eBOOK IDEA'S PENULISAN ILMIAH 2018

IDEA’S Penulisan Ilmiah
Integration Diversity, Education and Sustainability

berkolaborasi. Kaedah pedagogi ini membolehkan pensyarah meluangkan lebih masa dalam
memberi tunjuk ajar berbanding menyampaikan syarahan secara terus sekaligus memanfaatkan
pelajar dengan pelbagai kebolehan, minat dan keperluan (Wallace, 2014).

Perbincangan di papan forum serta aktiviti yang berlangsung dalam EDMODO
menyokong pendekatan pembelajaran berasaskan teori konstruktivisme (Holland & Muilenburg,
2011). Konstruktivisme merupakan teori pembelajaran yang berasaskan kepada pembinaan
pengetahuan oleh pelajar sendiri secara aktif dan pensyarah pula menjadi pembimbing kepada
proses tersebut. Melalui kaedah ini, pelajar tidak hanya menyerap secara pasif sebarang
maklumat dan pengetahuan yang disampaikan oleh pensyarah tetapi menggabungkan maklumat
baru dengan pengetahuan sedia ada dalam proses membentuk pengetahuan baru melalui proses
kolaborasi bersama-sama rakan dan pensyarah. Dalam teori ini, penekanan tertumpu kepada
peranan pelajar berbanding peranan pensyarah sekaligus membentuk proses PdP yang
berpusatkan pelajar.

4. Penggunaan EDMODO dalam Pendidikan
Keringkasan antara muka dan kebolehcapaian EDMODO menjadikannya ia satu dunia

pembelajaran yang berkesan. Aplikasi ini membolehkan pelajar mengambil bahagian secara aktif
dalam pembelajaran. EDMODO menyediakan ruang kepada tutor untuk menghantar peringatan
tugasan, membina kalendar acara, dan menghantar mesej kepada ahli kumpulan. Pengguna juga
boleh berkongsi pautan, video, dan imej. EDMODO boleh menjadi medium untuk tutor
berkomunikasi dengan berkesan kepada pelajar yang memerlukan bimbingan. Untuk mata
pelajaran seperti bahasa asing, tutor telah pun menggunakan EDMODO untuk menetapkan kelas
gandingan antara mereka dengan guru bahasa lain dari serata dunia. Pelajar boleh melihat semula
pautan yang dihantar melalui suapan RSS dengan mudah. Tutor juga boleh membuat pentaksiran
autentik formatif yang lain menggunakan EDMODO. Satu tugasan dalam kelas untuk membaca
dan mengupas sebuah petikan dengan mudahnya boleh bertukar menjadi satu tugasan bertulis.
Pelajar boleh merumuskan dan memberikan jawapan, dan bergilir-gilir menjawab soalan satu
sama lain (Picardo, 2011).

Menurut Jarc (2010), EDMODO membolehkannya mengawasi kemajuan pelajar,
menghantar kandungan secara elektronik, menghantar makluman melalui e-mel dan mesej teks,

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IDEA’S Penulisan Ilmiah
Integration Diversity, Education and Sustainability

dan yang paling penting, EDMODO menyediakan cara yang cepat dan mudah untuk
mengendalikan pentaksiran autentik. Penggunaan jaluran perbincangan hampir sama seperti
mengendalikan temu bual dengan pelajar dan rakan sebaya mereka sambil menggalakkan dialog,
mencabar pelajar untuk menulis secara ringkas dan padat, serta mempertahankan pendapat
mereka dengan maklumat sokongan daripada pembacaan yang dibuat. EDMODO membantu
dalam pembinaan rangkaian yang lebih baik dan selamat, jadi risiko untuk dihubungi oleh orang
yang tidak dikenali bagi tujuan bukan akademik benar-benar dapat dikurangkan, oleh yang
demikian ia menyediakan persekitaran yang lebih selamat untuk pelajar dan tutor berinteraksi
dan bekerjasama. Ia juga mengurangkan bilangan kertas yang digunakan dalam bilik darjah.

5. Kesimpulan
Kesimpulannya, aplikasi EDMODO boleh dilaksanakan dalam sistem pendidikan di kolej

komuniti sebagai medium pembelajaran era baru sejajar dengan perkembangan teknologi.
Melalui penggunaan pembelajaran berkonsepkan mudah alih berbantu teknologi tanpa wayar
yang lebih fleksibel ini, boleh dijadikan penambahbaikan dan nilai tambah kepada proses
pengajaran dan pembelajaran konvensional sedia ada kini. Hal ini selaras dengan matlamat teras
ke-9 Pelan Pembangunan Pendidikan Malaysia 2015-2025 (Pendidikan Tinggi) iaitu
pembelajaran dalam talian tahap global. Malah, menerusi amanat Menteri Pendidikan Tinggi
2017 juga, beliau menyarankan bahawa instusi pendidikan perlu memikirkan semula reka bentuk
pengajaran dan pembelajaran pendidikan tinggi di mana pembelajaran lebih aktif, lebih interaktif
dan lebih immersif, serta bersifat cabaran (challenge based) dan permainan peranan (role-play).

Aplikasi EDMODO adalah suatu aplikasi percuma, mesra pengguna, mudah
dibangunkan, mudah digunakan serta boleh diaplikasikan untuk semua jenis peranti mudah alih.
Seterusnya, kajian keberkesanan pengunaan perlu dilaksanakan untuk melihat impak ke atas
penggunaan aplikasi ini sebelum di aplikasikan secara menyeluruh bagi semua kolej komuniti di
Malaysia. Hal ini selaras dengan matlamat untuk menjadikan aplikasi e-learning ini sebagai
medium pembelajaran era baru seiring dengan perkembangan teknologi semasa di kolej
komuniti. Cabaran-cabaran dalam melaksanakan aplikasi ini perlu diberi tumpuan utama dalam
usaha untuk menjadikan aplikasi ini satu medium pembelajaran yang lebih berkesan. Komitmen
semua pihak termasuk pihak kementerian, pengurusan organisasi, pensyarah mahupun pelajar

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IDEA’S Penulisan Ilmiah
Integration Diversity, Education and Sustainability

amat diperlukan bagi merealisasikannya. Selain itu, kajian yang lebih terperinci perlu dilakukan

dengan mengambilkira semua faktor termasuk kekangan yang mungkin dihadapi dalam
mengaplikasikan EDMODO sebagai medium baru pengajaran dan pembelajaran di kolej

komuniti.

