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MARA JOURNAL OF ACADEMIA
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Wan Intan Saadah Bt WanRosdi
Dr. Anida Binti Ismail, PhD
Noridayu Binti Yusof
Asma Binti Ibrahim
MARA Journal of Academia
Volume 1, Issue 01, November 2018
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Kandungan Muka Surat
Dari Meja Sidang Editor v
A CONCEPTUAL PAPER ON FACTORS INFLUENCING EMPLOYERS’ 5
COMPLIANCE WITH LABOUR STANDARDS
Zainal Abidin Mustapa
Nur Afeza Jaafar
ENHANCING NON-NATIVE SPEAKERS’ INTEREST IN LEARNING 16
MANDARIN
Nurfatihah Mohd Zawawi
HYBRID MODEL USING DECISION TREE AND NEURAL NETWORK FOR 26
PROGRAMME SELECTION
Mawarwiduri Ab Halik
KAEDAH PAVI UNTUK MENJADIKAN PEMBELAJARAN KONSEP ASAS 43
PENGATURCARAAN SESUATU YANG MENYERONOKKAN
Raja Mahani binti Raja Mohamed Ali
KEBERKESANAN KAEDAH PENGAJARAN DAN PEMBELAJARAN 63
LAWATAN KONTEKSTUAL DI DALAM PROSES REKABENTUK BAGI
KURSUS LANDSCAPE DESIGN STUDIO, DIPLOMA in AGROBUSINESS
Noor Qamariah Md Sah
Mohd Shafiq Saadon
4
Kandungan Muka Surat
PARENTS’ PERSPECTIVE ON CHILD VACCINATION PROGRAMS IN 81
MALAYSIA
Tuan Nur Azyyati Binti Tuan Muhammad Kamal
Alina Binti Abdul Rahim
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A CONCEPTUAL PAPER ON FACTORS INFLUENCING EMPLOYERS’ COMPLIANCE
WITH LABOUR
Zainal Abidin Mustapa¹, Nur Afeza Jaafar²
1Department of Business Studies, Kolej Profesional MARA Beranang, Lot 2333 Jalan Kajang
Seremban 43700 Beranang Selangor
2Faculty of Education, Universiti Putra Malaysia 43400 Seri Kembangan Selangor
[email protected]¹
Abstract
This is a conceptual paper to study factors that influencing employers’ compliance in Food and Beverage
Services with Labour Standards. The paper goes to analyse two factors that play a role in compliance
behaviour. These factors are environmental and individual factors. Studies and surveys from the
previous study were analysed and discussed in the context of factors that influence compliance. The
factors were outlined in this paper by adopting Lindenberg’s goal framing theory (GFT). The study will
make a contribution to existing literature on employers’ compliance with labour standards. It is hope that
the finding may help the employers to better understand all related issues. The findings on the paper
will include the type of factors that play a role in compliance behaviour and which factor appears to be
the most influential to employers. It has to be noted here that it is important for employers to understand
the importance of law compliance as it may be the factor that leads to company stability and productivity.
It also will benefit the policy maker in encouraging employer towards labour standards practices,
restructuring policies in labour standard and understanding the compliance trends of employers in future
Keywords: Employers’ compliance, Labour Standards, Food and beverage services.
1. Introduction
National food and beverage industry indicate a steady growth of establishment rate recently.
Department of Statistics Malaysia showed the establishment of 167,490 company on food and
beverage services in 2015, representing an annual growth of 5.1% since 2010. The growth
was RM66.4 billion which indicated 12.2% of annual growth or total of RM 29.1 billion. The
stable establishment rate of food and beverage services played the important role in
contributing to the Malaysia economic landscape. Positive feedback from industry has inspired
government in giving a support to their development.
Growth of Food and beverage (F&B) industry was related to the development of tourism
industry. Both are contributing to the economy of Malaysia. Food and beverage are one of the
main reasons for tourist to visit Malaysia. The variety of local foods has always become an
attraction to them in order to have a better understanding on the uniqueness of culture, ethnic,
social life, identity and status (Azahar & Hussain, 2017).
Human has also always been a key factor to ensure sustainability and growth of one industry.
In 2015, total number of National’s F&B services workers was 891,696 in which 63.9%
(569,632) of them was full time employees, 7.6% (67,620) part time employees and 28.5%
(254,364) unpaid family workers (Department of Statistics Malaysia Press Release Economic
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Census 2016 – Food and Beverage Services, 2017). However, this feel good situation of the
industry does not always bring the same situation to employees in food and beverage.
1.1 Statement of the problem
According to the statistics published by Labour Department of Peninsular Malaysia, 339
notices of noncompliance were issued to the employers in accommodation, food and beverage
services out of the 2,282 inspected premises in 2016. The figures indicate that Local F&B
services were leading other sectors in notice of noncompliance recorded by enforcement
agencies. Statistics also showed that 25% of noncompliance notices were due to failure in
giving employment contract to workers, 12% caused by method of salary payment and 8%
involving less leave entitlement given. Based on the statistics, it is important to have better
insight on noncompliance issues in the food and beverage services compared to other sectors.
The insight is not just from the perspectives of employees but also to determine a better
situation for other important parties such business organizations and policy makers.
2. Literature on Labour Standards Compliance in Food and Beverage Services
Historically, labour law was assuming as law between master and servant. The servant was
bound to obey the orders by a master. In return, the servant or worker will be paid a wage by
his master (C.Wilfred Jenks and Johannes Schregle, 2018). As the law developed, the master
and servant relationship were replaced by employer and employee relationship in the modern
form (Francesco et al., 2015).
Islam & Rahman (2015) view the modern labour law as a bridge between the employer-
employees that ensure a win-win employment relationship governed executed by a formal
contract. These rules are primarily designed to keep employees safe and to sure they are
treated fairly. In other words, labor law also known as “employment law” concerns the
inequality of bargaining power between employers and employees that governs the rights and
duties between employers and employees-workforces.
The pattern of the noncompliance issue in Food and Beverage Services seems to be a trend
by worldwide as it contains the same legal issue. Previous studies have consistently shown
that the level of compliance to labour standard in food and beverage services is low compared
to other sectors. This situation was led to high rates of labour standards violation and
imbalance share of low wage relative to employed workers (David, 2011). Since 2012, low
wage workers in United States have been picketing demanding better pay and predictable
work schedules (Fisk and Rutter, 2015). In addition, many of the food services employees are
not aware whether they are protected by the Labour Law or not. They are not well informed
about their rights and working environment (Wong, 2015).
The same condition happened to almost 40% of temporary worker in Australia’s fast food
industry. They believed that injury was not part of covered workers’ compensation
(International Labour Organization, 2016). Meanwhile, Kristen, Banuelos and Uraban (2015),
reported that low-wage worker face difficulty in seeking justice for workplace mismanaged. The
victims of injustice in workplace did not know how to find the solution to their problems. This
situation demonstrates the low level of information about their right and justice (International
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Labour Organization, 2016; Su, 2016). Not only poor working condition and less understanding
about their rights on employment, Su (2016) also reported that wage theft occurs in many
situations. There was a case in Carlifornia reported that 600 workers in buffet restaurants were
deny getting their payment. In other case in San Diego, collect students were fired after raised
the issue of minimum wage.
One of the biggest mistake employers can make is underestimating the importance of
employment law and compliance. Business owner assume that compliance is only about
staying out of legal trouble with the government and avoidance of fines or legal action.
Sometimes they disregard or give less attention to regulatory changes and basic regulation
stated in the law. However, the good employer supposedly does not take for granted the legal
side of manpower management. The legal compliance must come first for obvious reasons.
Obeying the rules in overall business strategy may prevent future legal violations, scandals
that will cost companies millions in lawsuits and government penalties (Peterson, 2013). A
higher labour standard also is proven to improve performance (Haberli et al., 2012), give an
employment opportunity (Piore & Skinner, 2015), fee increase in the job commitment of
employees (Raziq & Maulabakhsh, 2015), work wellbeing, productivity (Foldspang et al., 2014)
and align personnel management to the business more profoundly (Ulfsdotter Eriksson, 2017).
The compliance of labour standards gives benefits to companies in the long run. It ensures the
business is running well as it allows organizational responses to be faster and more organized.
It also leaving less time for the legal problems to cause substantial damages (Peterson, 2013).
All this supporting literature has clearly shown that it is clearly important for business
organizations to ensure every action taken regarding employment is in line with the labour
standards requirement.
2.1 Factors Influencing Employers’ Compliance Behaviour
There are wealth publication and previous studies on factors contributing to compliance from
the perspective of the environment or the individual himself. Levels of compliance are proven
to react with several organisation factors such as capital mobility and path dependency
(Duanmu, 2014), company’s age (Mnif Sellami & Tahari, 2017), effectiveness of organizational
internal controls, a capacity or presence of the auditors, effectiveness of training and the size
of organization, (Richard Lu & Mande, 2014), culture (Kim & Kim, 2017), and fines and bonuses
(Mutakabbir, Nelson, Notte, & Ramroop, 2016). Other studies such as findings from Gonzalez
(2015) showed that key factor of compliance is company’s abilities to respond and to
consistently control requirement for compliance. Meanwhile, others finding have stated that
keeping the rules as simple as possible may also contribute to better compliance (The
Netherlands Ministry of Justice, 2004).
Past studies on compliance have used various theories to understand compliance factors. One
of the theories used in labour standards field is the Compliance Theory. This theory will help
the paper in developing the framework of business organization on their labour standard
practice. Compliance theory also being used in other fields like education (Arpita Chakraborty,
Manvendra Pratap Singh, 2016), safety, medical and tax (Al, Saad, & Haniffa, 2014; Hatta et
al., 2016). One of the most used compliance theories is the Lindenberg’s goal framing theory
(GFT). In general, the theory elaborates the relationship between supervisor and subordinate
in the organization. According to this theory, supervisor has the power to control his
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subordinate on how to make a job done using three broad categories; the hedonic goal, the
gain goal and the normative goal (Lindenberg & Steg, 2007).
2.1.1 Hedonic Goal
Certain behaviours such as anger, fear, guilt and shame are among the behaviours found in
studies on compliance regulatory enforcement. There are many reasons why people obey
laws. For some, compliance is instrumental in nature because it is motivated by fear of
consequences should they be detected by violating a law (Murphy et al., 2016). Hedonic goal
may be seen in various forms. The role of fear can work as evidence in strong hedonic goal.
Its works as a threat that puts actors in a hedonic goal frame where manipulate people’s fear
as a main motivation for compliance. Guilt and shame are also part of hedonic aspects
(Etienne, 2011).
2.1.2 Gain Goal
Gain goal plays an especially important role in our societies where it contributes to sustaining
gain goal-frames for the performance of various tasks. Various studies suggest that normative
goal frames are often easily displaced by gain signals embodied in for instance monetary
rewards, while the reverse displacing a gain goal-frame with normative goal (Etienne, 2011).
