian Tinggi
yang dilaksanakan secara formal atau tidak formal iaitu dalam bentuk akademik ataupun dalam
bentuk kokurikulum. Kepentingan pendidikan keusahawanan di institusi pendidikan dapat dilihat
dengan pertambahan kursus akademik sama ada sebagai kursus teras, kursus elektif, program
keusahawanan, ijazah sarjana muda keusahawanan dan juga kursus di peringkat pasca siswazah
(Mohd Khairuddin & Syed Azizi 2002).

Selain pendidikan secara formal, aktiviti keusahawanan turut dilaksanakan di IPT dalam
bentuk tidak formal. Sebagai contoh persatuan, kelab dan Program Keusahawanan Siswa anjuran
INSKEN di mana ia dikawalselia oleh Timbalan Naib Canselor Hal Ehwal Pelajar Universiti.
Umumnya pendidikan keusahawanan di IPT bertujuan memberi kesedaran, pengetahuan dan
kemahiran kepada para siswazah. Sehubungan itu, diharap dengan usaha ini pihak universiti dapat
memupuk budaya keusahawanan dalam kalangan siswazah dan menukar mentaliti pelajar ke arah
bekerja sendiri (Mohd. Salleh 2002, Nor Aishah et al. 2005) dan bukan makan gaji. Seterusnya
dapat mengurangkan masalah penggangguran di kalangan graduan IPTA terutama golongan
Bumiputera. Namun kejayaan dalam pembudayaan keusahawanan sehingga kini masih belum di
tahap memuaskan.

Menurut Morshidi et al. (2004), jumlah bilangan graduan yang menceburkan diri dalam
bidang keusahawanan masih sedikit. Sebagaimana dapatan kajian beliau terhadap 2275 orang
graduan Universiti Utara Malaysia, didapati hanya 1.3 peratus sahaja yang terlibat dalam bidang
keusahawanan. Ini mengambarkan program keusahawanan yang dilaksanakan di peringkat
universiti masih belum boleh dikatakan berjaya. Persoalannya sekarang, kenapa perkara seumpama
ini berlaku? Apakah faktor-faktor yang menyumbang kepada keadaan ini? Adakah infrasruktur
dan sumber kewangan yang diperolehi institusi tidak mencukupi? Bagaimana dengan tenaga
akademiknya? Adakah mereka mempunyai kelayakkan yang bersesuaian atau adakah kegagalan
tersebut disebabkan metod pengajaran dan pembelajaran yang digunakan mereka?

PENYATAAN MASALAH

Pendidikan keusahawanan gagal memupuk dan membentuk ciri-ciri dan kualiti kesediaan
keusahawanan dalam kalangan pelajar (Mohd Fauzi et al. 2007). Malah Norashidah (2009)
mendapati pendidikan keusahawanan kurang berjaya mempengaruhi pelajar untuk terlibat
dalam pendidikan keusahawanan Kenyataan ini juga disokong oleh Nor Aishah et al. (2006)
apabila dapatan beliau juga menunjukkan bahawa siswazah yang terlibat dalam bidang
keusahawanan bukan disebabkan pendidikan yang diperoleh diuniversiti tetapi adalah
disebabkan terlibat dengan kerjaya keusahawanan secara tidak terancang. Kajian beliau
menunjukkan bahawa 56.6 peratus responden (siswazah yang berniaga) mengatakan bahawa
pendidikan kurang menyumbang ke arah penceburan mereka dalam bidang keusahawanan.
Dapatan ini tidak selaras dengan dapatan kajian terdahulu seperti kajian Mohd Salleh et al.
(2005), Sluis et al. (2004) yang mengatakan adanya hubungan antara keduanya. Ini
menunjukkan wujud jurang praktikal dalam pelaksanaan pendidikan keusahawanan di IPTA.

Senario ini berhasil kerana pendidikan keusahawanan didapati tidak ditawarkan kepada
semua pelajar. Hanya fakulti-fakulti tertentu sahaja yang menawarkan kursus/program
keusahawanan seperti di Fakulti Pendidikan, Fakulti Ekonomi dan Perniagaan dan beberapa
yang lain. Namun kursus tersebut hanya ditawarkan sebagai kursus teras atau kursus elektif dan
hanya Fakulti Pendidikan ada menawarkan program pengijazahan (peringkat pasca siswazah).
Malah promosi Program Keusahawanan Siswa (PKS) di bawah kendalian Pusat Perkhidmatan
Pelajar juga amat kurang. Ini jelas apabila ditemubual pelajar berkenaan program tersebut, rata-
rata pelajar tidak menyedari adanya program tersebut di universiti. Keadaan ini menunjukkan
bahawa masih terdapat ruang penambaikan dalam mempromosikan PKS di IPTA.

Selain daripada masalah kurang publisiti berkaitan dengan program keusahawanan di IPTA,
masalah kaedah penyampaian pendidikan keusahawanan juga sering dibincangkan. Banyak
kajian mendapati kaedah penyampaian yang digunakan pensyarah di IPTA Malaysia dalam
pengajaran dan pembelajaran keusahawanan tidak sesuai (Norasmah 2007, Mohd Fauzi et al.
2007). Penemuan kajian tersebut mendapati sebilangan besar pensyarah masih menggunakan
kaedah lama. Gabungan teori (30%) dan praktikal (70%) dalam pengajaran dan pembelajaran
keusahawanan yang sering disarankan masih kurang diamalkan di IPTA.

Pembelajaran Berasaskan Konsultasi

Kaedah Pembelajaran Berasaskan Konsultasi (PBK) mulanya dikenali sebagai program latihan
secara koloborasi antara pelajar universiti dan pihak industri. Ia telah diperkenalkan oleh Prof.
Takeru Ohe dan ia melibatkan koloborasi antara pelajar universiti dengan pihak industri iaitu
syarikat-syarikat dalam sektor industri kecil dan sederhana (IKS). Program latihan ini bertujuan
untuk meningkatkan perkembangan perniagaan setempat dan seterusnya memberi pendedahan
secara realiti mengenai pelaksanaan sesebuah perniagaan kepada pelajar. Dengan cara ini para
pelajar bukan sahaja mengetahui sesuatu perkara berkaitan perniagaan secara teori iaitu di
dalam bilik kuliah tetapi juga dapat memiliki atau meningkat kemahiran keusahawanan melalui
pengalaman yang diperoleh.

Pada peringkat awal kajian, beberapa siri program latihan secara kolobrasi telah dijalankan.
Antara negara yang telah cuba diuji dengan program latihan secara kolobrasi ini ialah negara
Thailand, Vietnam, Cambodia, Laos, Indonesia dan juga Malaysia. Kesemua program latihan
ini telah mendapat penajaan daripada Kementerian Ekonomi, Perdagangan dan Industri Jepun
dan telah dijayakan oleh Asia SEED bermula dari tahun 2003 sehingga 2007. Hasil kajian
menunjukkan dapatan yang positif bagi kesemua program latihan secara kolobrasi yang
dijalankan di semua negara yang dipilih. Lanjutan daripada kejayaan ini, program latihan secara
kolobrasi ini telah dikenali sebagai Pembelajaran berasaskan konsultasi bagi IKS ataupun
Consulting Based Learning for Small Medium Enterprise (CoBLAS).

Pembelajaran berasaskan konsultasi bagi SME (CoBLAS) ini melibatkan tiga pihak yang
berbeza iaitu pihak pelajar, pihak akademik (pensyarah dan universiti) dan pihak industri.
Dalam kaedah ini, pelajar akan bertindak sebagai konsultan pelatih, pensyarah sebagai

pembimbing dan pemberi input terhadap kemahiran-kemahiran yang perlu dimiliki oleh pelajar
sebelum dan semasa menjadi konsultan dan pihak industri ialah syarikat atau tempat di mana
pelajar akan menjalankan konsultasi mereka. Penerangan secara terperinci boleh dirujuk pada
Rajah 1.

RAJAH 1: Kaedah Hubungan Segi Tiga di dalam Model CoBLAS

Umumnya, Model CoBLAS ini menekankan kepada peranan penting yang dimainkan oleh
universiti atau IPT sebagai pusat kecemerlangan dan berperanan sebagai platform untuk
membangunkan sumber manusia dalam memperkembangkan perniagaan tempatan. Hubungan
antara tiga pihak iaitu, universiti, pelajar dan IKS dilihat dapat membantu para pelajar untuk
memahami kemahiran tertentu yang diperlukan sebagai pekerja di samping menggalakkan mereka
untuk memulakan perniagaan sendiri setelah menamatkan pengajian kelak. Selain itu, pelajar juga
dapat merasai sendiri pengalaman pahit manis dalam aktiviti perniagaan sebenar. Dalam masa yang
sama, IKS yang terlibat dalam program ini juga memperolehi faedah berupa nasihat dan
pembangunan produk melalui konsultasi yang ditawarkan oleh pelajar dan kepakaran dari pihak
universiti sendiri.

Lanjutan daripada kejayaan tersebut, Model CoBLAS telah dijadikan sebagai
panduan dalam pembentukan satu projek baru yang dipelopori oleh Fakulti Ekonomi dan

Perniagaan, Universiti Kebangsaan Malaysia (FEB, UKM) pada tahun 2006. Ia diketuai
oleh Prof. Mohd. Fauzi Mohd. Jani . Projek ini dipanggil sebagai Pendidikan
Keusahawanan berasaskan Konsultasi (Consulting-based Entrepreneurship Education atau
CEE). Model CEE yang diimplimentasikan di Universiti Kebangsaan Malaysia (UKM)
ditunjukkan di dalam Rajah 2:

Rajah 2: Struktur Program Pendidikan Keusahawanan berasaskan Konsultasi di UKM

INDUSTRI KECIL &
SEDERHANA (IKS)

Pelajar sebagai konsultan Pelajar menghasilkan Pelan Tindakan*
kepada IKS (dibantu oleh dan Rancangan Perniagaan** bagi

pensyarah) pihak IKS untuk dipersembahkan kepada
penaja atau pembiaya (eg: SMIDEC)

PELAJAR UNIVERSITI /PENAJA
(KEPAKARAN)

- Projek 1 (2006): UKM & AsiaSEED + Universiti Waseda,
Jepun - Projek 2 (2008): UKM & SMIDEC

* Pelan Tindakan (‘Action Plan’) adalah rancangan atau pelan jangka pendek yang perlu
dilaksanakan oleh IKS tersebut iaitu perancangan di dalam masa 1–3 bulan ** Rancangan
Perniagaan (‘Business Plan’) pula adalah rancangan jangka panjang (4 bulan dan ke atas)

Program CEE di UKM telah dilaksanakan sebanyak tiga kali iaitu pada tahun 2006 dan
2008. Projek pertama (2006) telah ditaja sepenuhnya oleh RIETI (Research Institute of Economy,
Trade and Industry, Japan) dan ia merupakan hasil kolaborasi di antara Asia SEED (Asia Science

and Education for Economic Development Institute) dengan Fakulti Ekonomi & Perniagaan (FEP),
UKM. Projek pertama ini melibatkan 20 orang pelajar UKM, 7 pensyarah tempatan, 5 penyelidik
antarabangsa serta beberapa IKS yang memerlukan bantuan/nasihat yang terdiri daripada syarikat
yang membekalkan makanan dan syarikat yang mengeluarkan sos (cili, kicap dan sos tiram). Projek
yang kedua pada tahun 2008 pula telah ditaja oleh SMIDEC (Small Medium Industries
Development Corporation), Malaysia dan dilaksanakan oleh pasukan penyelidik dari Fakulti
Ekonomi dan Perniagaan (FEP), UKM yang diketuai oleh Prof. Dr. Mohd. Fauzi Mohd. Jani.
Penglibatan daripada 23 orang pelajar, 10 orang pensyarah tempatan, 2 orang penyelidik
antarabangsa dan 5 orang kaunselor/ penasihat perniagaan dari SMIDEC diperolehi bagi
merealisasikan projek kedua ini. Beberapa IKS yang terlibat adalah terdiri daripada syarikat
urut/terapi tradisional, kedai pastri, syarikat kek dan pastri sejukbeku, syarikat penerbitan
(publishing) dan syarikat jualan herba. Dan pada masa ini projek ketiga sedang dilaksanakan di
mana pelajar sedang menyediakan rancangan perniagaan mereka.