Rujukan

Chada Kongchan. (2013) How EDMODO and Google Docs can change traditional classrooms,
The European Conference on Language Learning 2013, Brighton, United Kingdom,
paper 0442.

Cowie, N., & Sakui, K. (2013). It’s Never Too Late: An Overview of E-Learning. ELT Journal:
English Language Teachers Journal 67(4): 459-467.

Çancaya, S., Durak, G., & Yunkul, E. (2013). Using educational social networking sites in
higher education: EDMODO through the lenses of undergraduate students. European
Journal of Educational Technology 1(1): 3-23. Diperolehi daripada
https://www.researchgate.net/publication/321837975_Using_Educational_Social_Networ
king_Sites_in_Higher_Education_EDMODO_through_the_Lenses_of_Undergraduate_St
udents].

Elliot, D. (2009). Internet technologies and language teacher education. Handbook of Reserch
on Web 2.0 and Second Language Learning, 435-450. Diperolehi daripada
http:www.livesofteachers.com/wp-content/uploads/2010/04/Internet-technplogies-and-
language-teacher-education-pdf-markup.pdf] akses pada 18 Mac, 2018.

Hunt, L. (2004). Creative E-Transition (E-education Applications: Human Factorss and
Innovative Approaches). UK: Idea Group Inc.

Johnson, B., & Cristensen, L.B. (2000). Educational research: Quantitative and qualitative
approaches. Allyn and Bacon.

Li, L., & Pitts, J.P. (2009). Does it Really Matter? Using Virtual Office Hours to Enhance
Student-Faculty Interaction. Journal of Information Systems Education, 20(2), 175-185.

Resnick, L.B., & Wirth, J.G. (1996). The changing of workplace: New challenges for education
policy and practice. San Francisco: Jossey-Bass Publishers.

Suriadhi. (2014). Pengembangan E-Learning berbasis EDMODO pada Mata PelajaranIPA Pada
Kelas VII SMP Negeri 2 Singaraja. Jurnal Edutech, Vol 2, No. 1.

Pop, A. (2013). EDMODO E-portpolio in EFL-A case study. Paper Presented at the 8th
International Conference on Virtual Learning ICVL. 2013: Phase II-Period 2010-2020: e-
Skills for the 21st Century Romania. University of Bucharest, Faculty of Psychology and
Educational..

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IDEA’S Penulisan Ilmiah
Integration Diversity, Education and Sustainability

Perception on Sabah Island Tourism: A case of Tunku Abdul Rahman Marine Parks

Edi Rizal Kassim
Chang Vui Seng, Wilson

Lucas Kee
Kolej Komuniti Sandakan

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Integration Diversity, Education and Sustainability

1. Introduction
Sabah, an emerging, exotic exciting, highly divers, unique, hospitable, safe, meaningful

and a value destination is being promoted as “Sabah Nature’ally” best of Borneo. Malaysia is
being successfully promoted as Malaysia truly Asia, rank number nine in international tourist
arrivals (24.7 million) and number fourteen in tourism receipts (RM 58.3 billion) in the world
in 2011 (World Tourism Organization, 2016). The harmony, high degree of tolerance,
acceptable and integration among the multi religion and multi ethnic people of Sabah of a
delightful mix of over 30 indigenous communities epitomize harmony in diversity realities of
one Malaysia that resonates Sabah is truly Malaysia. The largest non-indigenous ethnic group is
the Chinese and the largest indigenous group is the Kadazan-Dusun people. Two other larger
ethnic groups in Sabah are the Bajau and Murut, compared to other states in the country; Sabah
has relatively very small population of Indians and South Asians. Apart from the Sabahans’
very own diverse mother tongues, Bahasa Malaysia (national language) and English is widely
spoken, Mandarin and some Chinese dialects are also widely spoken. (Sabah Tourism Board.
2016).

Sabah has enjoyed double digit growth annually for past twelve years. World Tourism
Organization predicted that in the year 2020 there will be 1.6 billion international tourist
arrivals, based on projected annual growth rate of 4.3% each year. There are over 100 tourism
products that cater for every taste and level of tourist, from eco tourism to adventure tourism
are available in Sabah. Sabah is well known for their reefs and beautiful island. The soul of
diving resonates is the underwater paradise of Sabah in Malaysian which blessed with the
marine biodiversity and home to one of the most diverse collections of marine life which more
than 3000 species of reef fish and 500 species of corals. Marine Parks are one of the few
protected areas. As a protected area, limited activities are allowed and those that are destructive
toward marine ecology are strongly prohibited.

Nonetheless, only activities that are not destructive to ecology are allowed, including
tourism. In fact, tourism is highly encouraged at these marine parks. Tourist are welcomed by
warm, friendly and hospitable people of Sabah, and the amazing wonders of marine attractions
at Tunku Abdul Rahman Marine Park, Pulau Tiga, Mantanani, Layang-Layang and many other
beautiful island around Sabah. (Sabah Parks, 2016). Currently in Malaysia there are six marine

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Integration Diversity, Education and Sustainability

parks with a total of 41 islands which are the Tunku Abdul Rahman Marine Parks (5 islands),
Payar Island Marine Park (4 islands), Redang Island Marine Park (9 islands), Tioman Island
Marine Park (7 islands), Mersing Marine Park (13 islands) and Labuan Marine Park (3 islands)
(Karim, 2003). All these Marine Parks are developed as tourist destinations. This is because
tourism is not regarded as destructive towards the marine parks’ marine ecology and leisure
activities if they are sustainably managed. Moreover, the tourism activities are also income
generating to those locals who are now prohibited from carrying out their main source of
income activity, which is fishing.