2.1.3 Normative Goal
Normative goal can be found in multiple acts of regulatory policy. Laws bring people’s attention
to obey the law and hence contribute to strengthening normative goals. It can be state as “to
act appropriately” or “to do the right thing.” In other words, it refers as a motive to abide by
social norms understood as rules hold within a group and controlled by its members (Etienne,
2011).
For instance, group norms may motivate the so-called honor killings in spite of laws and other
social norms unequivocally proscribing them. Hence, there is no straightforward link between
a “moral” (normative) attitude and compliance (Etienne, 2011). An individual may experience
conflicting goals (e.g., personal versus social-normative), and the monitoring and regulation
processes help ensure that they do not consistently contradict social norms (Voyer & Franks,
2014). In other words, subjective norms are the general attitudes or judgments which are
important, and others have toward a specific behavior. For instance, when people around such
family and friends demands us to obey the laws, the stronger compliance behavioural intention
becomes (Kim & Kim, 2017).
In overall, based on the GFT it is quite common to differentiate between environmental and
individual (internal and external) factor (Nielsen & Parker, 2012). Environmental factor is a
situation where someone is force or being persuaded to do something because they are afraid
of any punishment, sanction or penalties against them or because they want to obtain some
rewards in the society. Hedonic and normative goal are much related to the environmental
factor which refer as external factor that influence the ones act. Meanwhile an individual factor
refers to the situation where by people do something because they have consciousness and
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they are capable to do it without influence from others. An individual factor can be relating to
the gain goal which is internal factor that encourage people to behave in the specific way.
Therefore, the four factors to consider that might contribute to the compliance of labour
standards which is enforcement by government and social influence (environmental factor),
knowledge and employer financial factor (individual factor) will be explored in this paper.
In overall, past literature has suggested four factors to consider that might contribute to the
compliance of labour standards which is enforcement by government, social influence,
knowledge, and employer financial factor. These factors were categorised into 2 major factors
which were environmental and individual. Enforcement and social influence are much related
to environmental factor which refer as external factor that influence people’s action.
Meanwhile, an individual factor can be relating to the knowledge and financial which
encouraged people to behave in specific way. Therefore, literature on the four factors which is
enforcement by government and social influence (environmental factor), knowledge and
employer financial factor (individual factor) will be elaborated in this paper.
2.2. Environmental Factor
The environmental factor has a very important role in shaping one’s decision to comply. It acts
as a critical part in the development of opinion and attitude. One of the environmental factors
is enforcement factor. There are many forms of enforcement including notice of
noncompliance, summons, penalties and prosecution. However, enforcement on this study are
much focus to the inspection. Strengthening labour compliance depends on the number of
inspections which is the frequency of labour inspection pressuring the business owner to
comply with labour standards (Weil, 1996). Besides, studies from Nordic Country show a
positive outcome related to the frequency of labour inspection with risk factors related to the
work organisation and interpersonal relationship such as violence, overload, harassment,
threats and lack of recognition. (Weissbrodt & Giauque, 2017).
According to Ronconi (2010), intensity of inspection has influenced on compliance. This
relationship is important because it suggests people to comply with law if the authority
increases the inspection effort. However, a study by Murphy, Bradford, & Jackson (2016) has
proven it to be vice versa. An individual drive to comply with law and regulation not because
of enforcement strategies played by the authorities solely but social identity has mediated the
effect of procedural justice on compliance.
Another environmental factor that influences compliance is social influence. Social influence
means the impact of significant or ‘referent’ who can lead to one imitating or learning from the
behaviour of others along with authority pressures (Schwartz, 2016). If a company complies
with the rules and regulations set by the government, it should affect its business partners to
join the same practice too. In other words, if one’s employer do not comply with the government
regulation, there is high possibility that the employer not obeying the regulation. According to
the Hwang, Kim, Kim, & Kim (2017) in his study, one of the reasons for employees’ non-
compliance behaviour within an organization is because of a non-compliance behaviours of
peers. Compliance is motivated by a normative concern such as assessing others who are
important to him/her that will influence the decision related to behaviour.
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2.3. Individual Factor
The individual factor is a critical factor that can influence compliance behaviour among
employers. One of the important individual factors is a knowledge. Hwang et al (2017) revealed
that education can reduce non-compliance, which eventually increases employees’
compliance intention. A compliance knowledge is defined as an individual judgement of
personal skills and knowledge about obeying the requirements of the laws and regulations
(Kim & Kim, 2017). But in reality, an employer may lack information that would make them to
comply or how to comply. They also might have incorrect information about labour law and
they do not know how to interpret and use it. Therefore, an employer must be adequately
prepared and informed to manage their employee rights and protection since the early stages
of their business. Those who understand the law better will have a good working environment
in their organization. The findings from Rhodes & Wray-Bliss (2013), suggest firms may need
to increase training for internal personnel and hire high-quality auditors for ensuring
compliance. Some legislation can be quite complicated. Compliance with specific laws often
requires a high level of knowledge from the target group, which may be a barrier for
compliance. While the level of legal knowledge can vary between industries, a solid
understanding of legal principles can provide organizations with the necessary foundation for
conducting the legal-business issue (Peterson, 2013).
Gressgard (2014) suggested that finding from a safety perspective showed that safety
compliance is influenced by the use of knowledge exchange systems and degree of knowledge
exchange in the organizational system, both within and between units. It means that knowledge
management is an importance function in an organisation and has become the centre for safety
compliance behaviour. However, good compliance does not automatically result of one’s well
informed in regulation. Knowing the regulation well in some cases also means that one knows
better how to commit fraud or escape from the rules. Lack of knowledge, on the other hand,
does not always lead to violation of the rules. Sometimes people accidentally comply with the
regulation by adapting to their environment (The Netherlands Ministry of Justice, 2004). The
previous study in tax compliance behaviour also suggest that tax knowledge has had no impact
on tax compliance among small and medium enterprises (Hatta et al., 2016).
Beside knowledge, another individual factor that leads to the employer compliance is the
financial factor. Companies might give an excuse that because of the fact that, financially, they
are not really good, they have to reduce operational costs and benefits to their workers.
Gonzalez (2015) indicated that finance was not a valid excuse for noncompliance. Some
employers are likely to pursue and focus on their short-term wealth achievement and assuming
that labour compliance will add cost to their organizations’ operation. This can also be
understood from the motivation that drives employer to become immoral (Qian, 2014).
Employers at the early stage of their business are usually very concerned about their financial
gains. However, a well-developed company will make moral decisions regarding societal and
integrity values (Qian, 2014). It also supported by finding that stated better wages and working
condition are result of fair labour standards practice which lead by a more efficient work
practices (Ng & Said, 2015).
Another study also discovered that a stronger labour protection will control risks in economic
impact and reduce operating flexibility (Kono & Barnes, 2010; Ni & Zhu, 2017). However, the
other study in Bangladesh revealed that benefits of non-compliance are mainly of financial
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nature. Bangladesh's economic progress in the last decades was significantly based on the
success of its export-oriented textile industry. The industry is making money by putting aside
their welfare and protection. Huge number of workers that were willing to work for an extremely
low wage was able to attract many foreign companies with its unprecedentedly low production
costs (Wildgruber, 2013). The past literatures on environmental and individual factors have led
the researcher in adapt the Goal Framing Theory to design the research framework. The
following diagram visualizes the research frameworks on factors influencing employers’
compliance with labour standards.
Independent Variable Dependent Variable
Environmental Employer Compliance
Factor
- Enforcement
- Social influence
Individual
Factor
- Knowledge
- Financial
Diagram 1: Research Framework on Factors influencing employers’ compliance with labour
standards
3.0 Methodology
In this study, preliminary finding from other research and secondary data such as statistic data
from Labour Department of Peninsular Malaysia are useful as references. The study intends
to focus on the relationship between compliance of labour standards with the enforcement by
government, knowledge, social influence and financial factor.
This study is based on widely reviews of past studies on employers’ compliance with labour
standards. Online databases were used to cover local and international literatures. The
accurate keywords were used to explore the right literature. Suitable synonym was used when
searched for an article that discussing about factors and influence relate to employers
compliance matters. Specific criteria also were considered in order to select the article such
as relevancy and age of the material. In this paper, researcher only consider the article that
related to the topic within five years old. If there is no relevant article within five years old can
be found than the researcher considered the older article. Various fields of industry were
included in studying the factors contributed to the employers’ compliance.
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4.0 Conclusion
Based on the literature review, it is obvious that environmental and individual factor both are
important to pursue employer towards compliance action. Both factors have a strong influence
on the employer in difference way to encourage employer to obey the rules and regulation.
Another conclusion was drawn from this conceptual paper is some variable have more
influence than another variable. Enforcement by government seem to give more influence to
the companies towards a labour standards compliance compared to the social influence,
knowledge and financial factor. The repetition in doing the inspection will force employer to
give more attention to the labour standards practice and their obligation towards employee
welfare. The enforcement by government agency give a sense of worry to employers from any
punishment due to their incompliance. Generally, this study offers some contributions to
related stakeholders including industry player, researcher and also policymaker. The finding
of study will assist the researcher in understanding the subject from a different angle. While
the previous is more focus in the manufacturing sector but this research will explore in the
service sector. The data derived from this study can form a guideline to the government in
strategizing enforcement activity. It will benefit the policy maker in encouraging employer
towards labour standards practices, restructuring policy in labour standard and understanding
the compliance trends of employers in the future. Although the study did not cover employer
compliance throughout entire Malaysia, the finding will help the employers to better
understanding the issues. It is important for employers to understand the importance of law
compliance as its might the factors that lead to company stability and productivity.
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[43] Wong, K. (2015). A New Labor Movement for a New Working Class : Unions , Worker Centers,
and Immigrants. Berkeley Journal of Employment & Labor Law, 36(1), 205–213.
16
ENHANCING NON-NATIVE SPEAKERS’ INTEREST IN LEARNING MANDARIN
Nurfatihah Mohd Zawawi
1Jabatan Pengajian Am, Kolej Profesional MARA Beranang, Lot 2333 Jalan Kajang Seremban,
43700 Beranang, Selangor
[email protected]
__________________________________________________________________________
Abstract
Despite widespread acceptance of technology in the classroom, there is little empirical research on the
effectiveness of students’ use of technology in enhancing their learning. To date, studies suggest that
students perceive technology to be a useful learning tool; however, research has not linked the use of
technology to actual student performance measures. This research conducted based on the problems
of the non-native speakers’ in learning a foreign language, in this context is Mandarin language. To
improve students’ Mandarin learning and to increase their interest in its study, a variety of motivational
language teaching strategies, such as games, artistic activities and audio-visual tools, were used. Also,
the role of my professional learning in achieving the goal of this research project was explored. Action
research was the main method used in this research, and involved planning, enacting, evaluating and
reviewing the strategies of interest-based language teaching through a cyclical spiral, seeking
improvement in quality teaching. As a new Mandarin teacher, I was concerned to document and analyse
my experiences through action research in order to enhance my students’ interest in learning Mandarin,
to facilitate their learning of the language and to extend and deepen my own professional learning. By
critically reflecting on my teaching and students’ learning, I was able to progress my professional
learning and enhance students’ interest in learning Mandarin. The data were collected from mixed
sources in order to enhance the credibility and validity of this study. The data set included interviews
with students, feedback from students and classroom teachers, and my fieldwork journal. From this
research project, the interest of participating students in the study of Mandarin was slightly improved.