Umumnya, hasil daripada penerangan pelaksanaan di atas kesemua program sama ada
program CoBLAS ataupun CEE merupakan satu bentuk pengajaran dan pembelajaran
keusahawanan melalui program kokurikulum. Persoalannya sekarang, bolehkah kaedah yang
hampir serupa dipraktikkan dalam proses pengajaran dan pembelajaran program akademik, khasnya
dalam pengajaran dan pembelajaran kursus keusahawanan. Atas alasan tersebut, maka pengkaji
telah menggunakan kaedah yang sama dalam pengajaran dan pembelajaran bagi pelajar program
sarjana pendidikan perniagaan dan keusahawanan. Kaedah ini dikenali sebagai kaedah
pembelajaran berasaskan konsultasi.

Pelaksanaan Kajian

Pemilihan Industri

Sebelum memulakan kajian ini, pengkaji telah memilih beberapa jenis perniagaan dalam
kategori IKS di sekitar Bangi. Namun beberapa masalah timbul kerana kebanyakan pelajar pengkaji
merupakan pelajar separuh masa dan berkhidmat sebagai Pegawai Perkhidmatan Siswazah ataupun
lebih dikenali sebagai pendidik. Mereka adalah pelajar program sarjana pendidikan bidang

perniagaan dan keusahawanan. Oleh kerana alasan tersebut, mereka menghadapi masalah jika
lokasi perniagaan yang dipilih adalah jauh. Ini adalah kerana disamping tugasan sebagai konsultan
pelatih (yang akan dipanggil kepada pelajar selepas ini), mereka juga perlu melaksanakan
tanggungjawab sebagai pendidik. Atas sebab-sebab tersebut, pengkaji telah memilih koperasi
sekolah atau kedai buku sekolah sebagai lokasi menjalankan pelatihan mereka.

Bagi menjalankan pelatihan ini, kebenaran daripada pihak sekolah telah diusahakan
kerana kesediaan dan kerjasama mereka diperlukan bagi memudahkan konsultan pelatih
menjalankan khidmat mereka. Ini adalah kerana segala input berkaitan masalah atau kejayaan sudi
dikongsi bersama malah mereka bersedia menerima sebarang cadangan daripada pihak konsultan
pelatih. Diakhir pencarian, dua sekolah telah sudi menerima konsultan pelatih daripada UKM dan
mencuba program PBK. Sekolah tersebut adalah Sek. Men. Keb. Sungai Besi Kuala Lumpur dan
Sek. Agama Men. Salak Tinggi, Sepang Selangor. Konsultan pelatih ini akan ditempatkan
dikoperasi sekolah tersebut.

Konsultan Pelatih

Pelajar yang terlibat dalam kajian ini adalah pelajar program sarjana pendidikan perniagaan
dan keusahawanan sesi II 2008/2009. Kesemua mereka berjumlah lapan orang dan mempunyai latar
belakang akademik dalam bidang berkaitan pengurusan perniagaan. Namun sebelum konsultan
pelatih ditempatkan di koperasi sekolah atau di kedai buku, konsultan pelatih dipastikan telah
mengikuti kesemua kursus-kursus asas yang diperlukan bagi pengurusan perniagaan. Kursus-kursus
tersebut adalah seperti kursus pemasaran, kewangan (cash flow), kursus kreatif dan inovatif,
rancangan perniagaan, asas-asas keusahawanan. Maklumat terperinci mengenai konsultan pelatih
dipaparkan dalam Jadual 1.

Bil Nama Konsultan Pelatih No Matrik Latar belakang akademik
1 Guganeswary Vellayan P47542 Pengurusan Sumber Manusia
2 Norazah Hashim P49296 Perakaunan
3. Norizan Kamaruddin P58150 Pengurusan Pelancongan
4. Azaha Mohd Aziz P47537 Sains Sosial (Politik)
5. NurZamila Azura Abd Hamid P47571 Pengurusan Perniagaan
6. Salasiah Mohd Yusof P47665 Pentadbiran Perniagaan
7 Maslina Mansor P47627 Ekonomi
8 Husnorhafiza Abd Samad P40568 Perakaunan

Pelaksanaan Program

Dalam melaksanakan kajian ini pengkaji menggunakan pendekatan kualitatif dan kuantitatif.
Model Participatory Action Research dan Model Reflektif digunakan sebagai teknik
pengumpulan data kualitatif sementara soal selidik sebagai pengumpulan data kuantitatif. Rajah

3 di bawah menunjukkan model kajian tindakan yang digunakan dalam kajian. Ia menggunakan
dua kitaran dan kitaran ini dilaksanakan secara berperingkat iaitu selepas sempurna kitaran
pertama, maka kitaran kedua akan dilaksanakan. Dalam setiap kitaran semasa pelaksanaan
kaedah PBK ini, terdapat 5 elemen pengajaran digunakan iaitu: 1-merancang plan/stategi, 2-
implementasi/pengajaran, 3-penilaian/maklum balas, 4-refleksi dan 5-merancang semula.

RAJAH 3: Model Participatory Action Research dan Model Reflektif

1 2 1 2
5 5

43 43

Reflective
Practice

Kitaran 1 Kitaran 2

Selain itu, kaedah trigulasi juga digunakan untuk memastikan apa yang
dilaksanakan tersebut mendapat persetujuan daripada pihak-pihak yang terlibat seperti
pihak industri dan juga daripada peserta. Ini adalah kerana kaedah PBK melibatkan 3
penjuru iaitu ahli akademik (penyelidik), majikan (industri) dan juga pelajar (peserta).
Dalam pelaksanaan kaedah PBK, proses kajian tindakan terus dilaksanakan secara serentak.
Penerangan ini boleh dirujuk pada Rajah 2 di mana 5 elemen diatas digunakan iaitu 1-
Perancangan (Plan), 2- Pengajaran; 3- Maklum balas, 4- Reflektif dan 5- Merancang
Semula. Penerangan lebih jelas mengenai pelaksanaan kaedah trigulasi dapat dirujuk pada
Rajah 4.

RAJAH 4: Pelaksanaan Kajian Tindakan dalam Pelaksanaan Kaedah PBK
Refleksi Ahli Akedemik

Refleksi Industri 1 Refleksi Industri
5
2

4
3

KESIMPULAN

Program PBK ini merupakan antara kaedah pengajaran dan pembelajaran yang baru cuba
diaplikasikan. Kejayaan banyak terbukti dalam pelaksanaan program keusahawanan yang
dilaksanakan dalam aktiviti kokurikulum. Diharap dengan kajian ini, kaedah ini boleh disarankan
dalam pengajaran dan pembelajaran pendidikan dan latihan keusahawanan. Diharap segala
kekuatan dan kelemahan kaedah PBK akan dapat dikenalpasti.

RUJUKAN

Kourilsky, M. 1995. Entrepreneurship Education: Opportunity in Search of Curriculum. Business
Education Forum. 50(10): 11-15

Mohd Khairuddin Hashim & Syed Azizi Wafa. 2002. Small and Medium Sized Enterprise in
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THE LECTURERS’ PRACTICE AND ACTION STUDY ON BLENDED LEARNING AND
TEACHING TO PROMOTE THE INTEGRATION OF ICT AND PEDAGOGY

Norazah Mohd. Nordin
T. Subahan Mohd. Meerah

Ruhizan Mohd. Yassin
Saemah Rahman

ABSTRACT

This paper discusses the early development of a research on the lecturers’ practice and action study
on blended learning and teaching to promote the integration of ICT and pedagogy to improve
teaching and learning process. The purpose of the study is to provide the Faculty of Education
lecturers from various programmes with professional direction and support in constructing and
implementing systemic instructional design (ID) on the blended teaching and learning through
action research. Systemic ID is crucial for university lecturers to conduct innovative practice of
higher relevance, and also the starting point of lecturers’ continuous thinking, learning and
developing process. The study is carried out in 5 phases: (i) Phase 1 – Construction of systemic
instruction designs, (ii) Phase 2 – Action Study, (iii) Self-reflection on design and practice, (iv)
Evaluation and sharing of typical practices, and (v) Reconstruction of design. The courses involved
are Educational Psychology, Teaching Writing Skills in an ESL Context, Adapted Physical
Activities, Methodology in Teaching Mathematics, Methodology in Teaching Physics and Islamic
Educational Philosophy.

Key words: action study, blended learning, ICT, pedagogy, instructional design

INTRODUCTION

How are your classes going? Are you effective in accomplishing what you want to accomplish? Is
there room for improvement? Each of us has a vision of what we want to achieve in our teaching
and learning, broadly defined as student success, or student learning. But how do we go about
achieving that vision, and how do we know when we have succeeded? Most of us have a general
feeling about whether our classes are going well, and what is and is not working. Many of us try
new approaches and teaching strategies, hoping to improve our classes and increase student success
in our courses. Then, based on an overall sense of how well these approaches or strategies worked,
either we continue to use them, perhaps with modifications, or we abandon them. However, is there
a better, more systematic way to do this? The answer to this question may be found through action
study. Action study or action research gives us an iterative, systematic, analytic way to reflect on
what we are doing in class, to evaluate our success at achieving our instructional goals, and to chart
the direction of future instructional strategies based on what we have learned. This paper illustrates
the early development of a research on how lecturers from the Faculty of Education, Universiti

Kebangsaan Malaysia can use action research on the implementation of blended learning and
teaching to promote the integration of ICT and pedagogy to improve teaching and learning process.
The purpose of the study is to provide the Faculty of Education lecturers from various programmes
with professional direction and support in constructing and implementing systemic instructional
design (ID) on the blended teaching and learning through action research. Systemic ID is crucial
for university lecturers to conduct innovative practice of higher relevance, and also the starting
point of lecturers’ continuous thinking, learning and developing process. The study is carried out in
5 phases: (i) Construction of systemic instruction designs, (ii) Action Study, (iii) Self-reflection on
design and practice, (iv) Evaluation and sharing of typical practices, and (v) Reconstruction of
design. The courses involved are Educational Psychology, Teaching Writing Skills in an ESL
Context, Adapted Physical Activities, Methodology in Teaching Mathematics, Methodology in
Teaching Physics and Islamic Educational Philosophy.

WHAT IS ACTION RESEARCH?