2. Tunku Abdul Rahman Marine Parks
Tunku Abdul Rahman Marine Park is gazetted in 1974, as one of the unique features

with high esthetical values as a natural heritage, it will be remain preserved for the benefit,
knowledge, scientific researches and recreational sites (Sabah Park). This park comprises of
five islands namely Gaya Island, Manukan Island, Sapi Island, Mamutik Island and Sulug
Island, which only take 25 minute from mainland of Kota Kinabalu city and several five star
hotel around city area.Out of five islands only four islands are open for visitor and the Sulug
island is the least developed and the farthest away, has an almost untouched quality making it
ideal for those seeking a more tranquil and deserted atmosphere. The shoreline is mostly rocky
with beautiful patches of reef at the southern end. Tunku Abdul Rahman Marine Park has a
floating village which located in Gaya Island and it has over 6,000 floating population of
largely Bajau, Ubian and Filipinos. Despite of the beautiful Marine Park are characterized by
shallow waters, sumptuous coral gardens and all boast splendid white sandy beaches.

Attractions at the Tunku Abdul Rahman Marine Park circle around all that is to discover
under water, Diving and snorkeling are the most popular activities besides sun bathing along
the many public beaches that can be found on all of the 5 islands that make up the marine park.
Other activities include kayaking, sailing, picnicking, barbeque lunch buffet and beach water
sports. Tourist can stay at the biggest island which is Pulau Gaya as there offer world class
island resorts and manage by international well known company for example Gaya Island
Resort, Bunga Raya Island Resort and Gayana Eco Resort, for tourist who are adventurous they
can do some light jungle trekking, as there are over 20km of trails throughout the island and

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Integration Diversity, Education and Sustainability

tourist can experience the amazing flora and fauna along the trails. During these treks you might
encounter bearded pigs, proboscis monkeys, long-tailed macaques, monitor lizards, hornbills
and even a few snake species. Sabah tourist market is domestic, short haul ASEAN country,
Hong Kong and southern China and regional market of North Asia as well as Australia.
Furthermore direct flights from these regions have boosted the number of visitor tremendously
recent years.

3. Tourist perception on island activities in Tunku Abdul Rahman Marine Parks
According to Oxford Dictionary activity is a thing that a person or group does or has

done. Island leisure is very broad term which refers to anything from sea sunset to a cruise ship
voyage, to sport fishing on the sea to scuba diving, snorkeling, or island hoping. Island water
sports represent the more active aspect of marine activities. Some examples would be fishing,
diving, surfing, sailing, paragliding, and snorkeling. Su, Jiang, & Tu (2015) urged that marine
leisure activities require physical and active participation by the person involve. Island water
sport activities focus on the basic and advanced level of water related activities which take
place in the ocean with specific emphasis on the importance of adhering to safety regulation
and proper usage of equipment, the development of each participant’s ability, and provide a
comprehensive understanding and appreciation of the environmental issues.

Furthermore marine leisure implies a more passive form of recreational activity, such as
taking advantage of the seaside resort, cruise ships, marine parks and tourist submarines (Yu,
2016). While on the other hand, many researchers believed that this categorization of the island
recreation market will help to facilitate the relative activities in each of these subsections
(Bammel & Burrus-Bammel, 2009). Island activities can be pursued by people of all age and
with various physical capabilities. For example people with disability problem can participate
in Glass-bottom boat, and modern cruise ships now have a number of cabins designed for
physically handicapped passengers. The purpose of this study is to identify tourist perception
and acceptance on Sabah island tourism including their services provide, the activities, and their
overall satisfaction.

By referring at the perspective of tourist perception toward island activities and services
provided by tour operator in Tunku Abdul Rahman Marine Parks, the analysis revealed that a

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Integration Diversity, Education and Sustainability

pattern of tourist has been identified where majority of the respondents having slightly agree
feeling on their perception. The inclination toward positive feeling were expressed in the
natural environment dimension through beautifulness of scenery and the beauty of marine parks
image followed by variety of water sport activities and the other attraction, shallow water,
beautiful white sandy beaches, beside that tourist experiences had satisfied their needs and
wants. Similar inclination were also reported in the service quality provided by tour operators,
excellence services on water sport activities, staff were very helpful, deliver consistent quality
of services an well as the services had completed tourist expectation.

Nevertheless, majority of the respondents portrayed the inclination toward slightly agree
feeling to price value dimension, the price offered were still can be accepted by international
tourists, but not for local tourists, but as overall the price are reliable, can still be bargain, and
worth for its services. There are varieties of island activities offered in Tunku Abdul Rahman
Marine Park, and each of the islands has their own special activity. Tourists were more
preferred with activity that not cost them. There are total of fourteen most famous activities in
the marine parks, and the majority preferred snorkelling activity in the island with 70.8 percent
of the respondents doing the activity. This is because the activity did not involve any cost, and
tourists can snorkelling conveniently. The second highest is banana boating activity, which
show that 41.3 percent respondents participated in banana boating. Follow by kayaking 15.2
percent, island hopping 14 percent, sea walking 13.3 percent, sunset cruise 12.7 percent and
parasailing 11.7 percent respectively. While there are a few activities less participated by tourist
for example sport fishing 10.8 percent, scuba diving 10.5 percent, Jet Ski, 7.6 percent, fly fish
7.3 percent, wind surfing 4.1 percent and the least is glass bottom boat activity. This is because
the activity is not more available and not many tour operator offering the service, due to the low
demand from tourist

4. Recommendations
No doubt that tourist perception and satisfaction is one of the crucial challenges in

tourism study nowadays due to the fact that perception about the particular place is an important
component of tourism destination image as it potentially influences the tourists' behaviour.
Besides helping the identification of destination strengths and weaknesses, the investigation of

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Integration Diversity, Education and Sustainability

tourist overall satisfaction in the marine parks has also assist tourism provider in promoting and
providing their best services in the market. Tourism service providers should have collaborative
relationship with state government, they should undertake more initiatives to increase their
products’ image in term of service quality and physical appearance. One of the most possible
approaches to accomplish this objective is by ensures that the service provider or tour operator
have been prepared with proper training and clear guidance about their job description as their
service portrayed whole image of the tourism service providers and destination itself in general.