Kata kunci : Mandarin, foreign language
_____________________________________________________________________
1. Introduction
Technology has increasingly become an integrated part of our lives—so much so that it seems
preposterous to even think of doing the most simple, routine tasks without the use of a cellular
phone, laptop computer, or personal global positioning system, more commonly known as
GPS. While people of all ages increasingly use technology for routine tasks, children are
among the most frequent users of technology (Kaiser Family Foundation, 2010). Just as
technology has changed aspects of our daily lives, it is undoubtedly changing education.
Technological advances provide easier facilitation of and access to information, but technology
does not change the message received by students, or the students‟ ability to grasp and retain
information (Thurlow, Lengel, & Tomic, 2004). Technology that is incorporated into the
classroom for the purpose of enhancing the learning process is referred to as technology
enhanced learning (TEL) (Dror, 2008). Despite high expectations of the ability of school
administrators and teachers to enhance student learning through the incorporation of
technology in the classroom, TEL programs have produced lackluster results (Sinclair, 2009).
“The history of technology in the classroom is one of cycles of exaggerated promises, highly
publicized installations with committed teachers, and masterful and inventive excuses for why
17
the promises went unfulfilled” (Venezky, 2004). The teachers, being the focal figure in
education, must be competent and knowledgeable in order to impart the knowledge they could
give to their students. Good teaching is a very personal manner. Effective teaching is
concerned with the student as a person and with his general development. The teacher must
recognize individual differences among his/her students and adjust instructions that best suit
to the learners. It is always a fact that as educators, we play varied and vital roles in the
classroom. Teachers are considered the light in the classroom and for that, teachers need to
use variety of teaching methods and one of them would be the usage of technology.
Technology is around everything we do. But, does it have a place in the classroom? Today,
more than ever, advancements in technology influence our jobs, education, scientific
development, market and political cooperations, communications, etc. Information and
communication technologies have entered every aspect of our lives. Computers are no longer
intended for the selected few since they exist in all forms of contemporary life, and thus
including educational institutions as well. Every day, we face the infinity of information that
needs to be selected among many and then appropriately used. Computer technology has
become a part of every-day activities in such an amount that present generations must be
computer literate no matter what his/her expert of scientific field might be. Such a situation
introduces an idea of on-line web-based curricula in order to respond to increasing demands
from society and industry the same. In spite of the fact that computers are being used for
education purposes for the past decades, their usage still does not suffice. Introduction of
Internet speeds up the usage of new technologies even more and reconsiders the social role
of educational institutions. According to some research done by the American Technology
Evaluation Office (Wellburn, 1996), the technology should be one of the major factors for
bridging over larger and larger gap between schools and society. Online environments and the
use of the Web have been seen as an educational panacea for providing students with skills
such as online communication, discussion and negotiation of meaning. The new technology
helps the teacher with the educational process, presents new possibilities of creative work and
two-way communication, and furthermore presents teachers with a challenge to provide an
active participation of all students. Browsers with interesting graphical designs, enable key
word search for not only textual pages, but also search for pictures and sounds as well. Usage
of emails also enables active participation in discussion lists where all participants can discuss,
give their opinions or ask for help. Data transfer permits transmission of pictures, sounds, texts
or programs needed for the classroom work. Electronic newspapers and search of distant
libraries are also different and exciting ways of getting required information. Today, computer
technology and internet need to be seen as unavoidable teaching materials that provide
students with new ways of communication, different ways to access the authentic materials,
initiative to individual research and also to the individual and team work. The main question
today is no longer 'Does the needed technology exist?' but rather 'Are the educators ready for
the new educational era, for further self-education and for putting more effort and time in their
preparations so that they can offer more interesting lessons and more importantly, to prepare
present generations for future challenges?’ This paper presents research on the main learning
theories within constructivism and how the use of technology and multimedia in the classroom
enhances the non-native speakers’ learner to learn a foreign language.
18
2. Literature Review
This action research was conducted based on the approach of constructivism and discovery-
learning theories. Combination of these theories is appropriate for this study taking into
consideration the ability of students to learn a foreign language. Constructivists believe
“learning occurs when one constructs both mechanisms for learning and his or her unique
version of the knowledge, colored by background, experiences, and aptitudes” (Roblyer,
2006). Knowledge is therefore constructed and not transmitted, and students will generate new
knowledge through activities, experiences, and experiments. Discovery learning is a
constructivist learning theory that includes inquiry-based integration strategies. Discovery
learning encourages active engagement, promotes motivation, autonomy, responsibility, and
independence in students.
3. Methodology
This action research was conducted based on constructivism learning theory and discovery
learning (Bruner,Jerome 1915). Students are guided to manipulate objects and perform
experiments to help create new knowledge building from prior knowledge. Coffey, a Ph.D.
graduate in Culture, Curriculum and Change from UNC-Chapel Hill, defines discovery learning
as “an active process of inquiry-based instruction that encourages learners to build on prior
knowledge through experience and to search for new information and relationships based on
their interests” (Coffey, 2007). Bruner, Jerome (1915-) a phychologist and cognitive learning
theorist. Bruner agrees with the principals of Vygotsky and Piaget in that children go through
different stages of intellectual development. But Bruner also believes that teachers should
intervene to help guide students with structure in the learning process using the students’ prior
knowledge and previous experiences. Bruner argues that “Practice in discovering for oneself
teaches one to acquire information in a way that makes that information more readily viable in
problem solving” (Bruner, 1961)
3.1 Participants
This research is concerned with the assessment of the inquiry – discovery learning methods
guided by the constructivism theory. In accordance with the objectives and procedures of the
study, four groups of students have been selected for this study. Each group selected has 20
members and the total sample is 80 people with an age range between 18 to 20 years.
Samples come from different diverse background specialized areas include Agro Business,
Business Studies, Accounting and Computing. Characteristics of diverse backgrounds are
structured in such a way that members of the group can contribute various perspectives of
different ideas.
3.2 Procedures
This research was conducted within 14 weeks of a semester which include four groups of
samples. The implementation of this study is based on the strategies proposed by Sprecher &
19
Pocs (1988) which consists of three main activities in the three-loop action research, namely:
the instructor gave assignments to sttudents in a group in three weeks, the students gather,
discuss, talk and speak regarding on their assignments with the help of technology. The
implementations of the studies are summarized in Table 3.2 as follows:
Table 3.2 : SUMMARY OF IMPLEMENTATION OF MULTIMEDIA IN THE CLASSROOM
Circle 1 : Students receive assignments and to respond
Activities :
Week 1 ,2 & 3 : Teacher uses music, audio and power point presentation while delivering
knowledge and information.
Circle 2 : Students receive assignments and to respond
Activities :
Week 1 : Students receive assignments based on the syllabus learned and are freely to use any
form of multimedia to present their assignments.
Week 2 : Students gather in groups, discuss the content of the assignment
Week 3 : Students present the results of assignment, interact with the audience
Circle 3 : Students receive assignment and to respond
Activities :
Week 1 : Students are needed to act in front of the classroom while adding up any usage of
technology in their act.
Week 2 : Students gather in groups, discuss the content of the assignment
Week 3 : Students act it out with the help of any form of technology
Table 3.2 is a summary of the implementation of action research on multimedia usage in the
classroom. The study is carried out for nine weeks to 2 weeks for each circle or round. In every
circle there are three activities which are divided by week. For a start, in Circle 1 the participants
will be subject to assignment information they earn in a week. Circle 1 is the level of
implementation of the whole discovery and the participants were not given guidance. They will
advance to the second activity in Week 2, that involve a presentation through multimedia.
Participants need to present a topic given earlier and it will first involve a discussion in a group.
The participants need to work in group and generate their ideas amongst their members and
be able to convey their content in the form of multimedia. Each group need to use any form of
technology in their presentation and the lecturer will be the observer. While Circle 3 will go to
the depth when the participants are given the second task which is to do a role play based on
the topics given by the lecturer and the role play needs to have the involvement of multimedia
and the students need to use their creativity to perform it well.
20
METHOD OF ASSESSING THE EFFECTIVENESS OF USING MULTIMEDIA IN LEARNING
DATA ANALYSIS
This action research conducted by qualitative analysis, as recommended (Carr & Kemmis,
1986; Kemmis & Mc Taggart, 1988) most of the action research involves the analysis of
teaching and learning process is analysed qualitatively. This survey data for analysis come
from two sources, that is from four groups of respondents and the observer / lecturer. Data
from these two sources will be analysed based on the study circles of action, means that there
are three parts of analysis that is analysis of Circle 1, Circle 2 and Circle 3. In every circle there
are two classes of analysis that is analysis of self-assessment resource groups and lecturers.
This circle is repeated for the purpose of ensuring the effectiveness of the measures proposed
in learning strategies in addition to determining the validity of the data (Cohen & Manion, 2000;
O’Donoghue & Punch, 2003). Explanation on each loop analysis is concluded to see the
imperfections of the inquiry strategy-findings in the teaching of foreign language for non-native
speakers.
DATA ANALYSIS CIRCLE 1
Analysis of the data is divided into few sections as reported by respondents that is the problem
of finding and processing information, problem when doing drills and gathering information to
be presented, and the benefit from experiences gain.
INFORMATION PROCESSING PROBLEM
By using media, lecturers are required to step outside of the traditional lecture method and
facilitate learning by encouraging students to learn through the media. This approach works
best when students are primed. If students are not adequately informed about what they are
expected them to learn, they will struggle to make the connection between the learning
objectives and the media that they are exposed to. In the early stages, participants were feeling
pumped up and excited to know that there will be multimedia involves in the classroom. Before
the class begins, lecturer shows the media before the discussion starts, this is just to give the
students an image to which they can compare the topics under discussion. This approach
allows quick reference to easily recalled examples. Schwartz and Bransford (1998) show that
demonstrations focused on contrasting cases help students achieve expert-like differentiation.
In addition, Schwartz and Martin (2004) found that carefully- prepared demonstrations “help
students generate the types of knowledge that are likely to help them learn” from subsequent
lectures.
BENEFIT FROM EXPERIENCES
Students looked very energetic throughout the lesson and seemed to be more active in class
compared to the traditional way of learning. Most of the students can understand exactly what
are being taught at that moment with the help of audio and media. Students learn best through
the involvement of media that needed them to use not only their eyes, but also ears and other
senses. As we all know, students consist of 3 types of learners, which are tactile learners,
21
audio learners and visual learners. Through the lesson and activities, they carried out, their
self- confidence has increased and it indirectly foster their interest in learning the language.