What we now call ‘‘action research’’ has been developing within the social sciences for more than a
century. According to Bogden and Biklen (1992), during this time, two different schools of thought
on action research emerged: (i) the social welfare tradition, which tends to be oriented toward social
change, and (ii) the British tradition, which is largely associated with education and oriented toward
improving the practice of educating students. They describe the social welfare tradition, pointing to
the use of action research to gather evidence or data to support various causes, such as exposing
environmental dangers or unjust practices, and to propose actions for change. For social welfare
purposes, action research is an attempt to find support for predetermined causes, and then to
instigate change. Although numerous authors have attempted to define action research from the
viewpoint of the British tradition, it can be summarized as follows: Action research is simply a
form of self-reflective inquiry undertaken by participants (faculty) in social situations (the
classroom) in order to improve the rationality and justice of their own practices, their understanding
of these practices, and the situations in which the practices are carried out (Carr and Kemmis 1986).
According to McNiff (2002), action research is a practical way to look at one’s own work to see if it
is as one would like it to be and allows one to continue developing one’s work. An important aspect
of action research is the tie between the pedagogy and the social situation (the particular classroom)
in which they occur. The inquiry is an attempt to understand the rationale and improve the success
of certain practices within the specific context of the classroom environment. It is characterized by
spiraling cycles of problem identification, systematic data collection, reflection, analysis, data-
driven action taken, and, finally, problem redefinition. The linking of the terms ‘‘action’’ and
‘‘research’’ highlights the essential features of this method: trying out ideas in practice as a means
of increasing knowledge about and/or improving curriculum, teaching, and learning. The
characteristics that commonly define action research include the following:

● The researcher’s practice is the subject of the research.
● It is intended to achieve both action (in the form of data-driven change) and research

(to develop an understanding that prompts ongoing change or improvement, and to add
to what is known).

● It is cyclic, with later cycles used to challenge and refine the results of earlier cycles.
● It tends to be qualitative and participative.
● It requires critical self-reflection. The researcher regularly and systematically critiques

what he or she is doing during the research process, leading to refined questions, action
plans, and methods, as well as new understanding.

How is Action Research Conducted?

The action research process can be carried out as the spiral of steps, or cycle, of continuous
improvement, ‘‘each of which is composed of a circle of planning, action, and fact-finding about
the result of the action’’ (Lewin, 1948) as described in Figure 1. The action research cycle
alternates between critical reflection and action, beginning with reflection. The researcher observes,
documents, and then reflects upon phenomena in his or her own particular setting. If the reflection
reveals an inconsistency or tension between the researcher’s values for the setting and his or her
practices in the setting, then the researcher plans and initiates change in the setting in an attempt to
cause the phenomena or practices to be more consistent with the values. Next, the researcher
observes and documents the effects of the change, evaluates and reflects upon the improvement,
and then modifies the change, if necessary, cycling back through the process. Through the repeated
cycles, the researcher looks for evidence of a reasonable, ongoing transformation of the observed
phenomena in the direction of the researcher’s values for the setting. In spite of what looks like a
straightforward step-by-step approach, it is important to understand that the action research cycles
may not lead directly to a fixed goal. As the researcher progresses through these cycles, and as the
research develops, the short-term goals, research questions, and criteria for success may shift. It is
also important to understand that action research is more than just a procedure.

ICT and the Changing Nature of Pedagogy

Researchers’ and academics’ conceptualisation of pedagogy has changed in tandem with recent
developments in our understanding of cognition and meta-cognition (Watkins & Mortimore, 1997).
Many writers have also suggested that developments in ICT provide very different learning
opportunities, and a need to design a new ‘integrated pedagogy’ has been identified (Cornu, 1995).
For example, McLoughlin and Oliver (1999) define pedagogic roles for teachers in a technology-
supported classroom including setting joint tasks, rotating roles, promoting student self-
management, supporting meta-cognition, fostering multiple perspectives and scaffolding learning.
An assumption here is that the use of ICT is changing the pedagogical roles of teachers, and a
compelling rationale for using ICT in schools is its potential for a catalytic effect in transforming
the teaching and learning process (Hawkridge, 1990).

observe and reflect on Plan for change
document inconsistencies
phenomena between values amend
in existing and practices in plan
setting
evaluate and amend
reflect on plan
effect of first again
change

observe and Initiate Look for ongoing
document first transformation in
effect of change… direction of
first change values.
initiate
evaluate modified
and reflect change
on effect of
modified
change

observe and
document
effect of
modified
change

…and so forth Initiate
another
modified
change…

Figure 1 Basic Action Research Cycle

A dynamic model for such a transforming pedagogy for IT was derived from the PALM Project
(Promoting Anywhere Learning with Mobile computing; Somekh and Davies, 1991). The
dimensions of pedagogical change as:

• from a view of teaching and learning as discrete, complementary activities to an
understanding that teaching and learning are independent aspects of a single activity
• from a sequential to an organic structuring of learning experiences
• from individualised to communicative learning
• From a view of the teacher’s role as an organiser of learning activities to one as a shaper of
quality learning experiences
• from a preoccupation with fitting teaching to a group, to a knowledge that teaching needs to
be suited to individuals, which calls for continual self-monitoring to ensure sensitivity to
unintended forms of bias and discrimination
• from a view of the learning context as confined to the classroom and controlled by the
teacher to one of the learning context as a supportive, interactive, whole-school culture
• from a view of technology as either a tutor or a tool to one where it is part of a complex of
interactions with learners, sometimes providing ideas, sometimes providing a resource for
enquiry, and sometimes supporting creativity.

Effective Pedagogical Practices with ICT

This literature review has identified a range of practices which should be part of teachers’
lecturers’pedagogical frameworks if they are to integrate ICT effectively into teaching, learning and
the curriculum. These include the need for lectueres to:

• understand the relationship between a range of ICT resources and the concepts, processes and
skills in their subject

• use their subject expertise to select appropriate ICT resources which will help them meet the
specific learning objectives; this includes subject-specific software as well as more generic
resources
• be aware of the potential of ICT resources both in terms of their contribution to students’
presentation skills and their role in challenging students’ thinking and extending their learning
in a course
• develop confidence in using a range of ICT resources, via frequent practice and use beyond one
or two familiar applications
• appreciate that some uses of ICT will change the ways in which knowledge is represented, and
the way the subject is presented to and engages students
• know how to prepare and plan lessons where ICT is used in ways which will challenge
students’. Understanding and promote greater thinking and reflection
• recognise which kinds of class organisation will be most effective for particular learning tasks
with ICT, for example, when students should work on their own, how working in pairs and
groups should be organised, and when to use ICT for whole-class teaching.

The majority of lecturers, including the most innovative, require more knowledge of and
confidence with ICT, and a better understanding of its potential to help students’ learning. This
suggests that further substantial support for continuing professional development is necessary in
order that lecturers integrate the use of ICT and improve students’ attainment.

ICT Pedagogy Approach

While the need to improve students’ ICT skills is important, skill alone is not enough to encourage
them to confidently integrate ICT into their classroom programs (Wang, 2002). The intention of this
approach was such that lecturers skilled in ICT would confidently integrate it into their classroom
practices. However, based on a similar mandate in Canada, Rees (2002) found that an 'add on'
approach does little to encourage students to transfer ICT skills into practice during their
internships.

According to Polonoli (2001), simply forcing a lecturer to integrate technology into the
teaching and learning process is an exercise in futility. What is needed is a shift in thinking so
lecturers will come to view technology as an effective tool to use throughout the course of planning,
delivering and assessing instruction, not something that must be used to meet a government-
mandated technology standard. Other findings suggest that skills units encourage students to
perceive ICT as a set of discrete skills that, in effect, facilitate a faster, glossier approach to existing
models of teaching (McNair & Galanouli, 2002). Noss and Pachler (1999) concur and state that
stand alone skills units simply amount to "doing more quickly, reliably and interactively what has
always been done in traditional teaching models. In short, this skills oriented model essentially
supplements traditional expository patterns of classroom activity and does little to cultivate the use
of ICT as higher order thinking and learning tools.

In response to these findings, others have implemented a pedagogical oriented unit in
addition to a skills one (Willis & Sujo de Montes, 2002; Brown, 2002; Zhiting & Hanbing, 2002;
Delargey, 2002; McNair & Galanouli, 2002). The objective of these pedagogical units is to show
students how ICT can be integrated as teaching and learning tools across the curriculum. Drawing
on the principles of constructivism, pre-service teachers design lessons and activities that centre on
the use of ICT tools that will foster the attainment of genuine learning outcomes. This is currently
the approach adopted by the College of Education at UNDA. Students are required to complete two
compulsory ICT units within their first two years; one skill-related, the other emphasising the
integration of ICT in the curriculum.

This approach is useful to the extent that the skills unit enhances ICT literacy skills and the
pedagogy unit allows students to further develop and maintain these skills in the context of
designing classroom based resources. Students who have undergone this type of training have
reported significant changes in their understandings associated with effective implementation

strategies, as well as their self-efficacy as to their ICT competencies (Willis & Sujo de Montes,
2002).

Once again, however, this understanding has not been transferred in any notable way to the
classroom context. In a sense, pre-service teachers perceive these stand alone ICT units to be
isolated from and tacked onto the primary curriculum and, as such, make little attempt to thread it
into their own instruction. While it is imperative that pre-service teachers are taught about ICT, as
well as the pedagogical implications of implementation, it seems that this approach is not providing
a clear enough picture of the benefits to emerge when learning with ICT.

Lecturers’ Practice and Action Study on Blended Learning and Teaching to Promote the
Integration of ICT and Pedagogy

Lecturers are the central forces in tapping the learning opportunities created by information-
communication technology (ICT). New development in ICT has had a huge impact on the role of
educators in an information-intensive society. Furthermore, lecturers’ learning process on ICT
integration is a learning process about “complex concepts”, which requires their learning process
that have cognitive flexibility to meet complex curriculum needs. To ensure that the skills in
integrating ICT and pedagogy being effectively and continuously implemented in the teaching and
learning process in the tertiary level, effective instructional designs (ID) are very important. The
valuable ID will identify teaching and learning problems and the effective ID will solve the
problems.

The proposed project on the Lecturers’ Practice and Action Study will assist the lectures
with professional development direction and support for the integration of ICT in the teaching and
learning process. The project, which will be carried out through action study, includes the following
phases:

Phase 1: Construction of systemic instructional designs by the lecturers

 Context-indexed understanding of the pedagogy, ICT’s potential, and ICT-Pedagogy
Integration methods

 With Instructional design template as guiding tools and scaffolding
 Group work: brainstorming and identify topics ◊ analyze content and target students ◊ design

instructional strategies ◊ select appropriate ICT & design ICT-based learning environment to
solve the teaching and learning problems

Phase 2: Action study

 Share understanding and experience

 Social construction: multi-perspective understanding ◊To form “Crisscross Landscape” about
one teaching/learning problem.

Phase 3: Self-reflection on design and Practice
To require and help lecturers to carry out self-reflection on their instructional design and practice.

Phase 4: Evaluation and sharing of typical practice
Face-to-face or Video-conferencing.

Phase 5: Reconstruction of design.
Online case demonstration or discussion.