In line with that, the image is closely related with physical service appearance which
may include many components such as facilities of the establishment and ambiance in that
particular area. Therefore, critical consideration should be taken to improve the physical
appearance via upgrading the facilities and injecting more unique elements that depicts
culture of Sabah in facilities and ambiance of tourism establishment or area by the authority of
state government to attract more tourist arrival in future. Again, this action should parallel with
the consistence implementation and monitoring effort from all parties including tourism
operator, authority, suppliers, as well as the working in the industry, as it also contributes to the
expectation formation which consequently affects their satisfaction and loyalty toward the
marine parks.

5. Conclusion
The responsible authorities should emphasize more on the policy planning in order to

develop a good and clear image of the island tourism destination Sabah since Sabah is well
known as an Eco-Tourism destination. A comprehensive approach through collaboration with
various sector especially tourism service providers are needed to establish a recognizable image
that portray the specialty of Sabah islands attraction and differentiate from other states in
Malaysia. Blessed with various interesting nature destinations and attractions, these resources
needed more aggressive action in promotional and marketing campaign. In line with that, both
initiatives should be supported with the consistence maintenance and monitoring efforts as it
ensures the image being portrayed to the tourists is not just another new series of campaign in
the media but also in line with the services that tourist will experience when they visited Sabah.

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Reference

Bammel, G.,& Burrus-Bammel, L. (2009). Leisure and human behavior (3rd ed.).
Dubuque, IA, USA: Brown & Benchmark.

Karim, A. K (2003). Malaysian legislation on the management of marine protected areas
and marine parks. Report of the Regional Sympo-sium on Marine Protected Areas
and Their Management, Chennai.

Sabah Tourism Board (n.d). Destinations: Place to go. Retrieved 29 September 2016,
Available at http://www.sabahtourism.com/sabah- malaysian
borneo/en/destination/83/.

Sabah Park official website (n.d). Retrieved 21 September 2016, at
http://www.sabahparks.org.my/eng/public/default.asp.

Sabah Tourist Association website (n.d). Retrieved on 1 May 2016 at
http://www.sta.my/tar_park.cfm.

Su, D. J., Jiang, M. H., & Tu, J. (2015). The study of using fish habors to develop marine
recreation sport using the example of Taipei country. A Report Was Entrusted And
Studied By National Council On Physical Fitness And Sports.

World Tourism Organizations. (2016). Statistics and economic measurement of
tourism.Retrieved 29 September 2012 at
www.worldtourism.org/satatistics/index.htm.

Yu, J. H. (2016). Perception of tourist attraction and satisfaction levels toward marine
leisure sports in Kenting Taiwan. Proquest Dissertation and Theses, 1-125.

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Integration Diversity, Education and Sustainability

Tinjauan pelaksanaan ibadah dalam pelancongan

Rizuan bin Zainal
Zakina Izienty binti Zainal

Mahadi bin Ripin
Kolej Komuniti Sandakan

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Integration Diversity, Education and Sustainability

Abstrak
Melancong merupakan salah satu aktiviti yang amat menyeronokkan. Tambahan pula, ia
memberi banyak manfaat dan kebaikan. Melancong bertujuan untuk sentiasa mencari kebenaran,
menimba ilmu pengetahuan terutama ilmu yang berkaitan tafsiran al-Quran, meluaskan
pengalaman dan melihat keindahan alam ciptaan Tuhan amat digalakkan. Melancong adalah
sebahagian daripada ibadah yang melengkapkan dan menyempurnakan kehidupan seseorang
individu. Ajaran Islam tidak membataskan pergerakan manusia untuk bermusafir dan
mengembara mencari pengalaman dan ilmu, tetapi mestilah disertai dengan niat yang baik untuk
mempelajari sesuatu dan bukannya berbuat maksiat. Semua manusia mengimpikan tempat yang
indah untuk dilawati dan menghabiskan masa cuti bersama keluarga setelah penat menjalani
kerja seharian. Oleh sebab itu, di dalam Islam turut menggariskan beberapa perkara yang perlu
dititik beratkan oleh setiap individu agar aktiviti melancong dapat dijadikan ibadah. Tidak hanya
tertumpu kepada pelaksaan solat sahaja malah merangkumi perkara-perkara yang lain. Kertas
konsep ini mengupas tentang pelaksanaan ibadah dalam pelancongan yang disarankan oleh
Rasulullah S.A.W dan bagaimanakah aktiviti pelancongan seseorang itu dapat dijadikan sebagai
ibadah bagi mendapatkan pahala di sisi Allah s.w.t.

1. Pengenalan
Pelancongan Islam menurut Islamic Tourism Centre ditakrifkan seperti berikut; “mana-

mana kegiatan, peristiwa, pengalaman atau penglibatan, yang dilalui dalam keadaan penjelajahan
yang akur pada nilai serta hukum Islam, dengan tujuan untuk menikmati dalam sesebuah
kerangka Islam, sama ada salah satu atau kesemua dari yang berikut: sejarah, seni, budaya,
warisan, cara hidup, ekonomi, kesihatan, pendidikan atau mana-mana dimensi hidup manusia”.
Ibadah dari segi istilah agama Islam pula bermaksud “tindakan, menurut, mengikut dan mengikat
diri dengan sepenuhnya kepada segala perkara yang disyariatkan oleh Allah dan diserukan oleh
para Rasul-Nya sama ada ia berbentuk suruhan atau larangan”.