After the lesson been carried out, the lecturer asked some of the students on what they have
been grasp throughout the learning process while using the multimedia and overall, we are
satisfied, and we really hope that this type of teaching methods would be carried out throughout
the whole lesson of the language.
ACTION TAKEN
Based on the feedback given by the respondents, it is crucial to give the respondents an
assignment with the engagement of multimedia. This assignment should takes place as it will
help the students to apply the multimedia in their everyday learning skills and to see how they
incorporate multimedia in their language learning. All participants are advised to go the drills
session more frequently and aggressively so that they master the learning by using multimedia.
DATA ANALYSIS CIRCLE 2
The analysis in Circle 2 is comprised of three main parts of the same concept to the Analysis
of Circle 1. From the Circle 1, we can conclude that the participants need to have a brief
introduction before learning the concept of multimedia education in classroom. This method
provides students with a brief capsule of what the media is about and what to look for – helping
to focus attention while watching the media. By showing media after describing a theory or
concept will allow the lecturer to use scenes as a case study. This approach helps students
develop their analytical skills in applying what they are learning. The participants are assign
with an assignments that need them to use media, audio and also power point presentation
that cooperate with the syllabus that they are learning. By doing so, it indirectly involve students
in creating ideas through learning and encourages collaboration, accountability, creativity, and
master of ideas and concepts. At first, the participants were kind of lost and feeling timid in
presenting their presentation in front of the classroom. In fact, some of them were having
difficulties in accessing into their media and this leads to disappointment and discouragement
from the participants. But these were the small things that happened throughout the
presentation as most of the students were able to deliver their presentation with carefree and
creatively. Some of the students managed to use the usage of multimedia beyond than what I
had expected from them. Other than just using the power point presentation and media player,
participants did some interactive games and comic strip to make their presentation came alive
and interesting to watch.
Before starting the presentation, of course I was feeling a bit nervous as this is my first time
doing a presentation that involve a foreign language in the form of multimedia usage. I worry
if I won’t be able to pull the information through and unable to make full use of the technology.
I was sceptical at first but as the presentation goes on, I feel much confident and I do not feel
ashamed anymore. At the end of the presentation, I felt relieved and satisfied.
22
VALUABLE ACADEMIC EXPERIENCE
Throughout the learning experience respondents considered it to be beneficial to themselves
and beneficial to the audience. Now they prefer to learn the language through the involvement
of multimedia in classroom as they found it much useful and easier to grasp rather than the
traditional way of learning. This learning experience together with the content studied was
considered as a very valuable experience.
I consider my presentation as a great success and was praised by my class members and
lecturer. During the presentation, I managed to deliver the presentation input in place and when
I asked my class members questions regarding on my presentation, most of them can answer
it correctly and it lighten up my day and I will never forget this awesome presentation
experience of mine.
EVALUATION FEEDBACK
Overall, I felt that the participants had undergone many changes and improvements in the
subject and manner of service. Structured content of their lessons are in order. Each presenter
began the presentation with a brief introduction of the topic and they convey the learning
objectives of the presentation. The presenters know how to handle any system malfunctioning
situation and managed to catch the audience attention by using technology given to them.
Audience seems to enjoy the presentations presented by each of the presenters and they gave
out their full cooperation throughout the learning process.
ACTION TO BE TAKEN AFTER CIRCLE 2
Although the participants managed to master the skill of using multimedia in learning foreign
language and managed to attract their interest in learning the language in depth, there are a
few things to improve further. I still encourage participants to continue their enthusiasm and
learning to ensure that they really capture all the knowledge. Next, participants will not only be
presenting their presentation but also need to act it out along with the help of multimedia. By
doing so, it will create confidence and bonds between students and their peers, and between
students and the lecturer.
DATA ANALYSIS CIRCLE 3
Analysis of the Circle 3 is the part where the participants need to do a role play based on the
lesson learned using the multimedia. Participants will be divided into few groups and each
group will be given a different role play task and they are free to use any mode of multimedia
to convey their role play to the audiences. In Circle 3 all participants have made a good role
playing. All groups have made a full use of the technology that can be use and they have made
a huge improvement from the previous circle. The participants acted accurately using the
proper tones and Mandarin pronunciation. Besides that, respondents have also involved the
audience in their role playing. Interaction with the audience has resulted in a more interesting
presentation. The audiences seemed to willingly involve in this kind of learning process
compared to the traditional way of learning.
23
EVALUATION FEEDBACK
Overall, in Circle 3 researcher felt that the overall learning strategy which is based on discovery
learning and constructivism approaches have respondents implemented successfully. They
managed to express their creativity and knowledge of the language through the technology.
The audiences were at joy while watching the whole process of the role playing and they were
self-motivated to do better by watching other excellent performances by the other participants.
4. Discussion
In the current study, students’ use of technology clearly influenced actual student learning.
Students using the technology offered in the course benefited from that use through increased
learning, as demonstrated by stronger course performance. This is shown by the involvement
of multimedia and technology in certain assessment and in classroom activities. Students
learnt faster and managed to grasp the information taught when the presence of technologies
in classroom takes place. Technology involved in classroom activities include the usage of
Kahoot game, Edmodo etc. This finding is consistent with the findings of Kulick (1994), Sivin-
Kachala (1998), and Clarke et al. (2001), all of whom found support for a relationship between
the use of technology and improved learning. In accordance with the finding in the current
study and its consistency with existing literature, we suggest that students would do well to
avail themselves of learning opportunities that involve the use of technology. At the level of
Circle 1, participant is provided topic based on the syllabus and they need to present the topic
to the other class members by using the usage of multimedia. At this point the learning process
is based on pure discovery learning strategy approach. The aim is to make sure how the
learning discovery strategy can be controlled by the participants. In the beginning of this
strategy, lecturer will first start the lesson using the usage of multimedia in class such as power
point presentation, usage of sound audios and music videos. This strategy is called Circle 1
and it is basically done to guide the next Circles.
Data from the Circle 2 provides an answer which is to identify the effectiveness of usage of
multimedia in learning a foreign language to the non-native speakers. Circle 2 is done to
expose the students with the technologies and to enhance their interest for the language. This
to make them realise that learning a foreign language wouldn’t be easy to grasp if there is only
1 method that been used to learn it. Learning is subjective and there are many ways that we
can do to discover and to unveil it. During the Circle 2, participants showed anticipation and
excitement to learn the language using the multimedia usage. Participants were form in few
groups and need to discuss on their topic and how to deliver it. While in groups they are not
just discussing the content of presentation but also discussing the suitability of multimedia that
they wanted to use for the presentation. Resources they collect in their group through the
discussion process and the learning process involves cooperative learning among the
respondents. Overall, through Circle 2 and Circle 3 has proven that multimedia has it affect
towards enhancing the non-native speakers to learn a foreign language.
24
5. Conclusion
This action research was administered for the purpose of assessing the effectiveness of
multimedia usage in enhancing students’ learning. This research is based on the effectiveness
of technology that works as tools to support knowledge construction, for representing learners’
ideas, understandings and beliefs and for producing organized, multimedia knowledge bases
by learners. Technology as information vehicle for exploring knowledge to support learning by
constructing for accessing any needed information and for comparing perspectives, beliefs,
and worldviews. In Circle 2 and Circle 3 students continue with the usage of multimedia in their
presentations and at the end of the Circle 3, students have mastered the skills needed to
present the topic of the syllabus through the usage of multimedia. It is cleared that technology
is a very helpful tool in foreign language classes. With the use of technology and multimedia
as e-mail, chat rooms, Web cam and collaborative web site, the non-native speakers’ students
were linked to the native speakers. The online learning will enhance the traditional textbook
and gives students a personal connection to the native speakers. Their information comes from
real people rather than textbooks and is also related to real life. Besides that, the fact that other
people read what they write makes learning fun and exciting and also improves reading and
writing skills. This reflects what students do in their daily lives: (e-mailing friends, chatting, etc.).
It is the form of communication they use in real life, so there should be no reason that it cannot
be incorporated into their language class.
6. Suggestion
Based on the findings that have been discussed, it is clear that students who learned the
language through the help of multimedia will directly enhance the students’ enthusiast and
interest in learning the language. Before the involvement of the multimedia in the classroom,
students learn the language by using the hard way and traditional method which leads to
boredom and lack of interest to learn the language. Students rely solely on the lecturer’s notes
and speeches and this method continues until the end of the lesson and this led to the lack of
participation of the students and just a one-way method of learning the language. Guidance
and support from the lecturer are very crucial as it will help the students learn the language
easily and it will enhance their interest in learning a foreign language in depth. More multimedia
presentation and engagement is useful as it will generate the idea of fun learning of the foreign
language. Lecturer should also be given a specific soft skill course to give them an advanced
knowledge on how to generate a technology education in classroom. Lecturer should also
guide students through a description or discussion of the topics by rerun the media as a case
study and ask students to analyse what they see using the foreign language that they learned.
Punctuate the rerun with an active discussion by asking students to call out the concepts they
see in the scenes. This method will help to reinforce what they have just learned in the class.
25
References
Ellen M. Granberg - How Technology Enhances Teaching and Learning Nai-Cheng Kuo 2015.
Action Research for Improving the Effectiveness of Technology Integration in Preservice Teacher
Education
Southern Methodist University. Using Technology to Enhance Teaching & Learning
Joelle Adams - Using Technology to Improve Learning, Teaching, and Research in My Professional
Practice
Mei-Mei Chang James D. Lehman Learning Foreign Language through an Interactive Multimedia
Program : An Experimental Study on the Effects of the Relevance Component of the ARCS Model
Links to action research web sites
Z. Dovedan, S. Seljan, K. Vučković Multimedia in Foreign Language Learning.
http://dzs.ffzg.unizg.hr/text/mfll.pdf
Sonja Action Research : How do I ensure that every student has an active role during small group
activities http://tehamaschools.org/files/8th%20Grade%20Science%20Sample.pdf
Margo DelliCarpini, Lehman College, The City University of New York ACTION RESEARCH
BUILDING COMPUTER TECHNOLOGY SKILLS IN TESOL TEACHER EDUCATION
http://llt.msu.edu/issues/june2012/action.pdfUJUKAN
26
HYBRID MODEL USING DECISION TREE AND NEURAL NETWORK FOR PROGRAMME
SELECTION
Mawarwiduri Ab Halik
Jabatan Jabatan Sains Kuantitatif, Kolej Profesional Mara Beranang
Lot 2333, Jalan Kajang Seremban 43700 Selangor
[email protected]
__________________________________________________________________________
Abstract
This paper presents the implementation of hybrid model using decision tree and neural network for
student programme selection by using Kolej Profesional Mara (KPM) data set. For most upper
secondary school, the insufficient information to support higher education planning be-come the barrier.