CONCLUSION

Corey (1953) defined action research as the process through which practitioners study their own
practice to solve their personal practical problems. It is this form of action research that allows us to
systematically study our own classroom practices and to solve the practical problems involved with
helping our students learn. The iterative nature of action research allows us to make changes to our
courses, to evaluate the changes, to notice new problems that crop up as a result of the changes and
modify the changes as a result of observing these problems, then to re-evaluate the modified
changes, all in a cyclical pattern, continuing to use new information about the effects of the changes
and modifications to influence new adjustments. The research on the Lecturers’ Practice and Action
study on blended learning and teaching to promote the integration of ICT and pedagogy to improve
teaching and learning process discussed in this paper is an example of how action research could
help address a specific classroom problem. The implementation of action research is expected to
illustrate the flexibility of such research in promoting the integration of ICT and pedagogy to
improve teaching and learning process. Action research reflects an open-ended cycle, which means
constantly evaluating, planning, executing, and modifying as new information presents itself.
Action research is also useful for university lecturers to systematically evaluate the success of their
classes and then, based on what they have learned, to adjust these courses in a more informed way
to improve the learning environment. As each improvement is made and acknowledged, the need
for other improvements emerges, and so it goes in the quest for perfection.

REFERENCES

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Brown, M., Askew, M., Rhodes, V., Denvir, H., Ranson, E. and Wiliam, D. (2001), ‘Magic bullets
or chimeras? Searching for factors characterising effective teachers and effective teaching in
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Symposium on Pedagogy and Educational Policy: Modernising Teaching or Narrowing the
Agenda?, University of Leeds.

Carr, W., and S. Kemmis. 1986. Becoming Critical: Education, Knowledge and Action Research.
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Cornu, B. (1995), ‘New technologies: integration into education’, in Watson, D. and Tinsley, D.
(Eds), Integrating Information Technology into Education. London: Chapman and Hall.

Hawkridge, D. (1990), ‘Who needs computers in schools, and why?’ Computers and Education 15,
pp. 1–3.

Lewin, K. 1948. Resolving Social Conflicts; Selected Papers on Group Dynamics. Edited by G. W.
Lewin. New York, NY: Harper & Row.

McLoughlin, C. and Oliver, R. (1999), ‘Pedagogic roles and dynamics in telematics environments’.
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McNiff, J. 2002. Action Research for Professional Development: Concise Advice for New Action
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McTaggart, R. 1996. Issues for participatory action researchers. In New Directions in Action
Research, edited by O. Zuber-Skerrit. London, U.K.: The Falmer Press.

Paisey, C., and N. J. Paisey. 2005. Improving accounting education through the use of action
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Pascarella, E., and P. Terenzini. 1991. How College Affects Students. San Francisco, CA: Jossey
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Somekh, B. and Davies, R. (1991), ‘Towards a pedagogy for information technology.’ The
Curriculum Journal 2(2), pp. 153–170.

Tietz, W. 2005. Using student response systems to more fully engage your students. Paper
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L’Aquila, Italy, July 29–August 4.

IMPAK TEKNOLOGI TANPA WAYAR DI KALANGAN PELAJAR UKM

Norizan Abdul Razak, Mahamod Ismail, Abdul Razak Hamdan, Mohamed Amin Embi, Othman A.
Karim, Sulaiman Jalil dan Normah Sulaiman
Pusat Kajian E-Komuniti,
Universiti Kebangsaan Malaysia,
43600, Bangi, Selangor, Malaysia

ABSTRAK

Banyak kajian mendapati penggunaan teknologi tanpa wayar dapat menyumbang kepada
produktiviti, mobiliti dan akses kepada Internet dengan lebih mudah. Walaupun begitu, penggunaan
yang terlalu tinggi untuk mencapai Internet dan menggunakan aplikasi-aplikasi Internet tanpa
berjadual dan berhemah boleh mendatangkan mudarat dan memberi kesan jangka panjang kepada
pelajar terutamanya jika mereka menggunakan teknologi ini untuk mengakses internet waktu
malam. Pelajar didapati agak lesu, mengantuk dan tidak dapat memberi fokus kerana penggunaan
Internet yang lebih tinggi dengan terdapatnya jaringan WiFi yang disediakan di UKM. Jaringan
WiFi dari Jaring di UKM telah membangkitkan suasana pembelajaran dan akses Internet dengan
cara dan budaya yang baru. Pelajar-pelajar didapati menggunakan kemudahan Internet ini di
koridor-koridor Fakulti, di kamsis-kamsis dan kafetaria universiti. Dari observasi yang dibuat dan
dari segi kemudahan serta penggunaan Internet nampaknya ada peningkatan tetapi adakah
peningkatan ini memberikan impak yang positif terhadap pembelajaran pelajar. Apakah pula impak
dari segi sosial, produktiviti dan dari segi hasil pembelajaran akan dikupas dari penyelidikan ini.

PENGENALAN

Banyak kajian mendapati penggunaan teknologi tanpa wayar dapat menyumbang kepada
produktiviti, mobiliti dan akses kepada Internet dengan lebih mudah. Walaupun begitu, penggunaan
yang terlalu tinggi untuk mencapai Internet dan menggunakan aplikasi-aplikasi Internet tanpa
berjadual dan berhemah boleh mendatangkan mudarat dan memberi kesan jangka panjang kepada
pelajar terutamanya jika mereka menggunakan teknologi ini untuk mengakses internet waktu
malam. Pelajar didapati agak lesu, mengantuk dan tidak dapat memberi fokus kerana penggunaan
Internet yang lebih tinggi dengan terdapatnya jaringan WiFi yang disediakan di UKM. Jaringan
WiFi dari Jaring di UKM telah membangkitkan suasana pembelajaran dan akses Internet dengan
cara dan budaya yang baru. Pelajar-pelajar didapati menggunakan kemudahan Internet ini di
koridor-koridor Fakulti, di kamsis-kamsis dan kafetaria universiti. Dari observasi yang dibuat dan
dari segi kemudahan serta penggunaan Internet nampaknya ada peningkatan tetapi adakah
peningkatan ini memberikan impak yang positif terhadap pembelajaran pelajar. Apakah pula impak
dari segi sosial, produktiviti dan dari segi hasil pembelajaran akan dikupas dari penyelidikan ini.

Kajian ini adalah untuk melihat pola capaian maklumat oleh pelajar UKM dengan
menggunakan teknologi wayarles. Kajian ini terhasil untuk mencari jawapan mengapa capaian
WiFi di kalangan pelajar rendah. Walaupun secara am mereka menyatakan capaian Internet mudah
namun terdapat juga beberapa masalah yang perlu dikenalpasti. Keadaan sebilangan pelajar yang
sering mengatuk dan tidak dapat fokus di dalam kelas adalah berkaitan dengan capaian Internet
pada malam harinya.

Objektif kajian ini adalah untuk meninjau:

a) sejauhmana penggunaan teknologi tanpa wayar di kalangan pelajar UKM dari segi sosial,
produktiviti dan pembelajaran.

b) Kajian ini juga akan menilai impak positif dan negatif pengunaan teknologi tanpa wayar.
c) Mengenalpasti permasalahan apabila WiFi diperkenalkan di persekitaran UKM dari

perspektif pelajar dan pensyarah.
d) Hasil kajian juga akan dirujuk di dalam membangunkan garis panduan penggunaan

teknologi tanpa wayar untuk pelajar UKM untuk membantu pembelajaran yang efektif.

PERMASALAH KAJIAN

Permasalah kajian yang dikenalpasti apakah maklumat yang sering dicapai oleh pelajar, apakah
laman web yang sering dikunjungi, adakah capaian ini memberi nilai tambah kepada mereka
sebagai seorang pelajar serta apakah kadar dan tempat capaian kos efektif tanpa halangan atau
gangguan.

Dengan menjalankan kajian ini, polisi berkaitan capaian Internet wayarles dari aspek
keselamatan, budaya siber buli dan hak cipta dapat digubal untuk keperluan pelajar di UKM. Di
masa kini, Malaysia melangkah ke era jalur lebar adalah penting pembudayaan penggunaan Internet
yang berhemah dilaksanakan diperingkat awal seorang pelajar. Jika perlu dimulakan dari sekolah
rendah ke sekolah menengah dan di peringkat pengajian tinggi. Memandangkan penggunaan jalur
lebar ingin mencapai tahap panetrasi 50% pada tahun 2010, capaian jalur lebar secara WiFi dan
penggunaan Mobile Broadband perlu diperluas di Institut Pengajian Tinggi (IPT) dan di sekolah-
sekolah.

Dapatan kajian ini adalah penting di dalam memformulasi polisi jalur lebar negara. Di
mana kesemua IPT perlu disediakan capaian secara menyeluruh dan secara kos efektif atau
percuma. Pada masa ini, kajian yang seumpama kajian ini belum lagi dijalankan di IPT lain. Oleh
itu, UKM adalah yang pertama menjadi peintis di dalam kajian WiFi di kalangan mahasiswanya
dan yang melihat impak WiFi ini dari segi penggunaan, persepsi impak dari segi pendidikan, sosial
dan peluang perniagaan serta nilai tambah dan cabaran penggunaan teknologi wayarles ini. Dapatan
kajian ini, akan dapat melihat dari segi polisi penggunaan, pola capaian, kos, impak penggunaan
wayarles serta nilai tambah dan cabaran untuk liputan WiFi di UKM agar dapat menjadikan UKM
sebagai kampus mesra jalur lebar.

Kajian Literatur

Polisi penawaran perkhidmatan jalur lebar di Malaysia adalah untuk memberi perkhidmatan
Telekomunikasi untuk semua peringkat masyarakat terutamanya mereka yang berada di kawasan
bandar untuk menarik minat pelabur asing dan pelaburan. Manakala perkhidmatan untuk komuniti
luar bandar pula untuk mendapat capaian maklumat dengan pantas dan cepat dengan kemudahan
pencantuman teknologi iaitu audio, video dan teks (Halim, 2009).

RAJAH 1: Penetrasi jalur lebar di seluruh malaysia

70.0
60.0
50.0
40.0
30.0
20.0 2008
10.0 2009
0.0

RAJAH 1: Penetrasi jalur lebar di seluruh Malaysia

Di dalam Pelan Perancangan Jalur Lebar Kebangsaan Malaysia (NBP) 2007, Jalur Lebar telah
diberikan kepada dua bahagian utama iaitu:

1. Perkhidmatan Jalur Lebar kepada populasi umum (BBDP) di mana penggunaan Internet
berkelajuan 4Mbps yang meliputi keseluruhan tanah air dengan menggunakan pelbagai
teknologi wayar dan tanpa wayar.

2. Penggunaan jalur lebar berkelajuan tinggi (HSBB) di mana kelajuan perkhidmatan Internet
10Mbps yang memberi fokus di kawasan ekonomi tinggi seperti di Kawasan Lembah
Klang, Iskandar Malaysia, kawasan perindustrian yang utama di setiap negeri yang
menggunakan jaringan khusus dan teknologi fiber.
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RAJAH 2: Liputan Jalur Lebar Di Malaysia

••◘KANGAR •KOTA BHARU •◘
•◘•© •© •KOTA KINABALU•©

•◘•© •ALOR STAR •◘
•◘

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•◘ •◘
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•◘
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•◘••◘© •KUANTAN •◘

•KU•ASLHAAHLUAMLPAUM•◘R••©◘•◘•◘ •©•◘ •Zone 2 •Zone 3
•Klang Valley •SEREMBA•N◘•©•◘
•◘ PETUNJUK
•MELAKA
•Impak Kawasan
•◘ •◘•◘•◘ •◘ •KUCHING
•JOHOR BAHRU•◘•◘•© •◘•©•◘ Ekonomi Tinggi dan
Perindustrian
•Zone 1 •Iskandar Malaysia
•Bandar dan Separa
(focused in
Nusajaya) Bandar, Luar bandar

•Kawasan kurang

populasi

12

Rajah di atas berkaitan dengan liputan jalur lebar Negara dan Universiti Kebangsaan
Malaysia (UKM) terletak di kawasan berwarna oren iaitu kawasan yang berimpak ekonomi tinggi
di Zon 1.