Pelancongan sebagai ibadah adalah dikatakan apabila seseorang individu bermusafir,
mengembara atau melancong mencari pengalaman dan ilmu, memahami dan mengakui
kebesaran ciptaan Allah dan disertai dengan niat yang baik, bukannya bertujuan untuk berbuat
maksiat maka ini menjadikan aktiviti pelancongan individu itu sebagai satu ibadah yang diredhai

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Integration Diversity, Education and Sustainability

oleh Allah s.w.t. Mengembara dan melancong sememangnya telah menjadi sebahagian dari cara
hidup manusia kala ini. Malah, Islam amat menggalakkan umatnya pergi mengembara untuk
mengenali dunia, memahami serta menghargai keajaiban ciptaan Allah s.w.t. (Al Quran, Surah
Al-Ankabut, ayat 20). Mengembara di muka bumi adalah suatu tuntutan dalam Islam
sebagaimana firman Allah s.w.t dalam marfhumNya; “Katakanlah (wahai Muhammad),
mengembaralah di muka bumi, kemudian perhatikanlah bagaimana buruknya kesudahan orang-
orang yang berdosa itu” (Al Quran,Al-Naml, ayat 69).

Allah berfirman lagi yang bermaksud; “Pergilah berjalan (mengembara) di muka bumi
kemudian lihatlah bagaimana akibat orang yang mendustakan Allah” (Al Quran,Surah Al-
Anam, ayat 11). Justeru, melancong atau mengembara memberi kesempatan kepada kita sebagai
hamba Allah untuk melihat sendiri kehidupan masyarakat di tempat lain, lebih-lebih lagi di
tempat yang kurang bernasib baik, melihatkan kemunduran dan kemusnahan yang berlaku dan
membuatkan kita lebih bersyukur dengan apa yang kita telah nikmati selama di negeri kita
sendiri. Menurut kamus dewan, pelancongan berasal daripada perkataan lancong atau melancong
yang membawa maksud melawat sambil melihat-lihat (bersenang-senang).1 Dalam bahasa
Inggeris Pelancongan pula diertikan sebagai tourism manakala melancong pula diertikan sebagai
travel atau journey. 2 Melancong juga didefinisikan sebagai meninggalkan tempat tinggal menuju
ke sesuatu destinasi dengan tujuan tertentu dan berhasrat untuk kembali semula ke tempat asal.3
Manakala pelancong pula diertikan sebagai orang yang bermusafir ke sesuatu tempat dengan
tujuan tertentu dan tidak bertujuan untuk berhijrah atau berkerja di tempat tersebut.4

2. Pernyataan masalah/isu kajian
Setiap perintah berkaitan ibadah berdasarkan apa yang termampu dilakukan. Ini kerana

konsep ibadah bukan satu hukuman atau satu bentuk penyeksaan. Terdapat beberapa perkara
yang harus diambil kira sebelum melancong terutamanya berkaitan solat, puasa, bacaan doa dan
adab. Dengan perancangan yang rapi dan sistematik dengan mengambil kira pelbagai aspek
beserta niat yang betul, aktiviti pelancongan akan menjadi menarik, bermanfaat dan tidak
bercanggah dengan hukum syarak. Kertas kajian ini menumpukan tentang bagaimana mudahnya
seseorang muslim itu dapat melaksanakan ibadah dan di dalam masa yang sama dapat menikmati
keseronokan melancong?

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3. Objektif
Objektif atau tujuan kajian ini dilaksanakan adalah:
i. Mengetahui tentang pelaksanaan ibadah dalam pelancongan.

4. Sorotan kajian
Dalam konteks Islam, terdapat beberapa panduan yang ditunjukkan oleh Rasulullah bagi

melaksanakan aktiviti pelancongan sebagai suatu ibadah. Rasulullah s.a.w sendiri terkenal
sebagai seorang yang banyak mengembara bermula dari zaman kanak-kanaknya terutama yang
melibatkan urusan perdagangan dan perniagaan. Baginda juga membuktikan pengembaraannya
apabila baginda mengembara dan merantau ke setiap pelusuk negeri untuk menyebarkan ajaran
Islam. Baginda juga pernah meminta sahabatnya mengembara dan meninjau keadaan di Habsyah
dan beberapa tempat lain bagi mencari peluang untuk Islam bertapak dan berkembang di situ.

Jelas kepada kita, Islam menganjurkan pelancongan supaya setiap muslim dapat
menghayati dan mensyukuri keindahan alam ciptaan Allah Taala dengan melihat, menghayati
dan menyelidiki setiap keindahan ciptaan Nya. Apabila timbulnya rasa syukur, maka akan lahir
rasa keimanan dan keyakinan diri terhadap kekuasaan Allah s.w.t. Menurut Ibnu Umar, bahawa
Rasulullah s.a.w telah memegang bahunya dan bersabda; “hendaklah engkau berada di dalam
dunia seolah-olah engkau seorang yang berdagang atau pengembara yang sedang dalam
perjalanan”. Setiap muslim disarankan mempelajari sesuatu yang baru seperti sosiobudaya,
persekitaran dan cara kehidupan masyarakat di tempat yang dilawati. Dengan itu, aktiviti
pelancongan akan menjadi lebih berguna dan bermanfaat. Firman Allah s.w.t yang bermaksud;
“Tidakkah mereka menjelajah di muka bumi supaya mereka mempunyai hati yang dapat
memikirkan atau telinga dapat digunakan untuk mendengar? Kerana sebenarnya bukan mata
yang buta, tetapi yang buta ialah hati di dalam dada” (Surah al-Hajj, ayat 46).