In addition, this study intended to obtain the suitable decision tree and neural network with Multi-layer
perceptron (MLP) with backpropagation algorithm as a method for pro-gramme selection process.
Based on that, the development and evaluation of hybrid model using the identified technique has been
conducted. The realization of the model involved a number of steps to be undertaken. The prior steps
begin with the collection of data, followed by preparation of data which involved data description, data
cleaning and data transformation and preprocessing. The descriptive analysis provided some
exploratory findings which lead to the development of decision tree. Based on the result from decision
tree, the neural network has been developed to form a hybrid model. This reveals that hybrid model
using decision tree and neural network for programme selection have improved the accuracy of the
models through em-pirical evidence. The improvement is not significant, but the study proves the hybrid
model in-creases the accuracy of the prediction model. The study also indicates the data allocation suit-
able for obtaining the optimal model for student’s dataset. In addition, learning rate and momen-tum
rates are also determined. Hence, the empirical evidence suggests the hybrid model has a potential to
be used in the programme selection for the student seeing for the programme.
Keywords: Decision tree (DN), Neural network (NN), Hybrid model, Multi-layer Perceptron (MLP),
Backpropagation Algorithm.
_________________________________________________________________________________
1. Introduction
Selecting the right programme to pursue at the higher institutions of learning is not an easy
task. After acquiring basic education, the upper form students will pursue their study to higher
educational institution. The decision about which programme to choose is a complex and
common problems facing by students. There is no proper guideline for the students to choose
the right programme according to their interest as well as their personal and academic profile.
University or College admission is an in-tricate decision process, but it is an important
responsibility of the students to select the correct study path in order to succeed in their
academic life (Kumar, 2014).
The traditional practice by the upper secondary school students is to make pro-gramme
selection based on the preferred programme either based on their personal interest, academic
27
result or family pressure. The students are not exposed with the suitable and clear approaches
in selecting the best decision. For the students that are already clear with their selection, the
traditional practice is well suited for them, but unfortunately, it is unsuitable for those students
that are still unsure which academic programme to choose.
Research has shown that decision tree has been used widely in education such as predicting
student profiling and performance. Decision tree is a popular method since it simple to use
(Chen, 2009) and even more important it provides information as to how important is an
independent to dependent variables (Yin et al., 2011).
On the other hand, Neural Network (NN) is an effective predicting method in edu-cation
(Sebastian, 2015). Therefore, the combination of both techniques aims to in-crease its
prediction accuracy.
2. Literature Review
Numerous research and studies have been conducted in education field using data mining.
Many researchers have contributed to the field of data mining in higher education. Vialardi et
al. (2009) conducted a study showing how useful data mining can be in the educational domain
in order to discover many kinds of knowledge by applying the graduate student dataset. Other
researcher Walid et al., (2013) applied the educational data mining techniques on the existing
student data set from the uni-versity’s database. Chang, (2008) applied the data mining
techniques to predict the college admission to students who in need of the advice for their
higher education.
There are many studies have been conducted related to decision trees. Xiaojian and Yuchun
(2012) conducted a study related to building decision tree analy-sis for student achievement.
On the other hand, Emmanuel (2007) highlighted the study related to the usage of decision
tree to predict students who tend to continue their education with postgraduate studies. Other
researchers such as Pathan et al. (2014), discussed about the study of decision tree based
mining model for developing students C programming skills. Since there are many types of
decision tree, Table 1 exhibits the review of tree algorithms including CHAID (Chi-squared
Automatic Inter-action Detection), CART (Classification and Regression Trees), Quest, C4.5
and C5.0. (Bresfelean, 2009). The comparison of different algorithm is shown in Table 1 (Song
& Lu, 2015)
Table 1. Comparison of different algorithms
Methods CART C4.5 CHAID QUEST
Chi-square for
Measure used Gini index; Twoing Entropy info- Chi-square categorical variables; J-
to select criteria gain way ANOVA for
input variable Pre pruning using continuous/ordinal
Pre-pruning Chi-square test
Pruning Pre-pruning using a using a single- for independence variables
single-pass pass algorithm
algorithm Post pruning
28
Methods CART C4.5 CHAID QUEST
Dependent Categorical/c Categorical/ Categorical Categorical
variable ontinuous Continuous
Categorical/ Categorical/ Categorical/ Continuous
Input variable Categorical/ Continuous Continuous
Continuous Binary; Split on linear
Split at each Multiple Multiple combinations
node Binary; Split on
inear combinations
From the comparison presented in Table 1, it reveals an indication of suitable method to be
used with the type of data in the study. Hence, in this study decision tree CHAID and CART
are used for comparison purposes prior to integrate it with NN.
The literature review of neural network is presented also in order to choose a suitable NN with
decision tree. In the educational research, there are several studies that have been conducted
related to neural networks. Badri et al, (2012) employed neural network-based system as
advising tool to students in a school of business among the four majors (marketing, finance,
management information system, and general business). The study is conducted to exemplify
the use of Artificial Neural Networks (ANN) for parameter prediction in cause-effect based
studies (Kayri et al., 2010).
The most common neural network model is the Multi-Layer Perceptron (MLP). Sigma (2014)
stated that Multilayer Perceptron (MLP) is an important class of Neural Networks which is
known as multilayer feedforward networks. The MLP and many other neural networks learn
using an algorithm called backpropagation. With backpropagation, the input data is repeatedly
presented to the neural network. Aliaga, et al (2008) introduced a parallel backpropagation
implementation on a multiprocessor System-on-Chip (SoC) with a large number of
independent floating-point processing units. Multi-Layer Perceptron (MLP) with Back
propagation learning algorithm and a feature selection algorithm for with biomedical test values
to diagnose heart disease.
Many researches related to MLP neural network in education have been con-ducted.
Sebastian (2015) presented a study of predicting students’ performance using MLP and also
Borkar (2014) employed MLP NN to predict the student performance. Other researcher,
Babic(2015) used MLP to investigate the student satisfaction with courses in academic
institutions.
Chen (2009) used a hybrid model that combines 3 data mining techniques such as the RST,
SVM and DT approaches. Moucary(2012) proposed the hybrid model based on neural network
and data clustering to predict student’s GPA accord-ing to their foreign language performance.
Kumar and Roy (2010) presented a study of hybrid model using analytic hierarchy process
(AHP) and Neural Network (NN) to access vendor performance selection. The hybrid model
using data envelopment analysis (DEA), decision tree and neural network have been used to
access supplier performance (Wu, 2009). Hence, this study employs the hybrid algorithm
comprising of decision tree and neural network to predict suitable programme selection for the
students applying an entry to Kolej Professional MARA (KPM).
29
3. Methodology
The research design used in this study is an experimental type. The overall method has been
adopted from CRISP methodology. (Marbán & Segovia, 2009). However, the detail part of
this study has been adopted from Siraj et al., (2012) as shown in Figure 1.
Figure 1. The approach of the study
The secondary data for this study has been collected from student applications to Kolej
Profesional Mara (KPM) for the year 2015. A total of 29 independent variables (IV) and 4
dependent variables (DV) amounting to 10,277 records. Once the data has been collected, the
process of cleaning data has been applied where the missing val-ues are checked and suitable
attributes are selected as IV. The transformation of DV is carried out prior to the descriptive
analysis. For example, the Status is transformed to 1 and 2 as listed in Table 2.
Status Table 2. Transformation of DV
Layak Transformation
Tidak 1
2
The SPSS version 21 and MS Excel 2013 were used to perform analysis and exper-iment for
this study.
4. Descriptive Analysis
Prior to forming decision tree, descriptive analytics is performed in order to get some
information about the variables used in the study. For the descriptive analysis step, the cross
tabulation and correlation analysis have been deployed to select the appropriate independent
variables (attributes) to be used for decision tree analysis. In order to display the relationship
between two or more categorical (nominal or ordinal) variables, Cross Tabulation Analysis can
be used. (Siraj & Abdoulha, 2009)
30
The correlation analysis implies to determine the relationship between the at-tributes in the
student application dataset. The correlation analysis used to measure the strength of the
relationship between two variables (Siraj & Bakar, 2016). The range of correlation coefficients
is from -1.00 to +1.00. The value of -1.00 shows a perfect negative correlation while a value of
+1.00 represents a perfect positive corre-lation. A value of 0.00 represents a lack of correlation.
(Shaban, 2005)
5. Decision Tree
Commonly, the purpose of the decision tree is used for acquiring information for the purpose
of decision making. Siraj and Abdoulha (2009) described the decision tree as a predictive
model in the structure of the tree or hierarchy which is commonly used in methods such as
classification and prediction. There are a number of different algorithms that can be used,
including CHAID (Chi-squared Automatic Interaction Detection), CART (Classification and
Regression Trees), Quest, C4.5 and C5.0. (Bresfelean, 2009).
For this study, the independent and dependent variables are categorical type. Based on the
descriptive analysis, it involves cross tabulation analysis and chi-square. Therefore, CHAID
and CART algorithms are suitable to be used. The decision tree formula for CART is based on
Gni Index. CART uses Gini Index as an attribute se-lection measure to build a decision tree
and is defined as this formula
where pj is the relative frequency of class. CART uses cost complexity pruning to remove the
unreliable branches from the decision tree to improve the accuracy. (Abdulsalam et al 2015)
Based on the dataset, which is categorical type, CHAID decision tree formula is based on
Likelihood-Ratio Chi-Squared statistic. The formula is defined as below: (Rokach and Maimon
2009)
This ratio is useful for measuring the statistical significance of the information gain criterion.
The zero hypothesis (H0) is that the input attribute and the target attribute are conditionally
independent. If H0 holds, the test statistic is distributed as χ2 with degrees of freedom equalto:
(dom(ai) −1)·(dom(y)− 1).
The result of these tree are between all independent variables (input) and selected
independent variables. The selected independent variables are based on the correlation
values obtained from descriptive analytics.
31
6. Neural Network
Neural Network is a powerful technique for representing complex relationships between inputs
and outputs. Xhemali et al. (2009). For this study, a network topology known as “Multilayer
Perceptron or MLP with backpropagation algorithm (BPP) is used. A MLP is a feed-forward
net with one or more layers of nodes between the in-put and output nodes. Alasmadi et al
(2009) illustrated the structure of the MLP as shown in Figure 2
Figure 2. Structure of MLP
The layers may be described as:
Input layer: accepts the data vector or pattern;
Hidden layers (Second layer): one or more layers. They accept the output from the previous
layer, weight them, and pass through a, normally, non-linear activation function.
Output layer: takes the output from the final hidden layer weights them, and possibly pass
through an output nonlinearity, to produce the target values
MLP with a Backpropagation algorithm (BPP) is a standard algorithm for supervised learning
pattern recognition process (Alasmadi et al., 2009).
7. Hybrid Model
The integrated between decision tree and neural network techniques can im-prove the
accuracy and performance of the result of this study (Daneshmandi, 2013). In this study, the
proposed hybrid model of decision tree and NN with MLP is depicted in Figure 3.