Kelebihan Capaian Jalur Lebar
Secara umumnya terdapat 4 kelebihan capaian jalur lebar di Malaysia yang dikenalpasti iaitu:

1. Interaksi

a. Capaian jalur lebar dapat digunakan untuk berinteraksi dan berkomunikasi dengan
sesiapa sahaja di dalam masyarakat maya. Contohnya. Pelajar dapat
berkomunikasi dengan keluarga menggunakan video, bersembang siber, berkongsi
gambar dan video dengan rakan-rakan di seluruh tempat.

b. Boleh membangunkan satu kumpulan yang mempunyai minat yang sama.
c. Boleh mengikuti diskusi di dalam dan di luar kelas atau kampus secara atas talian

di mana-mana sahaja
d. Boleh mengakses perkhidmatan perpustakaan di mana-mana kawasan secara atas

talian

2. Jaringan

a. Boleh bekerja atau belajar daripada rumah dan mengikuti persidangan video atas
talian dengan rakan serta Institut Pengajian Tinggi yang lain.

b. Boleh berkolaborasi dengan rakan-rakan dan pelajar lain di luar negara untuk
menyiapkan tugasan.

c. Boleh mengikuti kelas secara maya walaupun sakit dan perlu di kuarantin seperti
HiNi, demam Denggi dan sebagainya.

3. Pembangunan usahawan dan e-Dagang

a. Penggunaan kelas secara maya dan e-Pasaraya membolehkan pelajar membeli dan
menjual barang walaupun berada di dalam kampus.

b. Mendapatkan tips-tips dan idea-idea daripada pakar-pakar berkaitan barang
dagangan.

4. Mencapai bahan edutainment

a. Dapat mengikuti “Video On Demand” dengan resolusi tinggi di
mana-mana jua.

b. Mengikuti program realiti di mana-mana di dalam waktu sebenar
c. Bermain atau mengikuti permainan secara maya dengan sesiapa

sahaja di seluruh dunia pada waktu sebenar
d. Dapat memuat turun muzik dan kandungan digital dengan cepat

dan mudah.

METODOLOGI PENYELIDIKAN

Metodologi yang digunakan adalah secara tinjauan dan temubual. Pelajar dipilih secara rawak
seramai 800 orang akan dipilih dan soal selidik akan diedarkan di kamsis-kamsis, karidor fakulti
dan lobi PTSL.

1. Soal selidik diedarkan kepada 2 kumpulan pelajar:

• Pelajar Gugusan Sains
• Pelajar Gugusan Sastera

2. Temubual pelajar dan pensyarah secara kumpulan fokus, 10 orang untuk pelajar (Gugusan
Sains dan Gugusan Sastera) dan 10 orang untuk pensyarah(Gugusan Sains dan Gugusan
Sastera)

INSTRUMEN KAJIAN

Terdapat 5 bahagian di dalam instrument kajian ini iaitu:

1. Bahagian Sosio-Demografi yang mengumpulkan data berkaitan pelajar yang merangkumi:

a) Pemilikan peralatan wayarles
b) Peruntukan untuk menggunakan Internet sebulan
c) Kawasan capaian Internet di UKM.

2. Bahagian Penggunaan ini mengumpulkan data yang berkaitan penggunaan dari segi lokasi,
jenis teknologi yang digunakan, peruntukan masa menggunakan wayarles dan bajet untuk
melanggan WiFi serta operator lain yang digunakan selain JARING.

3. Bahagian tujuan mengakses Internet pula mengumpulkan maklumat tujuan pelajar
mengakses Internet untuk pembelajaran, urusan komunikasi dan belian, jaringan social dan
pencarian lokasi.

4. Bahagian persepsi/ Impak adalah berkaitan persepsi dan impak secara umum dan mengikut
kategori iaitu pendidikan, social dan perniagaan.

5. Nilai Tambah dan Cabaran yang berkaitan dengan kelebihan serta kekangan penggunaan
wayarles di UKM.

Dari kajian pilot dengan golongan belia 17-25 tahun seramai 200 responden, kami mendapati
impak wayarles yang paling tinggi adalah di bahagian kos di mana pengguannya adalah lebih
menjimatkan dan akses Internet boleh di capai di mana-mana. Capaian Internet secara wayarles
juga boleh di jalankan 24 jam, 7 hari seminggu dan secara beramai-ramai tanpa tambahan kos. Ini
memudahkan para belia menyiapakan tugasan sambil berdiskusi di kawasan tempat capaian
Internet. Impak yang tinggi juga boleh didapati dalam pola komunikasi dengan rakan-rakan dan
memuat turun filem seperti di rajah 3

RAJAH 3: Nilai Impak wayarles

Apabila ditanya kepada golongan belia, mengapa ada diantara mereka yang tidak
menggunakan wayarles. Respon yang paling tinggi iaitu 46% menyatakan bahawa komputer
berwayar terdapat di kawasan mereka dan capaiannya lebih stabil seperti rajah 4 di bawah.

RAJAH 4: Nilai Adaptasi Wayarles

Data pilot juga menunjukakan bahawa majorit golongan belia menerima budaya
penggunaan wyarles dan nilai tambah yang paling tinggi adalah menjimatkan dari segi aplikasi.
Impak yang paling tinggi adalah komunikasi dan muat turun gambar. Dari segi penyediaan
wayarles di organisasi, ia mendapat pandangan tang positif terutamanya di peringkat pentadbiran
kerana memudahkan komunikasi di kalangan staf.

KESIMPULAN
Dengan kajian ini diharapkan pola capaian WiFi di kalangan pelajar dapat dikenalpasti dari segi
bentuk maklumat yang di cari, maklumat yang sering di capai untuk mencari bahan atau maklumat.
Dapatan kajaian ini bermanfaat untuk UKM di dalam bidang pembelajaran dan pengajaran serta
aspek penyampaiannya. Dapatan kajian ini juga penting untuk UKM dalam menghasilkan tindakan
proses dan prosedur penggunaan wayarles di dalam UKM seperti tempat capaian yang bail dan
kurang memuaskan di dalam kampus dan permasalahan capaian rangkaian.

RUJUKAN
Data pilot dari Penyelidikan SK/35/2007/GLKK yang dibentangkan di Suruhanjaya Komunikasi
dan Multimedia Malaysia (SKMM) pada 12/04/2008

ICT Awareness and Challenges for Rural Development, oleh Dato’ Dr Halim Shafie National
Conference on Rural ICT Development on 20/10/2009 UUM

KEPENTINGAN KOMUNIKASI TANPA LISAN
DALAM PENGAJARAN DI UNIVERSITI

Normah Mustaffa, Wan Amizah Wan Mahmud & Fauziah Ahmad
Pusat Pengajian Media dan Komunikasi
Fakulti Sains Sosial dan Kemanusiaan

ABSTRAK

Dalam konteks pengajaran, 82% daripada komunikasi pensyarah adalah dalam bentuk komunikasi
tanpa lisan (Kellog & Lawson, 1993). Proses komunikasi kurang sempurna sekiranya aspek
komunikasi tanpa lisan tidak diambilkira oleh pihak-pihak yang berkomunikasi. Komunikasi tanpa
lisan dianggap sebagai pelengkap kepada komunikasi lisan. Dengan menggunakan kaedah
eksperimen terhadap enam kursus yang berbeza di tahun 1, 2 dan 3, kertas kerja ini akan
membahaskan kepentingan pergerakan badan atau gestures dalam pengajaran terutama dari aspek
pengaruhnya untuk meningkatkan pemahaman di kalangan pelajar.

PENGENALAN

Dalam sesuatu proses komunikasi, aspek komunikasi tanpa lisan seringkali diabaikan atau langsung
tidak diberi perhatian oleh pihak-pihak yang berkomunikasi. Komunikasi tanpa lisan ini
sememangnya wujud ketika berkomunikasi tetapi sejauhmanakah ia dilihat sebagai salah satu
elemen pelengkap dalam proses komunikasi? Dalam konteks pengajaran, seseorang pensyarah perlu
sedar bahawa komunikasi tanpa lisan juga penting selaras dengan komunikasi lisan. Proses
komunikasi tidak lengkap sekiranya aspek komunikasi tanpa lisan ini tidak diambilkira oleh pihak-
pihak yang berkomunikasi. Menurut Knapp dan Hall (2006: 5), komunikasi tanpa lisan adalah
komunikasi yang tidak melibatkan perkataan. Atau dengan erti kata lain, komunikasi tanpa lisan
merujuk kepada komunikasi yang disebabkan oleh cara-cara lain selain daripada perkataan.
Contohnya, ketika berkomunikasi, kita akan menggunakan pergerakan tangan dan badan untuk
memberi pengukuhan kepada apa yang diperkatakan secara lisan, nada suara yang pelbagai iaitu
ada tinggi dan rendahnya, memek muka yang bersesuaian dengan konteks komunikasi dan
penggunaan hubungan mata yang dapat menguasai khalayak ketika berkomunikasi.

Menurut Miller (2005), terdapat beberapa sebab mengapa kita menggunakan komunikasi
tanpa lisan iaitu pertama, perkataan mempunyai had atau batasan; kedua, signal komunikasi tanpa
lisan sangat berpengaruh; mesej komunikasi tanpa lisan adalah lebih asli dan signal komunikasi
tanpa lisan boleh mencerminkan perasaan yang tidak boleh dijelaskan menerusi kata-kata.

Dalam konteks pengajaran, pensyarah dan pelajar sememangnya menerima dan menghantar
mesej tanpa lisan secara sedar atau tidak. Pensyarah perlu sedar tentang komunikasi tanpa lisan

kerana dua sebab iaitu pensyarah perlu menjadi penerima terbaik mesej-mesej pelajar, dan kedua,
pensyarah perlu berupaya menghantar signal positif bagi merangsang pembelajaran. Pelajar
menggunakan senyuman, menguap, anggukan dan pelbagai petunjuk lain untuk memberitahu
pensyarah agar melambat, mempercepat atau mengubah penyampaian bahan pengajaran. Signal-
signal ini yang perlu diperhatikan dan perlu difahami oleh setiap pensyarah untuk memastikan
keberkesanan pengajaran mereka.

Persoalan di sini adakah pensyarah memahami ciri-ciri komunikasi tanpa lisan yang
berupaya membantu pengajaran mereka? Adakah pensyarah sedar akan kepentingan komunikasi
tanpa lisan semasa mengajar? Sedarkah mereka bahawa komunikasi tanpa lisan berupaya
mengukuhkan atau menjadi pelengkap kepada komunikasi lisan yang disampaikan kepada pelajar?
Bagaimanakah pensyarah mengenalpasti ciri-ciri komunikasi tanpa lisan dan bagaimana untuk
menggunakannya secara maksimum dalam penyampaian maklumat kepada pelajar?