Rasulullah s.a.w juga amat menggalakkan umatnya mengembara untuk mencari ilmu.
Gesaan mengembara untuk tujuan keilmuan ini terkandung dalam riwayat Saidina Anas iaitu
baginda bersabda; “Tuntutlah ilmu sampai ke negeri China, kerana sesungguhnya menuntut ilmu
sangatlah wajib atas setiap orang muslim”. Menurut Saidina Anas lagi, baginda juga bersabda;
“Barangsiapa yang mengembara atau keluar untuk menuntut ilmu, maka ia dianggap sebagai
orang yang berjihad fisbilillah”. Menuntut ilmu adalah satu ibadah. Semakin jauh kita

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mengembara, semakin banyak ilmu pengetahuan dan pengalaman dapat diperolehi.
Rasulullah juga pernah bersabda; “Sesungguhnya cara mengembara (pelancongan) untuk
umatku ialah berjihad di jalan Allah s.w.t” (HR Imam Abu Dawud). Keberkatan mengembara
atau melancong juga disokong dengan sabda Rasulullah s.a.w; “Tiga doa yang sangat mustajab
iaitu doa orang yang berpuasa, doa orang yang dizalimi dan orang yang bermusafir {melancong
atau mengembara}”
Semasa kita bermusafir, tidak kira menaiki kenderaan di darat, laut atau udara, kita
dibolehkan melakukan solat jamak. Namun, bagi orang yang tidak biasa, tentu agak janggal.
Oleh yang demikian, pihak JAKIM juga telah menerbitkan panduan pelansanaan solat jamak
taqdim dan takhir sebagai panduan kepada mereka yang bermusafir.

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(Sumber JAKIM Malaysia)

(Riwayat Ahmad, Bukhari, Abu Daud dan Tarmidzi). Jelas di sini, taraf orang bermusafir
atau mengembara sangat tinggi sehingga doanya antara yang paling dimakbulkan Allah s.w.t.
Pelancongan dalam Islam mempunyai perspektif yang luas dan boleh diungkapkan dalam
beberapa pecahan istilah. Istilah rehlah, ziyarah, siyahah, umrah dan haji mempunyai pengertian
yang umumnya merujuk kepada pelancongan tetapi mempunyai konsep dan pendekatan yang
berbeza (Hasan, Mohammad Mahyuddin, &Mohd Ahsrof Zaki, 2010).

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Rasulullah menyarankan supaya umatnya mengambil kesempatan melancong untuk
mengambil iktibar daripada tempat yang dilawati. Melalui aktiviti pelancongan, manusia dapat
melihat masyarakat yang dirundung kemunduran, perbalahan sesama sendiri, kegiatan jenayah
yang berleluasa dan kemiskinan yang tegar. Apa yang dilihat dan dirasai itu dapat dan boleh
dijadikan pengajaran dan peringatan untuk diri sendiri. Rasulullah s.a.w.bersabda;
“Sesungguhnya sah atau tidak sesuatu amalan itu bergantung pada niat. Dan setiap sesuatu
pekerjaan itu apa yang diniatkan. Maka sesiapa yang berhijrah semata-mata taat kepada Allah
dan RasulNya, maka hijrahnya itu diterima oleh Allah dan rasulNya” (Riwayat Bukhari dan
Muslim). Jika kita berniat melancong untuk perkara kebaikan, nescaya setiap perbuatan kita akan
diredhai dan sebaliknya jika kita berniat kepada perkara-perkara keburukan. Manakala dari segi
kegiatan, perkataan ibadah adalah arahan Allah yang jelas dalam menyeru untuk melancong dan
meneroka di luar tempat tinggal sedia.

Pelancongan akan dikira kegiatan iabadah jika semua yang berlaku sepanjang tempoh
melancong atas dasar menyaksikan keindahan alam dan mendapat keredhoan Allah.

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Pengembaraan dan pelancongan dalam Islam adalah aktiviti yang mempunyai tujuan serta
matlamat akhir yang ingin dicapai iaitu dari segi fizikal, sosial dan matlamat
spiritual/kerohanian. Ia jauh berbeza dengan konsep pelancongan menurut perspektif Barat yang
menjadikan hedonism sebagai asas dalam mencapai matlamat untuk menjayakan pelancongan
menerusi 4’s (sun, sea, sand dan sex). Sebaliknya, Islam melihat pelancongan sebagai suatu
bentuk penghayatan dan pemikiran dalam mencari keredhaan Allah S.W.T. Sebagai contoh,
alkohol, pelacuran, pergaulan bebas di antara lelaki dan perempuan, perjudian dan seumpamanya
adalah dilarang dalam Islam (Kadir Din, 1989).

5. Komponen pelancongan islam
Pelancong Muslim menginginkan perkhidmatan yang membolehkan mereka berjalan

tanpa meninggalkan perintah Allah SWT. Daripada dapatan yang telah dijalankan
dan pemerhatian terdapat beberapa komponen pelancongan yang perlu diambil perhatian dalam
menjayakan konsep pelancongan Islam itu sendiri. Antara komponen yang dapat digariskan
ialah keupayaan destinasi dalam memadankan dengan kehendak pelancong Islam, kesesuaian
tempat penginapan, makanan halal dan baik serta kegiatan yang patuh syarak (Noor Fiteri, 2014).

6. Keupayaan destinasi
Pelancong akan memilih destinasi yang mempunyai tarikan yang bersesuaian untuk

dijadikan pilihan sebagai tempat melancong. Keunikan budaya dan masyarakat di sesuatu
destinasi lawatn menjadi tarikan utama. Kewujudan tempat-tempat bersejarah Islam dari zaman
dahulu kala diketengahkan sebagai produk pelancongan menjadi punca tarikan pelancong ke
destinasi tersebut.

7. Hidangan makanan halal
Makanan merupakan perkara yang amat dititik beratkan dalam Islam. Ia dijaga sebaik

mungkin walaupun ketika bermusafir. Dalam konteks pelancongan Islam, makanan yang
dihidangkan perlulah halal iaitu tidak mengandungi unsur yang haram atau meragukan.
Kesukaran yang sering diperhatikan terutamanya apabila melancong ke negara minoriti umat
Islam ialah kesukaran mendapatkan makanan halal. Kesediaan pengendali makanan untuk

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menyediakan makanan halal kepada pelancong Islam juga merupakan satu kelebihan kerana ia
menarik lebih ramai pelancong ke tempat mereka.