Figure 3. The process of integrated decision tree and neural network to
develop hybrid model
32
From Figure 3, the descriptive analysis yields significant IV with respect to DV. The significant
DV are then fed into decision tree and the results are recorded. The highest prediction
accuracy determines the decision tree selected to be hybrid with NN.
The result from decision tree is trained using MLP neural network. Various op-tion, for example
60:40, 70:30 and 80:20 are to train and test the data set using vari-ous number of hidden units.
Based on the experiment, the highest test accuracy is gathered. The next experiment is to
investigate the effect of various momentum rate on the training and test result of neural network
using student application dataset. In addition, functions are also investigated namely the
Sigmoid and Hyperbolic tangent. The architecture of the neural network is illustrated and the
conclusion are made based on the parameter settings for the experiments.
8. Discussion And Result
A total of 10,277 student’s data used in the analysis comprising of Jan-June 2015 applications
(n=2,082) and Jul-Dec 2015 applications (n= 8,195). The distribu-tion of status ‘Layak’ or
‘Tidak’ with respect to gender by semester intake is exhibited in Figure 4. The results indicate
that for semester Jan-June 2015, the highest per-centage of accepted applicants is female
students with 64.1% whereas only 32% of male students. Successful in obtaining entry to KPM
with intake Jul-Dec 2015, the male students show a highest percentage of successful
candidates with 23.5% com-pared to female students with 14.5%. Overall, for both intake,
status ‘Tidak’ is higher than status ’Layak’.
100 64.1 68 76.5 85.5
50 32 35.9
0 23.5 14.5
LAYAK TIDAK
LAYAK TIDAK
JAN-JUN JUL-DEC
LP
Figure 4. The distribution Status with respect to gender by semester intake
The cross-tabulation analysis between a number of subject and status ‘Layak’ is ob-tained to
further understand which of this subject is important to be considered as qualified status for
KPM. The pass grade attains between A until D grade is consid-ered. The core subject, such
as BM, BI, Math, show the highest percentage of pass grade to consider status ’Layak’
compare to the elective subject such as Ekonomi Asas, Prinsip Akaun and Perdagangan. The
core subjects especially BM, BI, Math are commonly significant to the status ‘Layak’ of the
students to Kolej Profesional Mara (KPM) for which these subjects is comply as the
requirements for entering KPM. The analysis results are shown in Figure 5.
33
60.0 54.8
50.0 44.3 44.1
40.0 309.8.012.912.624.510.84.1361.414.229.116.637.8.15.0291.744.0.501.321.412.036.5.97.831.907.6.961.406.6.921.901.219.1.82.60.74.31.34.47.51.41.731.206.8.45.4
30.0
20.0
10.0
0.0
Figure 5. The distribution of subject with respect to status ‘Layak’
The analysis of the qualified students with the programme offered is shown as Figure 6. Most
of the students that are accepted in the year 2015 are offered with Diploma in Accountancy
(DIA) program with (23.4%) followed by Program Persediaan Intensif (PIP) (14%) and the HND
BMk.(1%).
25.0 23.4
20.0 14.0
15.0 12.4
10.0 3.1 9.0 3.4 5.9 8.9 4.4 3.4 4.1 1.0 1.7 4.9
0.4
5.0
0.0
DBS
DIA
DEN
DEC
DCN
DIB
DBF
DLM
DCD
HND CSD
HND BMK
HND BICT
PIP
DAB
OTHERS
Programme Offered
Figure 6. The distribution of programme offered with respect to status ‘Layak’
The cross-tabulation result between status ’Layak’ with the number of selections by students
is depicted in Figure 6. Students who are accepted mostly of students is selected during the
first selection (44.5%), followed by 2nd selection by (23.1%) and 5th selection (8.2%).
50.0 44.5
40.0
30.0 23.1
20.0 14.0 8.9 8.2
1.4
10.0
0.0
Selection Selection Selection Selection Selection Others
12345
Figure 7. The distribution of selection programme with respect to status ‘Layak’
In order to gather some information about the correlation between the input and output
variables, the next step is to get the correlation analysis. Table 3 described the corre-lation
34
between the input variables with 4 outputs variables, namely Status, Pro-gramme Offered,
Institution Offered and Selection Programme.
Table 3. Correlation analysis between input and output variables.
Status Programme_ Institution_ Selection_
Offered Offered Programme
R Sig. R Sig. R Sig R Sig.
Gender .134** 0.000 .131** 0.000 .140** 0.000 .134** 0.000
Age -.029** 0.003 -.023* 0.018 -.026** 0.008 -.025* 0.011
State .058** 0.000 .059** 0.000 .054** 0.000 .057** 0.000
Race .027** 0.007 .028** 0.004 .028** 0.004 .026** 0.010
.041** 0.000 0.000 .037** 0.000 .039** 0.000
Occupation -.064** 0.000 .038** 0.000 -.061** 0.000
(F) .022* 0.027 - 0.063 -.063** 0.000 .022* 0.028
.050** 0.000 .051** 0.000
Income (F) -.065** .062** 0.000 0.019 0.057 -.066** 0.000
-0.017 0.018 0.153 -0.017 0.089
Dependent(F 0.433 0.424
) -0.006 0.000 .050** 0.113 .050** 0.000 -0.008 0.106
Occupation 0.013 0.000 0.005 -.066** 0.000 0.016 0.014
(M) -.024* 0.088 .066** 0.000 -0.014 0.148 -.024* 0.000
Income (M) .031** - .036**
Dependent( 0.515 -0.009 0.345
M) 0.189 0.014 0.014 0.144
Occupation 0.013 - -.026** 0.008
(G) 0.002 .032** 0.001
0.008
Income (G)
0.016
Dependent(
G) -
.027**
Sub_BM .039**
Sub_BI .134** 0.000 .144** 0.000 .139** 0.000 .139** 0.000
Sub_Math .083** 0.000 .090** 0.000 .084** 0.000 .088** 0.000
Sub_Sains .064** 0.000 .064** 0.000 .062** 0.000 .058** 0.000
Sub_Sejarah .038** 0.000 .043** 0.000 .039** 0.000 .041** 0.000
Sub_Pend
Islam -.049** 0.000 - 0.000 -.050** 0.000 -.048** 0.000
Sub_Fizik .045**
0.009 0.352 0.010 0.309 0.009 0.348 0.014 0.154
Sub_Kimia 0.018 0.076 .021* 0.034 0.018 0.064 .024* 0.014
Sub_Biologi 0.011 0.259 0.015 0.139 0.013 0.181 0.016 0.115
.020* 0.043 .023* 0.018 0.019 0.052 .024* 0.015
Sub_AddMat .031** 0.002 .037** 0.000 .030** 0.002 .031** 0.002
h
Sub_PA
Sub_EA .046** 0.000 .047** 0.000 .045** 0.000 .043** 0.000
Sub_Perdag
angan .110** 0.000 .111** 0.000 .110** 0.000 .113** 0.000
Selection_1
-0.004 0.701 .026** 0.007 0.000 0.974 -0.005 0.612
Selection _2 .041** 0.000 .052** 0.000 .040** 0.000 0.015 0.122
Selection _3 .084** 0.000 .087** 0.000 .079** 0.000 .052** 0.000
Selection _4 .115** 0.000 .116** 0.000 .108** 0.000 .081** 0.000
35
Programme_ Institution_ Selection_
Status Offered Offered Programme
Selection _5 R Sig. R Sig. R Sig R Sig.
.118** 0.000 .119** 0.000 .111** 0.000 .088** 0.000
Session 0.000
Intake .266** .273** 0.000 .270** 0.000 .274** 0.000
For the correlation analysis that have been conducted, all four dependent vari-ables show
similar results. There are a numbers of independent variables that are significant and there are
the numbers of independent variables that have highest rela-tionship shows compared to other
independent variables.
Based on descriptive analysis, which involved cross tabulation analysis and chi-square, CHAID
and CART are suitable algorithm used for this study. These algo-rithm have been employed
and the outcome is based on the comparison between CART and CHAID for selected
independent variable. The comparison has been made between all four dependent variables
with two algorithms in term of the per-centage correct. The comparison is shown in Table 4.
Table 4: Comparison between CART and CHAID algorithms using selected independent
variables
Dependent Variable CART Algorithm CHAID Algorithm
Status Percent Correct Percent Correct
Programme Offered
Institution Offered 80.30% 80.60%
Selection_programme 78.50% 98%
78.50%
79.00% 78.50%
79.00%
Based on the comparison made, among the 4 output variables, the prediction of Pro-gramme
Offered using CHAID yields more than 98% accuracy. This is also true for the prediction of
status ‘Layak’ or ‘Tak Layak’. However, the performance of CART and CHAID for Institution
Offered and Selection Programme does not show any dif-ferences between the two decision
trees algorithm. Hence, CHAID is selected to be hybrid with NN.
The result from decision tree is trained using MLP neural network. Different data allocation for
example 60:40, 70:30 and 80:20 are used in training and test result using various number of
hidden units. Total of four independent variables are sought in the experiments. For each
dependent variable, the activation function for the neural network is also sought. The result
from the experiment is shown in Figure 11.
36
Status Programme Offered
No of No of
hidden Activation Function Activation Function
unit
hidden
unit
Hyperbolic Tangent Sigmoid Hyperbolic Tangent Sigmoid
Training Testing Training Testing Training Testing Training Testing
10 79.2 81 79.4 78.7 5 79 77 78.6 80
Institution Offered Selection Programme
No of No of
hidden Activation Function Activation Function
unit
hidden
unit
Hyperbolic Tangent Sigmoid Hyperbolic Tangent Sigmoid
Training Testing Training Testing Training Testing Training Testing
5 78.4 78.7 78.5 78.6 2 78.9 78.1 78.9 80
Figure 11. The results using Sigmoid and Hyperbolic tangent with different value of hidden unit
Based on the above results, for dependent variables of Status and Institution Offered, the
suitable activation function is using Hyperbolic Tangent, while for Programmed offered and
Selection Programme, Sigmoid activation function is more suitable.
The empirical findings on the neural networks based on our dependent variables and their
respective parameters are shown in Figure 12, 13, 14 and 15.
Figure 12. The architectural structure of neural network for student application dataset with
respect to Status
37
Figure 13. The architectural structure of neural network for student application dataset with
respect to Institution offered
Figure 14. The architectural structure of neural network for student application dataset
with respect to Programme offered
38
Figure 15. The architectural structure of neural network for student application dataset with
respect to Selection programme
Table 6 exhibits the relevant parameters for NN using four independent variables.