Dengan erti kata lain, seseorang pensyarah perlu mengetahui ciri-ciri dan kepentingan
komunikasi tanpa lisan dalam pengajaran mereka di dalam kelas. Komunikasi tanpa lisan ini bukan
sahaja penting kepada pensyarah sebagai penghantar mesej malah pelajar sebagai penerima mesej
juga perlu tahu akan kepentingan komunikasi tanpa lisan dalam proses pembelajaran mereka di
universiti.

Bagi tujuan kertas kerja ini, tumpuan diberikan kepada komunikasi tanpa lisan dari aspek
kinesics iaitu kajian tentang pergerakan badan atau gestures.

PERGERAKAN BADAN ATAU GESTURES

Pergerakan badan merujuk kepada pelbagai pergerakan termasuk pergerakan tangan, posisi,
sentuhan dan …. (Kendon, 1996).

Dalam konteks pengajaran di universiti, perbincangan antara pensyarah dan pelajar boleh
didengar dan diperhatikan. Apa yang didengar ialah bahasa atau kata-kata, dan apa yang
diperhatikan ialah pergerakan badan. Menurut McNeill (1992), perbuatan pergerakan badan dan
perucapan perlu dilihat sebagai satu proses yang bersatu iaitu satu pergerakan badan boleh
mempunyai pelbagai makna dan melengkapkan makna keseluruhan komponen yang diucapkan.
Contohnya, pergerakan tangan ke bawah untuk melambangkan air hujan yang jatuh ke bumi.
Tangan digunakan bukan sahaja sebagai tangan tetapi juga sebagai simbol yang mewakili hujan.
Integrasi antara pergerakan tangan dengan kata-kata memberi makna kepada kedua-dua perucap
dan pendengar. Sekiranya pendengar mengubah tindakan mereka selaras dengan pergerakan badan
yang dilakukan, maka pergerakan badan itu boleh dianggap sebagai sesuatu yang menghasilkan
pemahaman dan membentuk kognisi (Goldin-Meadow, 2003).

Dalam konteks pengajaran dan pembelajaran, peranan pergerakan badan perlu diberi
perhatian. Pergerakan tangan dianggap sebagai sesuatu yang memberi faedah dan berupaya

menyampaikan mesej yang disampaikan dalam konteks tertentu. Sehubungan itu, kertas kerja ini
akan memfokus kepada pergerakan tangan yang dianggap sebagai sebahagian daripada apa yang
diucapkan oleh pensyarah dalam konteks pengajaran di universiti.

TUJUAN KAJIAN

Kajian ini bertujuan untuk mengenalpasti kepentingan komunikasi tanpa lisan terutama pergerakan
badan dalam konteks pengajaran dan pembelajaran di universiti.

OBJEKTIF KAJIAN

Objektif utama kajian ini adalah untuk mengenal pasti:
a. Fungsi pergerakan badan dalam proses pengajaran.
b. Persepsi pelajar terhadap pergerakan badan yang digunakan oleh pensyarah dalam
pengajaran.

KAJIAN LITERATUR

Kajian tentang komunikasi tanpa lisan dalam konteks pengajaran dan pembelajaran ….. Kajian-
kajian terdahulu sering mengaitkan pergerakan badan dengan perbualan,

METODOLOGI PENYELIDIKAN

Kajian ini menggunakan kaedah eksperimen untuk melihat kepentingan komunikasi tanpa lisan
dalam pengajaran di universiti. Enam elemen komunikasi tanpa lisan yang dinyatakan di atas akan
digunakan sebagai pembolehubah-pembolehubah yang diuji di kalangan pensyarah. Persampelan
dalam kajian ini adalah persampelan bertujuan dan keutamaan akan diberikan kepada kursus-kursus
yang mempunyai lebih daripada seorang pensyarah untuk memudahkan pemanipulasian
pembolehubah. Ini bermakna pemilihan pensyarah adalah berdasarkan kepada pemilihan kursus.
Bagi setiap kursus yang mempunyai dua orang pensyarah, salah seorang daripadanya akan
menggunakan keenam-enam elemen komunikasi tanpa lisan dalam pengajarannya manakala
seorang lagi pensyarah untuk kursus yang sama akan menyampaikan kuliah secara lisan tanpa
menggunakan komunikasi tanpa lisan. Perbandingan akan dibuat untuk kedua-dua bentuk
pengajaran ini bagi memastikan kepentingan komunikasi tanpa lisan dalam pengajaran di universiti.
Sebanyak 6 kursus yang berbeza (2 kursus di tahun 1, 2 kursus di tahun 2 dan 2 kursus di tahun 3)
akan dipilih sebagai sampel kajian ini.

HASIL KAJIAN

Hasil kajian menunjukkan bahawa

A. Fungsi pergerakan badan dalam proses pengajaran
1. Repetition
2. Replacement
3. Emphasis
4. Contradiction
5. Regulation

B. Persepsi pelajar terhadap pergerakan badan yang digunakan oleh pensyarah dalam
pengajaran

KESIMPULAN

Secara kesimpulannya, pergerakan badan tidak boleh dilihat sebagai satu pergerakan biasa kerana
kajian-kajian telah mula membuktikan nilai pergerakan badan terhadap pengajaran dan
pembelajaran. Oleh kerana pergerakan badan membawa pelbagai makna dan mempunyai kaitan
dengan pemahaman tentang bahan pengajaran, pensyarah perlu memastikan cara penyampaian

RUJUKAN

Burgoon, J. K., & Hoobler, G. D. 2002. Nonverbal signals. Dalam Mark L. Knapp and John A.
Daly (Eds.), Handbook of interpersonal communication, 3rd ed., pp. 240-299. London: Sage
Publications.

Chen, Guo-Ming., & Starosta, W. J. 1998. Foundations of intercultural communication. Boston:
Allyn and Bacon.

Freedman, D. P., & Holmes, M.S. 2003. The teacher’s body: Embodiment, authority, and identity in
the academy. Albany, NY: State University of New York Press.

Gaythwaite, E. S. 2005. Didn’t you see what I meant? Informing gestures in teaching and learning.
Curriculum and Teaching Dialogue, 7, 1(2), 97-108.

Goldin-Meadow, S. 2003. Hearing gesture: How our hands help us think. Cambridge, MA: The
Belknap Press of Harvard University Press.

Harris, M. J., & Rosenthal, R. (in press). Nonverbal behavior and education. In R. E. Riggio & R. S.
Feldman (Eds.), Applications of nonverbal communication. Mahwah, NJ: Erlbaum.

Kendon, A. 1996. An agenda for gestures studies. Semiotic Review of Books, 7, 8-12.
Knapp, M. L., & Hall, J. A. 2006. Nonverbal communication in human interaction. Edisi ke-6.

Belmont, CA: Thomson-Wadsworth.
Miller, P. W. 2005. Body language in the classroom. Techniques, 80(8), 28-30.

Roth, W, -M. 2001. Gestures: Their role in teaching and learning. Review of Educational Research,
71(3), 365-392.

Trenholm, S. 1995. Thinking through communication: An introduction to the study of human
communication. Boston: Allyn and Bacon.

Woolfolk, A. E., & Brooks, D. M. 1993. Nonverbal communication in teaching. In E. Gordon (Ed.),
Review of Research in Education, 10. Washington, DC: American Educational Research
Association.

Woolfolk, R. L. 1978. Student learning and performance under varying conditions of teacher verbal
and nonverbal evaluative communication. Journal of Educational Psychology, 70, 87-94.

……………..
Trenholm (1995: 122) menjelaskan empat ciri-ciri komunikasi tanpa lisan yang membezakannya
daripada sistem komunikasi lain iaitu:

a. Komunikasi tanpa lisan mungkin tidak bertujuan. Ciri ini mempunyai implikasi penting
kepada seseorang sama ada sebagai penghantar atau penerima mesej. Perlu diketahui
bahawa tidak semua komunikasi tanpa lisan mempunyai mesej tertentu atau bertujuan.
Seseorang pengajar perlu memastikan bahawa komunikasi tanpa lisan adalah selaras
dengan komunikasi lisan yang disampaikan dan jelas maksudnya.

b. Komunikasi tanpa lisan mengandungi pelbagai kod. Seseorang pengajar perlu sedar
tentang kod-kod yang digunakan dan mahir mengkoordinasi kod-kod berkenaan. Apabila
komunikasi lisan digunakan selaras dengan komunikasi lisan, maka mesej yang
disampaikan mempunyai impak maksima ke atas penerima.

c. Komunikasi tanpa lisan adalah spontan, berterusan dan semulajadi. Komunikasi lisan
boleh dikawal tetapi komunikasi tanpa lisan berlaku secara spontan dan berterusan.
Permulaan dan kesudahannya tidak boleh dikawal dan kewujudannya adalah secara
semulajadi.

d. Komunikasi tanpa lisan adalah universal. Komunikasi tanpa lisan bersifat universal dan

LANGUAGE ENHANCEMENT THROUGH PARTICIPATION IN ONLINE FORUMS:
UTILIZATION, ISSUES AND FUTURE DIRECTIONS AMONG UNDERGRADUATES AT

UKM

Pramela Krish
Supyan Hussin
Nackeeran Sivapuniam
Pusat Pengajian Bahasa & Linguistik,
Fakulti Sains Sosial dan Kemanusiaan

ABSTRACT

Generally students at public Institutions of Higher Learning (IHL) are weak in oral and written
communication in English. They need to develop their communication skills as well as their
confidence continuously. This can only be done through consistent practice in a non intimidating
environment. One of the avenues for students to practise their communication is through online
forums. Lecturers at UKM are using the online forum provided by the SPIN which has a custom
made Learner Management System (LMS) for enhancing language learning and language
acquisition. However, the usage of the forum and its contribution towards improving the students’
communicative ability has not been investigated and documented widely in Malaysia. This study
attempts to carry out an in-depth study among the B.A ELS (English Language Studies) students as
to how they perceive the online forum and how they use it in the language learning and language
acquisition. This study involves lecturers who conduct online forums in their courses and students
who participate in these online forums. A set of questionnaires will be distributed to selected
lecturers, and semi-structured interviews will also be carried out to gather in-depth understanding of
the current practice. A total of 100 students at School of Language Studies and Linguistics will also
be asked to respond to the questionnaires. Apart from that, focus group interviews with 30 students
will be carried out and students’ postings in online forums will be analyzed. From the data
collected, the researchers will study the emerging issues, constraints and problems related to online
forums. This will finally aid the researchers to formulate instructional guidelines to conduct
effective online forums for English language courses at tertiary level.

BACKGROUND TO THE STUDY

The English language proficiency among students in Universiti Kebangsaan Malaysia (UKM) is
average. Most of these students find it difficult to write and speak in English competently as the
opportunities to use the target language either orally or written, is limited by time and space in their
courses. It is a known fact that students need sufficient practice to develop these skills. This can
only be done through continuous practice in a non intimidating environment. However, at tertiary

level it is extremely difficult to provide adequate practice opportunities during the tutorials due to
time constraint.

With the advancement of technology, such opportunities to use the target language
especially in discussions can be conducted in a virtual environment, i.e. through online forums. The
virtual environment has increased the opportunities for more interaction between teachers and
learners and among learners regardless of time and space (Masputeriah, 2006; Pramela, 2006;
Pramela and Wong, 2009; Supyan, 2006, 2007, 2008; Supyan Hussin & Azhar Jaludin. 2008). It
has also transformed the conventional delivery of education where educators, teachers and linguists
have seen pedagogical changes from a teacher-centred teaching and learning environment to a
learner-centred one and a learning centered mode which inspires a continuous learning process.
Online forums promote peer to peer networking and buddy learning, where students can help each
other outside the formal learning environment.