8. Kemudahan penginapan
Setiap pelancong memerlukan penginapan bagi tujuan untuk berehat dan lain-lain. Dalam

konteks pelancongan Islam, penginapan mestilah bersifat mesra pengguna Muslim dari segi
fasiliti dan perkhidmatan. Ia memberikan nilai tambah dalam menarik minat penginap Muslim.
Fasiliti untuk pelanggan seperti terjemahan al-Quran, arah kiblat, sejadah dan lain-lain
keperluan. Manakala dari segi perkhidmatan dan operasi juga mestilah patuh kepada syarak.
Alangkan mudahnya jika tempat penginapan juga menyediakan kemudahan restoran yang
menghidangkan makanan halal.

9. Tarikan pelancongan
Segala bentuk tarikan dan kegiatan dalam pelancongan mestilah tidak bercanggah dengan

ketetapan syarak. Lawatan ke masjid, tempat-tempat bersejarah yang ada kaitan dengan Islam,
monumen berciri Islam atau persidangan halal adalah antara bentuk kegiatan yang boleh disi
dalam acara pelancongan Islam. Aktiviti yang sedia ada boleh diteruskan selagi ia
mematuhi ajaran Islam. Ianya dianggap sebagai satu ibadah kepada Allah SWT.

10. Implikasi kajian
Kajian ini diharapkan agar memberi panduan kepada setiap muslim yang berhasrat atau

merancang untuk melancong atau bermusafir. Setiap aktiviti pelancongan itu boleh dijadikan
ibadah sekiranya ia dilaksanakan mengikut syariat yang ditetapkan dalam Islam. Untuk kajian
ini, penulis telah menemu bual beberapa pelancong dan Ketua Rombongan dengan berpandukan
beberapa soalan yang berkaitan. Hasil kajian menunjukkan majoriti responden memberi komen
seperti berikut:

“Terdapat banyak restoran yang menjual makanan halal terdapat di kota London. Jika
membeli belah barangan runcit pula, saya cuma pastikan setiap barangan yang saya beli
mempunyai tanda halal ataupun “Vegetarian”. Selama saya di sana, tak pernah lagi kelaparan

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dan serba salah untuk makan”
Emirudziawati binti Juni,
Pelancong backpacker ke London, United Kingdon

“Pakej lawatan Poto Travel menitik beratkan solat berjemaah dan ketetapan waktu solat
semasa bermusafir. Rombongan akan berhenti solat di lokasi-lokasi yang bersesuaian
terutamanya semasa perjalanan kembara yang panjang”.
Norhaslin Binti Abu Hassan,
Ketua Rombongan Syarikat Pelancongan Poto Travel

“Setiap kali memulakan lawatan, Ketua Rombongan dikehendaki untuk membacakan doa
perjalanan di hadapan bas bermohon agar perjalanan pada hari tersebut dirahmati dan
berjalan dengan lancar...”
Nor Najiha Binti Kamdi,
Ketua Rombongan Syarikat Pelancongan Poto Travel

“Kami tidak mempunyai masalah langsung untuk menunaikan ibadat wajib dan sunat semasa
melancong, pelaksanaan solat jamak semasa lawatan membantu kami merancang perjalanan.
Jika tidak sempat melakukan solat di perjalanan, saya akan pastikan aktiviti habis awal untuk
melakukan solat di bilik hotel”.
Rashidah Binti Bakar,
Pelancong Pakej Lawatan ke Korea

“Semasa percutian keluarga saya ke Universal Studio Osaka baru-baru ini, kami hanya
berwuduk menggunakan spray dan kemudian membentangkan sejadah di kawasan lapang dan
sedikit tersorok di tepi bangunan untuk bersolat. Alhamdulillah sungguh mudah untuk bersolat.
Tak perlu cari surau pun”
Muhammad Hanif bin Adenan,
Pelancong Pakej Lawatan ke Jepun

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“Kami berpeluang mempelajari sejarah tamadun Islam semasa melawat ke Masjid Biru di
Istanbul. Banyak artifak-artifak bersejarah yang boleh dijadikan rujukan dan pemahaman
berkenaan zaman Rasulullah SAW”.
Nurul Atikah binti Daud,
Pelancong Pakej Lawatan ke Istanbul KOWAMAS Holidays

“Percutian kami ke Australia sangat menyeronokkan. Di sana, kami dapat melihat betapa
ajaib dan hebatnya ciptaan Allah SWT. Tak dapat digambarkan..!! Malah penduduk
tempatan juga sangat menghormati kami sebagai pelancong beragama Islam”
Shamsol Nizam Bin Abd Rashid,
Pelancong Pakej Lawatan ke Australia

11. Kesimpulan

Aktiviti pelancongan merupakan suatu ibadah kerana dengan cara itu, manusia boleh
mengukuhkan iman dan takwa melalui siri pengalaman dan pengajaran yang diperolehi
sepanjang perjalanan. Melancong, mengembara atau bermusafir amatlah digalakkan dalam Islam
selagi ianya bukan bertujuan berbuat maksiat dan tidak sia-sia. Jadikanlah aktiviti pelancongan
itu suatu aktiviti yang bermanfaat, bermatlamat dan sebagai satu ibadah di sisi Allah s.w.t.
Pelaksanaan ibadah semasa melancong amatlah mudah dilakukan walau dimana sekalipun kita
berada. Ianya tidak tertumpu dalam pelaksanaan solat sahaja malah merangkumi makanan halal,
kmudahan penginapan, tarikan serta mengagumi keindahan ciptaan Allah.