Table 6. Parameter setting based on dependent variables
Status Programme Institution Selection
offered Offered Programme
LAYER 6 units 6 units 6 units 6 units
Input 11 units 5 units 5 units 2 units
Hidden (1) 1 unit(2 classes) 1 unit(15 classes) 1 unit(7 classes) 1 unit(7 classes)
Output
Learning rate 0.3 0.5 0.6 0.6
Momentum rate 0.4 0.3 0.4 0.5
Activation function Sigmoid Function Sigmoid Function
Hyperbolic Hyperbolic
Tangent Tangent
Accuracy 81% 80% 78.7% 80%
Comparing the accuracy obtained by the decision tree (Table 4) and NN (Table 6), the
accuracy of NN are increasing as an effort of hybrid algorithm.
39
9. Conclusion
This reveals that hybrid model using Decision Tree and Neural Network for programme
selection have improved the accuracy of the models through empirical evidence. Although, the
improvement is not significant, but the study proves the hybrid model increases the accuracy
of the prediction model. The study also indicates the data allocation suitable for obtaining the
optimal model for student’s data set. In addi-tion, learning rate and momentum rates are also
determined. Hence, the empirial evi-dence suggests the hybrid model has the potential to be
used in the Programme Se-lection for the student seeing for the programme.
40
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43
KAEDAH PAVI UNTUK MENJADIKAN PEMBELAJARAN KONSEP ASAS
PENGATURCARAAN SESUATU YANG MENYERONOKKAN
Raja Mahani binti Raja Mohamed Ali
Pensyarah Jabatan Sains Kuantitatif, Kolej Profesional Mara Beranang
Lot 2333, Jalan Kajang Seremban 43700 Selangor
[email protected]
Abstrak
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dalam bahasa pengaturcaraan adalah sukar. Melalui kajian keperluan yang telah dijalankan terhadap
17 orang pelajar program Higher National Diploma in System Development, lebih 100% pelajar yang
mengambil kursus pengaturcaraan mengakui bahawa kursus yang melibatkan pengaturcaraan C++ dan
C# adalah sukar untuk dikuasai manakala 88.26% pelajar mengatakan bahawa kursus ini sangat
membosankan dan tidak menarik minat mereka. Keputusan yang diperolehi untuk kursus-kursus
tersebut juga tidak memuaskan kerana terdapat beberapa pelajar yang gagal untuk kursus-kursus ini.
Artikel ini dihasilkan untuk membincangkan kaedah PAVI iaitu penceritaan, alatan, visual dan interaktif
yang boleh diaplikasikan dalam pengajaran dan pembelajaran kursus pengaturcaraan supaya
pembelajaran di dalam kelas lebih menyeronokkan dan mudah dikuasai.
Kata kunci : pengaturcaraan, sukar, kaedah, konsep, pengajaran & pembelajaran
1. Pendahuluan
Pengaturcaraan adalah proses memilih algoritma dan mengekodkannya menjadi notasi
supaya ia dapat dilaksanakan oleh komputer. Asas pengaturcaraan adalah untuk
menyelesaikan masalah dengan memanipulasi kod aturcara - contohnya, seorang
pengaturcara mahu membuat aplikasi yang menjana maklumat jumlah bayaran dalam setiap
pembelian yang dibuat oleh pengguna tertentu. Memahami tingkah laku kod aturcara yang
ditulis dalam bahasa pengaturcaraan adalah sukar. Ini adalah disebabkan ianya bukanlah
bahasa yg sering digunakan seharian dan memerlukan kita membina sendiri arahan dalam
bentuk baris demi baris. Menurut [Parsons D. et al], mempelajari pengaturcaraan adalah sama
seperti mempelajari satu bahasa baru yang tidak pernah digunakan dalam percakapan
seharian.
Ini disokong oleh [Konecki M.] dalam artikelnya yang menyebut bahawa mempelajari
pengaturcaraan adalah lebih kurang sama dengan mempelajari sebarang bahasa percakapan
lain tetapi perbezaan utama ialah ianya digunakan untuk menggambarkan masalah yang
biasanya bukan merupakan masalah seharian jika dibandingkan bahasa percakapan yang
menggambarkan situasi kehidupan yang penuh dengan kebiasaan. Ini menjadikan peraturan
pengaturcaraan dan sintaksnya lebih mencabar untuk dipelajari. Kesukaran yang sering timbul
adalah memahami konsep asas pembinaan arahan atau kod aturcara kelemahan ketika
44
proses pemecahan masalah. Ianya memerlukan daya logikal yang tinggi dan pemahaman
yang kukuh. Daya logikal yang tinggi dalam membuat keputusan diperlukan terutama dalam
pemilihan algoritma yang betul sebagai asas penyelesaian masalah. Algoritma ini
menerangkan penyelesaian kepada masalah dari segi data yang diperlukan untuk mewakili
masalah dan set langkah-langkah yang diperlukan untuk menghasilkan output yang
dikehendaki.
Kesukaran ketika mengekod aturcara adalah disebabkan kurang mahir untuk menguasai
konsep asas pengaturcaraan yang abstrak kerana tidak biasa dengan bahasa yang
digunakan. Sewaktu proses mengekod aturcara, bahasa pengaturcaraan mesti memberikan
cara notasi untuk mewakili kedua-dua proses dan data. Jika seseorang pengaturcara tidak
memahami konsep asas pengaturcaraan mudah, bahasa yang disediakan untuk pembinaan
dan jenis data, dia tidak mungkin dapat menyelesaikan masalah walaupun dengan hanya
membina satu aturcara yang kecil dan kurang kompleks.
Seseorang pengaturcara akan melalui satu proses yang rumit untuk menyelesaikan masalah
membangunkan sesuatu sistem mengikut spesifikasi yang diperlukan. Usaha telah dilakukan
oleh [Hafuku Y. Et al], yang memperkenalkan prinsip kaedah “langkah kecil” yang
memfokuskan pelajar mempelajari beberapa konsep untuk satu program bagi mengelakkan
masalah menguasai konsep bahasa pengaturcaraan yang terhad. Selain itu, [Skinner B. F]
juga membangunkan mesin pengajaran dan arahan program yang mengemukakan bahan
berstruktur dan langkah bijak untuk digunakan dalam urutan logik.
Dalam artikel ini, penulis akan memperkenalkan beberapa kaedah yang boleh digunakan
dalam pengajaran dan pembelajaran untuk pembelajaran konsep asas pengaturcaraan.
Kaedah-kaedah ini merupakan kaedah yang boleh diaplikasikan dalam kelas untuk menarik
minat pelajar terhadap kursus pengaturcaraan dan mencipta suasana yang menyeronokkan
ketika belajar konsep asas. Selain itu, kaedah-kaedah ini juga dapat membantu meningkatkan
pemahaman pelajar terhadap konsep asas sebuah program aturcara supaya mereka dapat
membina program mereka sendiri berdasarkan pemahaman asas yang diperolehi. Kaedah-
kaedah ini dikenali sebagai PAVI dan terdiri daripada:
1. P-kaedah penceritaan
2. A-kaedah menggunakan alatan
3. V-kaedah visual
4. I-kaedah interaktif
2. Pernyataan Masalah
Di dalam era digital ini, terdapat banyak ruang dan peluang ditawarkan dalam bidang
pengkomputeran memandangkan permintaan yang tinggi terhadap perisian, sistem teknologi
maklumat dan komunikasi yang kini menjadi sebahagian daripada keperluan manusia. Bagi
memenuhi permintaan yang tinggi ini, pakar teknologi maklumat perlu dilahirkan seramai yang
mungkin tidak mengira peringkat usia. Dalam usaha melahirkan cerdik pandai dalam bidang
ini, hampir semua kolej dan universiti di Malaysia telah menawarkan kursus Sains Komputer
dan kursus-kursus lain yang berkaitan dengannya. Namun begitu, bidang pengkomputeran
45
adalah agak kompleks dan sukar dijangka. Mencipta perisian atau menggunakan bahasa
pengaturcaraan untuk membangunkan sistem adalah jauh berbeza dengan keseronokan
menggunakan teknologi yang sedia ada. Ianya memerlukan pengetahuan untuk mengekod
dan kemahiran analitikal yang tinggi.
Satu kajian persepsi telah dijalankan terhadap pelajar oleh [Rahmat M.] di Fakulti Sains
Maklumat dan Teknologi, Universiti Kebangsaan Malaysia untuk mengkaji masalah utama
pembelajaran pengaturcaraan dalam kalangan pelajar yang mempengaruhi prestasi mereka.
Kajian tersebut mendapati bahawa 66.67% daripada 179 orang yang menjawab kajiselidik
mengakui lemah dalam memahami dan menjangka output yang seharusnya dihasilkan.
72.33% pula mengakui tidak mahir membetulkan program sendiri berdasarkan mesej
kesilapan yang disediakan oleh pengkompil. Sebanyak 89.38% daripada 179 orang pelajar
mengakui lemah dalam menulis segmen program yang membolehkan sesuatu proses
dilaksanakan.
Terdapat juga pengkaji-pengkaji lain seperti [Mostrom J. E. et al], [Robins A. et al] dan [Gomes
A. et al] yang membuat kajian tentang kesukaran pelajar dalam mempelajari kursus
pengaturcaraan. Masalah biasanya timbul kepada pelajar yang tidak pernah mengekod dan
baru mengenali bahasa pengaturcaraan. Menurut [Robins A. et al], pelbagai masalah yang
dialami oleh para pemula adalah dikenalpasti, termasuk isu yang berkaitan dengan reka
bentuk program asas, kerumitan algoritma dalam ciri bahasa tertentu, cetek terhadap
pengetahuan baru dan sebagainya. Jika pelajar tidak memahami konsep asas aturcara, maka
adalah sukar untuknya mengekod aturcara yang lebih besar.
Berdasarkan kajian yang dijalankan oleh [Gomes A], antara kesukaran yang dialami oleh
seseorang pengaturcara terutamanya pelajar dalam memahami pengaturcaraan adalah
seperti berikut :
i. Pengaturcaraan menuntut tahap abstraksi yang tinggi.
Pembelajaran pengaturcaraan memerlukan kemahiran seperti abstraksi, generalisasi,
pemindahan dan pemikiran kritikal. Pengalaman juga menunjukkan bahawa masalah itu
bermula secara umum dalam fasa pembelajaran awal ketika pelajar dijangka memahami
pengaturcaraan yang abstrak.
ii. Bahasa pengaturcaraan mempunyai sintaks yang sangat rumit.
Bahasa pengaturcaraan telah dibangunkan untuk penggunaan profesional dan tidak
menyokong pembelajaran. Biasanya bahasa pengaturcaraan adalah sangat luas dan
mempunyai banyak kompleks butiran sintaks untuk penghafalan. Kerumitan itu memerlukan
para pelajar menumpukan secara serentak dalam pembinaan algoritma dan peraturan sintaks.
iii. Tidak mempunyai cukup pengetahuan matematik dan logik.
Persekitaran pengaturcaraan banyak melibatkan matematik tersirat atau konsep logik
terutamanya konsep-konsep yang penting untuk masalah pengaturcaraan yang biasa.
Contohnya, semua item data dalam komputer diwakili sebagai rentetan digit binari. Dalam
asas pengaturcaraan, kita perlu memanipulasi jenis data. Jenis data yang sesuai perlu dipilih
mewakili tafsiran data binari ini supaya masalah dapat diselesaikan.