There is no doubt that online forum has made it possible for language learners to integrate
independent learning experiences with opportunities for interaction and collaboration. It requires
considerable self-direction, motivation and initiative on the part of the learners. In the absence of
body language and other cues of the face-to-face contexts, the instructor too has a crucial role to
play. The instructor has to stimulate and sustain discussion and help the learners build a sense of
community learning online. He or she is required to be an effective facilitator, placing the learner at
the centre of the learning process Jones (2003) says that “Language teachers have found that
students at many different levels benefit from the extra writing done in discussion forums and from
its use to communicate meaningfully in real contexts”.

At the moment Institutions of Higher Learning (IHL) and especially at UKM due to time
and space constraint the language programmes do not cater for maximum language utilization in the
tutorials. Therefore the online forums provide the much needed platform for authentic use of
English. On the other hand although these platforms like web forums webinars and bulletin boards
are freely available in most Learner Management System (LMS) and web portals like SPIN (Sistem
Pengurusan Pengajaran & Pembelajaran Interaktif), they are seldom utilized to promote student
interaction in English. This study will look into some important aspects of how to enhance language
learning via such interactive means.

PURPOSE OF THE STUDY

At the moment many lecturers are encouraged to use the online forum provided by the SPIN which
is custom made LMS. However, the usage of the forum and its contribution towards improving the
students’ language ability has not been investigated and documented widely. Hence this research
attempts to carry out an in-depth study among students pursuing a bachelor degree majoring in
English Language Studies (B.A.ELS) as to how they perceive the online forum and how they would
like it to be used. The study will also investigate some pertinent information from the lecturers as
to the use of online forums and language enhancement.

The main purpose of this research is to investigate to what extend this new platform of
communication is utilized by our students in extending academic discussions in English beyond the
conventional classroom. The research will also focus on current issues in the exploitation of these
forums and identify future directions in the implementation of virtual forums to enhance English
language usage among students in UKM and the institutions of higher learning in Malaysia.

This study embarks on the following objectives:

1. To investigate the current practice of online forums for English courses at UKM.

2. To identify interactions, language use and related issues in conducting the online forums for
English language courses.

3. To formulate guidelines for effective management of online forums to
enhance English language usage.

PROPOSED METHODOLOGY

A set of questionnaires will be distributed to all lecturers at Pusat Pengajian Bahasa & Linguisik
(PPBL-FSSK), UKM. A total of 100 students at PPBL will also be asked to respond to the
questionnaires. Apart from that, focus group interviews with 30 students will be carried out and
students’ postings in online forums will be analyzed. From the data collected, the researchers will
study the emerging issues, constraints and problems related to online forums. This will finally aid
the researchers to formulate instructional guidelines to conduct effective online forums for English
language courses.

The following procedures have been met:

Preparing the Research Instruments

Draft copies of student and lecturer questionnaires were prepared and after some amendments these
instruments are ready to be administered. Both this survey documents contain questions using
likert-scale and some open-ended questions.

Administering the survey

The questionnaire for the lecturers at PPBL has been successfully distributed via lecturers’ mail
boxes. Once the completed questionnaires are collected, they will be analysed.
Due to time constraint, the student questionnaire will be administered during at the beginning of the
new semester. Focus group interviews will also be carried out at the beginning of the new semester.
The questions for the focus group interview are open-ended in nature. Interviews will be recorded
and transcribed for the purpose of analysis.

CONCLUSION

Our preliminary inquiry indicates that very few academic staff uses the online forums in their
language courses. The few who use it also do not have clear objectives for using the forums. The
findings of this research will be used as a guide to structure the forums in a manner that would
enable our students to develop their language skills without apprehension and fear of intimidation.
This study will attempt to provide guidelines on initial postings, community building, and forum
management. New forums would be developed according to this structure and its effectiveness will
be evaluated through student and teacher feedbacks.

REFERENCES

Jones, R.G. 2003. EMERGING TECHNOLOGIES Blogs and Wikis: Environments for On-line
Collaboration Language. Learning&Technology 7(2) pp. 12-16.
http://llt.msu.edu/vol7num2/emerging/

Masputeriah Hamzah. 2006. Use of computer –mediated communicationto facilitate second
language acquisition. In Muhammad Kamarul Kabilan Abullah, Norizan Abdul Razak & Mohd
Amin Embi (Eds). Online Teaching and Learning in ELT. Penang:Universiti Sains Malaysia, 159-
176.

Pramela, K. 2006. Factors affecting the online delivery of English Language courses in a virtual
learning environment. Universiti Putra Malaysia. Serdang, Malaysia. Unpublished PhD. Thesis.

Pramela K. And Wong, B.E. 2009. Malaysian Learners and their Perceptions towards Online
English Language Courses. Turkish Online Journal of Distance Education. 10(2)
Supyan Hussin. (Nov 2008). Creating a bigger Z.P.D. for ESL Learners via Online Forum. The
College Teaching Methods and Styles Journal. 4(11): 1-9. ISSN 1548-9566
Supyan Hussin. 2007. Online Forum in ELT Training Programme: Constraints or Problems?
http://tc.oum.edu.my/2007/issue16/index.php?op=view&page=5

Supyan Hussin & Azhar Jaludin. 2008. The prospects of online forum at tertiary level. Dlm Norizan
Razak & Abd Ghafur Ahmad, E-Learning at Institutions of Higher Learning (108-122). ISBN 978-
963-2975-2. Bangi: Center for Academic Development UKM.

Supyan Hussin. 2006. Online forum in ELT Training Program: Constraints or Problems?
Proceedings for 6th Annual SoutEast Asian Association for Institutional Research SEEAIR 2006
Conference: Transforming Higher Education for the Knowledge Society. Langkawi 5-7 September
2006. Malaysia. ISBN 983-3588-54-9.

Supyan Hussin. Plenary speaker. Revisiting online forum in language teaching. Paper presented
at 5th AsiaCALL 2006 International Conference: Learning Environments: Congruence of Skills,

Information and Technologies. 26 – 28 Nov 2006. Universiti Putra Malaysia.

ACADEMIC LITERACY SOCIALIZATION: A CASE STUDY OF INTERNATIONAL
UNDERGRADUATES IN UNIVERSITI KEBANGSAAN MALAYSIA.

Radha Nambiar1, Noraini Ibrahim1, Nor Fariza Mohd Nor1,
Tamby Subahan Mohd Meerah2

1Fakulti Sains Sosial & Kemanusiaan
Universiti Kebangsaan Malaysia
43600, Bangi, Selangor, Malaysia
2Fakulti Pendidikan

ABSTRACT

Undergraduate language classrooms in the university have largely been the domain of Malaysian
students, be they of Malay, Chinese, Indian or other origins, who generally have similar academic
backgrounds, in that they are mainly educated in the L1, Bahasa Melayu with a minority having had
vernacular instruction (Mandarin or Tamil). These classrooms are now seeing international
undergraduates who register for one semester as exchange students and also students who register
for a degree programme. This exploratory case study will investigate how international
undergraduates negotiate various academic literacy experiences. Lea and Street’s (2000) model of
academic literacies that views literacy as a social practice occurring within different contexts with
multiple literacies and literacy tasks as communicative practices will help frame the study. Data
was collected using background and literacy experience interviews, literacy logs, analytical field
notes, learners’ sample work and course documents over one academic semester of 14 weeks. The
transcripts from the interviews were analyzed for emergent themes and patterns. The literacy logs
helped generate questions for the interviews and field notes, learners’ samples and course
documents were used to inform the transcription and for accuracy purposes. This paper will provide
preliminary insights into the difficulties these learners faced and how they overcame these
challenges.

INTRODUCTION

Globalization and internationalization of higher education with its accompanying human mobility
has altered the demographic profile of tertiary institutions of higher learning, and in many ways,
can be seen as what Friedlander (1991) refers to as a ‘demographic revolution”. Universiti
Kebangsaan Malaysia has also witnessed the impact of the demographic revolution, with its rising
international student intake, especially for postgraduate study and more currently for undergraduate
study. Tertiary classrooms, while familiar with international postgraduate students, are now also
welcoming international undergraduate students.

These language classrooms have largely been the domain of Malaysian students be they of
Malay, Chinese, Indian or other origin. These students generally have similar academic
backgrounds in that they are mainly educated in the L1, Bahasa Melayu, with a minority having had
vernacular instruction (Mandarin or Tamil). These learners are largely similar, in terms of
proficiency in L1 and English is learnt as a second language. The linguistic needs of this group are
therefore, familiar to lecturers who are able to provide the appropriate literacy tasks and
experiences. International undergraduates come with varied academic backgrounds and literary
experiences shaped by the academic culture of their country. These students come to Malaysia to
study the English Language, a foreign language to them, after having had their early education in
their L1- Korean and Mandarin. Will these students have similar linguistic needs like the local
Malaysian students and if not what will mark these differences?

When the existing ‘coral reefs’ – as Breen (1986) visualizes classrooms, are being
subjected to other organisms, can we assume that we have homogenous literacy experiences and
practices? Malaysian classrooms are today seen as a heady mix of multiple literacies, and literacy
engagement begins even before children step into formal learning environments. Street and
Street(1995) and Hull and Schultz (2001) argue for a new and expanded definition of literacy to
consider these multiple literacies citing work done on the Amish literacy experience
(Fishman,1991) and the Hmong refugee community (Weinstein-Shr 1993). It is timely for teachers
to consider the experiences of their students and accommodate these in their pedagogy and
curriculum. This would prove to be a more conducive teaching and learning environment than
compelling students to fit into a rigid classroom.

Concepts like multiple literacies or multiliteracies will help guide this study because the
learners find themselves in multiple literacy contexts and also within themselves in that they each
have individual multiple literacies (Cope and Kalantzis 2000). Lea and Street’s (2000) model of
academic literacies will help frame this study. This model views literacy as a social practice
occurring within different contexts with multiple literacies and literacy tasks as communicative
practices. Using these perspectives – multiliteracies and academic literacies will help highlight the
role and perspectives of the learner and portray his literacy navigation.

The objective of this study is to investigate the academic literacy experiences of Korean
and Chinese undergraduates enrolled in a language program at UKM by exploring various
academic contexts. Specifically the study sets out to examine the challenges they face and how they
overcome these challenges by investigating their practices and sources of literacy experiences. The
following research questions shape the study:

1. What academic literacy difficulties do undergraduates face in academic reading
contexts in university?

2. What academic literacy practices do these students utilize to overcome the difficulties
faced in academic reading contexts in university?

3. What sources of literacy practices did these students utilize to overcome the difficulties
faced in academic reading contexts in university?

REVIEW OF LITERATURE

Success in tertiary learning hinges on having appropriate and the right literacy practices as these are
the core of academic activity in institutions of learning. However, research also acknowledges that
this is a challenging and complex process for many learners (Nambiar 2005, Spack 1997, 2004;
Leki 2003; Prior 1995). For learners who come from countries where English is a foreign language,
reading and comprehending English texts is a daunting task especially if they have had minimal
exposure to the language in their home countries. Zamel and Spack (2004) posit making the
transition from their L1 to English can be disorienting for many, whose values and expectations
may be in conflict with that of the host county’s academic culture. The types of academic literacy
tasks set out for these learners can also be a cause for concern especially, when they are unfamiliar
and involve independent learning on the part of the learner. These concerns are more immediate for
short term study abroad learners who have to make the necessary adjustments in a fairly short time
so as to be able to derive the most benefit from their study abroad stint. Academic literacy needs to
be seen as more than possessing the skills to read and write but incorporates the multiple literacy
experiences and practices students bring with them (Hull and Schultz 2001; Street and Street 1995).