46
iv. Kurang mahir menyelesaikan masalah
Pelajar tidak tahu bagaimana menyelesaikan masalah. Antara faktor paling utama untuk
pengaturcara baru adalah kekurangan dalam kemahiran menyelesaikan masalah generik.
Para pelajar tidak tahu bagaimana untuk membuat algoritma, terutamanya kerana mereka
tidak tahu bagaimana menyelesaikan masalah. Penyelesaian masalah memerlukan pelbagai
kebolehan yang sering tidak dimiliki mereka teruatama dalam aspek berikut :-
i) Pemahaman masalah - Banyak kali pelajar cuba untuk menyelesaikan masalah tanpa
mengerti sepenuhnya masalah tersebut dan spesifikasi keperluan. Kadang-kadang ini
berlaku kerana pelajar mengalami kesulitan menafsirkan pernyataan masalah dan
terlalu cemas untuk memulakan penulisan kod hingga tidak membaca dan mentafsirkan
masalah dengan betul.
ii) Menggambarkan pengetahuan - Ramai pelajar tidak membina analogi yang betul
dengan masalah masa lalu dan tidak memindahkan pengetahuan sebelum ini kepada
masalah baru. Mereka cenderung untuk menduga kumpulan masalah yang sama ciri-
ciri dan bukannya prinsip yang sama. Akibatnya, banyak kali pelajar mendasarkan
penyelesaian mereka mengenai masalah yang tidak berkaitan, yang membawa kepada
penyelesaian yang salah.
iii) Refleksi mengenai masalah dan penyelesaian – pelajar mempunyai kecenderungan
untuk menulis jawapan sebelum berfikir dengan teliti mengenainya. Banyak ujian yang
telah dilakukan kurang mendalam dan mereka berpuas hati hanya kerana program
berfungsi dengan set data, tanpa membuat lebih banyak ujian yang komprehensif.
Kajian Keperluan
Di Kolej Profesional MARA Beranang khususnya, kajiselidik terhadap 17 orang pelajar Higher
National Diploma in System Development telah dijalankan untuk mendapatkan maklumbalas
mengenai persepsi pelajar yang pernah mengambil kursus-kursus melibatkan pengaturcaraan
seperti C++ dan C#. Antara dapatan yang diperolehi adalah seperti berikut :
Bilangan Bilangan
Soalan pelajar % pelajar %
bersetuju tidak 0
5.9
bersetuju 5.9
0
1. Saya tidak tahu tentang asas pengaturcaraan
sebelum mengambil kursus pengaturcaraan di 17 100 0
kolej ini.
2. Saya keliru bagaimana untuk menggunakan
bahasa pengaturcaraan C++ dan C# 16 94.1 1
3. Saya kurang cekap menyelesaikan masalah
menggunakan C++ dan C# berdasarkan 16 94.1 1
masalah yang diberi.
4. Saya tidak pernah berjaya membuat satu
program yang lengkap. 17 100 0
47
5. Saya sentiasa mengharapkan bantuan rakan 10 58.8 7 41.2
setiap kali perlu membuat program untuk kerja 17 100 0 0
kursus. 14 82.35 3
15 88.26 2 17.65
6. Kursus yang melibatkan aturcara C++ dan C# 11.74
lebih sukar berbanding kursus-kursus lain.
7. Saya mengakui bahawa keputusan untuk
kursus yang melibatkan C++ dan C# adalah
kurang memuaskan.
8. Saya tidak minat dengan kursus yang
melibatkan pengaturcaraan kerana sangat
membosankan.
Jika anda bersetuju dengan kebanyakan jawapan untuk soalan di atas, sila jawab soalan di bawah
ini. Abaikan jika anda tidak bersetuju dengan kebanyakan jawapan di atas.
9. Saya mungkin berminat dengan kursus
pengaturcaraan jika pembelajaran dalam kelas 17 100 0 0
tidak membosankan.
10. Saya mungkin boleh menguasai konsep
pengaturcaraan dgn baik jika aktiviti dalam 17 100 0 0
kelas adalah menyeronokkan.
Dapatan di atas telah dianalisa dalam bentuk graf seperti berikut :
PERSEPSI PELAJAR TERHADAP KURSUS PENGATURCARAAN
18
16
14
12
10
8
6
4
2
0
1 2 3 4 5 6 7 8 9 10
Setuju Tidak setuju
Berdasarkan dapatan di atas, jelas menunjukkan bahawa majoriti pelajar tidak pernah
mempunyai asas pengaturcaraan sebelum mengambil kursus berkaitan aturcara, keliru untuk
memanipulasi aturcara, kurang cekap menyelesaikan masalah penaturcaraan, tidak pernah
berjaya membuat satu program lengkap dengan sendiri, mengharapkan bantuan rakan,
mengakui bahawa kursus yang melibatkan aturcara C++ dan C# lebih sukar berbanding
kursus-kursus lain serta tidak berminat kerana kursus ini membosankan.
48
Dua soalan terakhir pula bertanyakan pelajar bersetuju atau sebaliknya atas kemungkinan
bahawa mereka akan lebih berminat dengan pengaturcaraan dan dapat menguasai
pengaturcaraan jika pembelajaran dalam kelas tidak membosankan dan aktiviti yang
dikendalikan adalah menyeronokkan. Dapatan yang diterima menunjukkan majoriti pelajar
bersetuju dengan peratusan sebanyak 100%
Berdasarkan pengumpulan data mengenai persepsi pelajar di kolej ini berkenaan kursus
pengaturcaraan, dapat dilihat bahawa pembelajaran dalam kelas memainkan peranan yang
sangat penting dan mampu memberikan impak yang jelas dalam penguasaan bahasa
pengaturcaraan. Ini berkait rapat dengan kaedah pengajaran yang dikendalikan dalam kelas.
Berdasarkan kajian oleh [Mostrom J. E et al], kaedah pengajaran tradisional tidak mencukupi
untuk banyak keperluan pelajar untuk pembelajaran pengaturcaraan. [Boada I. et al] menulis
dalam kajiannya bahawa kaedah pengajaran yang digunakan di Universiti Ginora terdiri dari
kuliah dan makmal serta mengakui terdapat banyak kelemahan dalam pengajaran
pengaturcaraan menggunakan kaedah ini. Antara dapatan hasil kajiannya mengenai
kelemahan pengajaran adalah kurang perhatian dapat diberikan kepada pelajar ketika sesi
makmal kerana tidak cukup masa untuk melayani setiap masalah pelajar ketika mengekod.
Di Kolej Profesional MARA Beranang sendiri, kaedah pengajaran yang sama telah digunakan
iaitu melibatkan sesi kuliah untuk bahagian teori dan makmal untuk praktikal. Melalui
pengalaman penulis sendiri dalam sesi kuliah, konsep utama pengaturcaraan dijelaskan
menggunakan kod pseudo sebagai bahasa pertama untuk menyelesaikan masalah
pengaturcaraan. Namun begitu, kebanyakan bahasa pengaturcaraan adalah bahasa Inggeris
dan bukan semua pelajar pandai berbahasa Inggeris. Ini menyukarkan mereka mentafsir kod.
Selain itu juga, disebabkan terlalu banyak bergantung kepada kod pseudo, pensyarah tidak
dapat memperkenalkan pelajar kepada banyak contoh seperti yang diingini dan menyebabkan
pelajar sukar menyelesaikan masalah yang pelbagai.
Dalam sesi makmal pula, bahasa pengaturcaraan diajar dengan menetapkan masalah kecil,
bermula dengan masalah mudah dan secara beransur-ansur menjadi lebih kompleks. Di sini,
pelajar harus menggabungkan kemahiran mereka menyelesaikan masalah dan merekabentuk
algoritma dan program. Di samping itu, pelajar perlu belajar teknik pengujian dan debugging
untuk mengesahkan program. Semua kekurangan pelajar muncul dalam sesi ini yang
memerlukan nasihat dan maklum balas yang berterusan. Namun, disebabkan bilangan pelajar
yang ramai, maka perundingan secara peribadi dengan pelajar adalah sangat sukar.
Kelemahan utama kaedah ini ialah tidak mempunyai masa yang cukup untuk memberikan
lebih banyak contoh serta melayani setiap masalah pelajar Dari perspektif pelajar, mereka
merasa bosan kerana kurang diberi perhatian ketika masalah sedang memuncak menjadikan
pelajar tidak bermotivasi untuk bekerja dan mereka merasa bersendirian di hadapan komputer.
49
3. Tujuan
Antara objektif artikel ini adalah seperti berikut :-
Memperkenalkan kaedah-kaedah pengajaran yang dikenali sebagai PAVI yang boleh
digunakan untuk pembelajaran konsep asas pengaturcaraan dalam kelas untuk
menarik minat pelajar terhadap kursus pengaturcaraan dan mencipta suasana yang
menyeronokkan.
Membincangkan cara-cara mengaplikasikan semua kaedah PAVI dalam sesi
pembelajaran konsep asas pengaturcaraan untuk membantu meningkatkan
pemahaman pelajar terhadap konsep asas aturcara supaya mereka dapat membina
program mereka sendiri berdasarkan pemahaman asas yang diperolehi.
4. Metodologi
Terdapat 4 kaedah yang boleh digunakan dalam pengajaran dan pembelajaran konsep asas
pengaturcaraan untuk mencapai objektif yang dinyatakan. Kaedah-kaedah ini dikenali sebagai
PAVI yang mengetengahkan kaedah berbeza daripada kaedah tradisional yang sering
digunakan untuk pembelajaran pengaturcaraan. Kaedah ini merupakan kaedah yang
diperkenalkan oleh pengkaji dan ahli akademik yang bertujuan untuk memudahkan
pemahaman konsep asas pengaturcaraan di kalangan pelajar masing-masing. Kaedah PAVI
ini terdiri daripada:
i. P-kaedah penceritaan
ii. A-kaedah menggunakan alatan
iii. V-kaedah visual
iv. I-kaedah interaktif
Kaedah-kaedah ini diterangkan secara terperinci seperti berikut :
i. Kaedah penceritaan
Menurut [Liukas L. et al], kita semua mempunyai cerita tersendiri yang membentuk kita
melihat dunia sebagai orang dewasa. Melalui buku yang dihasilkannya iaitu “Hello Ruby”
(Rajah 1a), pembaca akan belajar bagaimana untuk memecahkan masalah besar kepada
masalah kecil, mencari pola, membuat rancangan langkah demi langkah dan berfikir di luar
kotak. Pengaturcara akan teruja untuk menstrukturkan kod mereka melalui aktiviti yang
disediakan dalam buku ini. Ia tidak mengajar apa-apa bahasa pengaturcaraan tertentu,
tetapi memperkenalkan asas pemikiran komputasi yang diperlukan.
50
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Journal of Academia 2018
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