Multiple literacies or multiliteracies refers to the complexity of literacy experiences in a
changing world – one challenged by new media and communication channels and cultural and
linguistic diversity (Cope & Kalantiz 2000). The Academic Literacies Model (Lea and Street
2000) the theoretical base on which the study rests, is concerned with meaning making, identity,
power and authority and how these are implicit in literacy practices and evident in what students
need to learn and do. Literacy in this model is seen as a social practice which incorporates various
contexts and also academic tasks as these are evidence of communicative practices. The model is
premised on the notion that students’ identities as readers and their L1 experiences impact on their
academic development. Evidently academic literacy is a complex phenomenon and students need to
negotiate their literacy experiences successfully to gain from their academic contexts.

Duff (2006) investigated academic socialization of Korean undergraduate exchange
students into different discourses and practices in a Canadian University. She found that these
students preferred to practice their English language ability with other students from Korea and
other Asian students simply because opportunities to do so were more accessible. Even though
literature does point to the importance of having native models, for these exchange students failure
to establish connections with them prevented them from seeking such opportunities.

Spack (1997) examined the academic literacy development of a Japanese learner, Yuko and
highlighted how Yuko negotiated the difficulties she encountered throughout various academic
contexts. Spack points to the need for learners to be familiar with the linguistic demands and
sociocultural knowledge of contexts surrounding literacy events so as to succeed. Hence it is the

academic environment which should help learners acclimatize by providing them with the
necessary experiences in varied contexts.

Kline (1998) examined American students in France to explore their L2 reading
development from a social practice perspective. Focusing on contexts and interaction between
reader and texts, environment and other people she challenged traditional views of reading as a
psychological and cognitive activity. Like Kline(1998) and Spack (1997) Kucer(2005) argues for a
multidimensional framework of literacy to include linguistic, cognitive, sociocultural and
developmental dimensions. This naturally suggests that literacy instruction and practices need to
extend beyond the classroom.

These studies point to the importance of recognizing, understanding and being aware that
academic literacy does not simply involve reading and writing skills. Instead as Kucer (ibid)
suggests it involves learners becoming familiar with entirely new learning environments which
includes linguistic, cognitive and sociocultural knowledge of the literacy practices of the host
environment. As Casanave (2002) posits it is about learning to read and write in “academic settings
is about change in ways of thinking, using language, and envisioning the self” (p.36).

DESIGN AND METHODOLOGY

2 Korean students and 2 Chinese students enrolled in an Academic Reading Course were the main
respondents for the study. The study adopted an interpretive case study approach that covered one
teaching semester of 14 weeks to document how students negotiate various academic literacy
experiences. Data sources include a background and literacy experience interview, literacy logs,
analytical field notes, learners’ sample work and course documents. The interviews were
conducted five times throughout the semester with the first interviews to establish educational and
literacy backgrounds (create a learner profile) and subsequent interviews focusing on literacy logs
students kept to investigate their journey through their academic literacy experiences. Respondents
were required to maintain a reflective literacy log in which they kept track of their literacy
encounters throughout the semester. The researcher also kept field notes for every interview to
document issues and questions raised so as to deal with these in subsequent interviews. These were
used to help inform and guide the data analysis and interpretation to help complete the literacy
portrait of the learners. Finally, course documents like syllabi, class assessments, tasks, grading
systems were examined together with samples of students’ work.

The digitally audio recorded interviews, lasting about an hour each were transcribed and
examined closely for instances of difficulties, practices and sources of literacy practices. These
were highlighted and marks made in the margin of the transcripts to enable the data to be
quantified, in the form of numbers of instances. The transcripts will also be subject to multiple
readings to enable emergent themes and patterns to be identified. The literacy logs helped generate
questions for the interviews as matters raised in the logs were discussed to clarify doubts arising.

The field notes were used to inform the transcriptions for accuracy purposes. A content analysis of
the course documents helped in the transcriptions of the interviews also. The coding system enabled
a frequency count to be done to establish similarities and differences in the difficulties, practices
and sources of literacy practices and could be used to inform each learner’s literacy portrait.

FINDINGS & DISCUSSION

This paper will explore one of the academic literacies, academic reading and the difficulties the
Korean learners faced and provide a preliminary look at the source of the difficulties. The findings
will be discussed first by examining the literacy background profiles of the learners before looking
into the literacy difficulties they encountered.

Literacy Background Profiles

Both Korean undergraduates claimed to be proficient in Korean and English. They received their
elementary, middle and high school education in their home country. They had just completed one
year of undergraduate study in Pusan University and had come to UKM for one semester as study
abroad students. English was first learnt in upper elementary school and comprised simple
sentences and vocabulary. In middle school the focus was on conversation English while in high
school the focus was on grammar which they learnt from a textbook. Their literacy encounters were
always with Korean teachers who taught English using the Korean language. English was learnt
using the grammar translation method popular during the time when Latin was the medium of
instruction in Europe. The kinds of literacy tasks they had to complete included fill in the blanks
exercises, grammar exercises, mix and matching exercises and only in high school were they given
short passages with comprehension questions to answer. There was no emphasis on learning
vocabulary and writing essays. Instead the focus was more of recognition of right grammar and
structure for instance being able to rearrange conversations in the right order. In university there
was a lot of review of what was done in secondary education and they were prepared for the
TOEIC- The Test Of English for International Communication.

Nevertheless both were aware of the importance of English so one, G went to a private
tuition centre to learn English for 3 years while in high school. The students and teachers in the
centre were all Koreans. She finds teaching English in Korean effective because “teach English in
Korean better I understand’. She does however admit she can understand the language but cannot
speak it well. The focus in the centre was mainly grammar and conversation with the teacher
providing dialogues which they memorized and practiced with friends. I, the other student also
went to a private institute, an English academy to learn English in middle school for 2 years. He
also was taught by Korean teachers and the focus was only grammar and conversation. Both
learners and their parents were aware of the need to be proficient in English as is evident in the fact
that they paid to learnt English outside the school environment, and this showed their eagerness to
be a part of the English speaking community in their own countries.

Both learners only spoke the Korean language at home and interestingly both parents don’t
understand English at all although G’s parents had university education. The siblings also don’t
speak English among themselves and while they do watch American drama they discuss in Korean.
They say they find it easier to express themselves in their own language. This contributes to their
inability to express themselves in the language although they seem to understand it. In terms of
literacy practices at home also there was evidence in I’s home of his mom reading to him but in
Korean. G says her mom was too busy to read to her – her dad passed away when she was young so
mom had to work all day to maintain the home. There is no opportunity for any English learning at
home and in school English was learnt in Korean.

Difficulties encountered in academic reading

To understand the difficulties the learners faced in their reading this section will investigate the
kinds of reading tasks they had to, the difficulties they faced and how they overcame these.
The academic reading course

..aims to improve learners’ language skills by means of extensive reading. The materials
used will range from various academic texts in the areas of linguistics, literature and
language studies. Learners will be provided with knowledge related to techniques and
strategies to enhance their reading abilities. (SKBE 2043 Academic Reading Proforma)

Throughout the 14 weeks of semester the learners were taught how to read academic texts and were
given practise in summarizing, dealing with unfamiliar vocabulary, outlining, critical reading,
reading research article.

A major difficulty for the learners was the totally different system of instruction practiced
in Malaysian classrooms. Coming from classrooms that emphasized oracy and grammar learning
they struggled to cope with reading tasks thrust upon them. They now had to read lengthy, texts
without any questions to guide them. This is familiar to what undergraduate Malaysian learners
(Nambiar 2007) encountered when they entered tertiary institutions. These Korean learners
however had to cope with these texts in an entirely new learning environment without anyone to
translate the texts for them. Coming from classrooms that practiced the grammar-translation method
they hence resorted to translating the texts or at least the unfamiliar vocabulary in the texts.

I, one of the learners said he asked his mother to send him a grammar book from Korea –
one that taught English grammar using Korean and he spent his time studying the book. At the end
of the semester, he admitted he still hadn’t improved in his ability to comprehend and more
importantly he could not express his understanding of what he read. He acknowledged he should
have struggled with the literacy practice of reading for general understanding instead of trying to
make sense of all the words in the text. G, on the other hand said she found the early classes
difficult to follow but persevered and said it was not so difficult at the end of semester when she
realized she did not need to understand every word. To quote G “Before I always check words,
nowadays I read then check.”

There was also tendency to rely heavily on the e-dictionary which translated English words
into Korean for them to understand. So this naturally meant they were relying on something
familiar to help them cope with texts but this was not helping them cope with the literacy practices
in the classroom. The reading classroom did not focus on vocabulary but meaning of texts and
learners were simply encouraged to unfold meaning of unfamiliar words as they understood more of
the topic and context. These learners then were unable to participate in classroom discussions,
group activities but preferred to work individually or with each other only.

It was further found that the students did not want to work with other Malaysian learners
because they found it difficult to communicate their ideas to them in English. Hence they preferred
to work with each other, discussing in Korean, writing in Korean, and finally translating into
English with the help of their dictionaries. Like Duff’s (2006) study revealed these students also
preferred to practice their language ability with each other. The difference was that they also had a
Malaysian student who helped read through their English work, correcting where necessary. By
mid semester they realized the importance of working with other students but when they did ask to
be paired with a Malaysian student, after discussions with the researcher, the lecturer found it too
disrupting to move students around and thus refused to entertain their request. Spack’s (1997) view
that learners need to be provided with experiences in varied academic contexts is something to look
into here.

CONCLUSION

The study does point to a number of considerations especially since the demo-graphic revolution
(Friedlander 1991) will see the face of Malaysian tertiary classrooms change. Firstly, these
international undergraduates need to be made aware and perhaps have some form of orientation into
the Malaysian classroom methods. There is a need to ease these learners away from the grammar-
translation methods to the communicative and interactive nature of most Malaysian classrooms.
Lecturers should also encourage these learners to participate and help make their views and
opinions available to others. In as much as the study abroad experience should benefit the learner,
the host country should also reap the benefits of their presence.

Secondly these learners should be guided to understanding meaning of unfamiliar words in
context and taught the appropriate strategies they can employ. This will enable them to read more
efficiently and make learning more enjoyable. The learners should not have to discover at the
end of semester they can still read and understand without having to know all the words in a text.

Finally there should be ample opportunity for learners to mingle with each other whether in
pairs, group work or class discussions. Perhaps these international learners need to be assigned
literacy buddies who can help them steer their literacy experiences in the host country. As the
learners in this study revealed they found their Malaysian friend extremely helpful and as G pointed
out “things very difficult without her”. Kline (1998), Spack (1997), and Kucer (2005) argue for

literacy practices and instruction to stretch beyond the four walls of the classroom and a literacy
buddy will be one way to enable this.

REFERENCES

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Casanave, C. 2002. Writing games: Multicultural case studies of academic
literacy practices in higher education. Mahwah,NJ: Lawrence Erlbaum.

Cope, B and Kalantzis, M. 2000. Multiliteracies: Literacy learning and the
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