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Rujukan

Abdul Ghani, A. (2013). Malaysia destinasi utama pelancongan Islam. Dewan Budaya, 10 –17.
Al-Hamarneh & Steiner, C. 2004. Islamic Tourism: Rethinking the strategies of tourism

development in the Arab world after September 11, 2001, Comparative Studies of South
Asia and the Middle East, 24(1), 173-182.
Christopher , A., & Jorgen S. Nielse. (2002). Summary reports on Islamophobia in the EU after
11 September 2001. Vienna: The University of Birmingham.
Hasan, B., Mohammad Mahyuddin, K., & Mohd Ahsrof Zaki, Y. (2010). Pelancongan dari
perspektif Islam: Analisis pendekatan fiqh. In Y. Mohd Asmadi, I.Huzaimah, & I.
Takiyuddin (Eds.), Prosiding Seminar Pengurusan Perhotelan& Pelancongan Islam
2010 (pp. 1 – 17). Shah Alam: Universiti Teknologi Mara.
Henderson, J. C. (2010). Chapter 6: Islam and tourism. In Bridging Tourism Theory and
Practice. Scott, N. And Jafari, J. (eds), 75-89. Emerald Group Publishing. Paterson, M.
H. S. 1924. "An Early Inscription from Trengganu Malay." JMBRAS 2: 252-258.
Sheppard, M.C.1949. A Short History of Terengganu. Journal of The Malayan Branch of
The Royal Asiatic Society, XXII (3): 45-52.
Laderlah, S. A., Rahman, S. A., Awang, K., & Man, Y. C. (2011). A Study on Islamic Tourism :
A Malaysian Experience, 2nd International Conference on Humanities, Historical and
Social Sciences, 17, 184–189.
Noor Fiteri, Manisah. (2014). Konsep Pelancongan Islam : Satu Pengamatan. Seminar
Kebangsaan Pendidikan Islam 2014.
http://www.academia.edu/7271339/KONSEP_PELANCONGAN_ISLAM_SATU_PENGA
MATAN.
Shakiry, A. S. (2006). The academy of Islamic tourism project. Islamic Tourism, 25, September-
October. < http://www.itm-itw.com/Articles/articles.php?issue=25> on 23 June 2011.
Teoman Duman/World Islamic Tourism Forum (WITF 2011), 12-13 July 2011 Kuala Lumpur,
Malaysia
http://www.itc.gov.my
http://www.motour.gov.my http://www.sinarharian.com.my/nasional/malaysia-mahu-kukuh-
sektor-pelancongan-islam-1.237131
http://www.tourism.gov.my/en/intl

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Kajian pembangunan produk biskut Butter Udang Kering (BiBUK) sebagai produk biskut
berasaskan hasilan laut

Welzan Saimon
Rozita binti Mohd Jamil
Nurul Qistina @ Christina Khoo
Kolej Komuniti Lahad Datu

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Abstrak
Kajian ini dilakukan sebagai satu usaha untuk membangunkan dan mengkomersilkan produk
biskut butter berasaskan hasilan laut iaitu udang kering, yang dinamakan sebagai Biskut Butter
Udang Kering (BiBUK). Sehingga kini, belum ada produk pastri yang berasaskan hasilan laut di
pasaran. Udang kering merupakan hasilan laut yang banyak terdapat di Malaysia dan mudah
didapati khususnya di daerah Lahad Datu, Tawau dan Sandakan. Formulasi produk dibangunkan
dengan merujuk kepada formulasi biskut butter sedia ada yang telah diuji dan dibangunkan oleh
pihak Institut Penyelidikan dan Kemajuan Pertanian Malaysia. Pembangunan produk makanan
ini juga selaras dengan penawaran Program Sijil Asas Pastri di Kolej Komuniti Lahad Datu,
Sabah, dalam usaha membangunkan dan mengkomersilkan produk pastri berasaskan hasilan laut
untuk pasaran tempatan mahupun antarabangsa.

1. Latar belakang
Pelbagai jenis biskut boleh didapati di pasaran seperti biskut badam, biskut keju, biskut

berasaskan bijirin, biskut tart nenas dan pelbagai jenis lagi. Kepelbagaian jenis biskut
menggambarkan bahawa sumber bahan mentah yang berlainan boleh digunakan. Biskut adalah
sejenis kuih kering yang dibakar, biasanya leper, nipis, dan rangup dimakan. Kini, terdapat
pelbagai jenis biskut yang telah dihasilkan mengikut kehendak dan cita rasa pengguna. Antara
bahan-bahan asas yang sering digunakan dalam pemprosesan produk-produk biskut ialah
mentega, tepung gandum, telur dan gula di samping bahan-bahan minor yang lain.

Butter adalah produk tenusu yang mengandungi sehingga 80% butterfat (dalam produk
komersil) yang berkeadaan pepejal apabila sejuk dan cair apabila dipanaskan. Ia lazimnya
digunakan sebagai krim pada produk roti biasa atau bakar dan minyak pada sayur-sayuran yang
dimasak. Sehingga kini, belum ada produk pastri, termasuk biskut, yang berasaskan hasilan laut
yang dibangunkan mahupun dikomersilkan untuk pasaran tempatan mahupun antarabangsa.
Sabah merupakan sebuah negeri yang terkenal dengan hasilan laut termasuklah udang kering
yang mempunyai harga yang murah dan banyak terdapat di sekitar daerah Tawau dan Sandakan.
Udang kering mempunyai bau yang kuat dan mampu memberikan aroma kepada sesuatu
masakan. Selain itu, udang kering juga merupakan sejenis ramuan masakan penting di Asia
termasuk Malaysia. Walaupun bekalan udang kering adalah banyak, murah dan mudah didapati

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di negeri Sabah, penggunaan udang kering sebagai bahan mentah dalam penghasilan sesuatu
produk makanan adalah terhad. Jadual 1 menunjukkan kandungan nutrisi dalam udang kering.

Jadual 1 : Kandungan Nutrisi Per 100 gram Udang Kering

Kalori 259 kal
Protein 62,4 g
Lemak 2,3 g
Karbohidrat 1,8 g
Kalsium 1209 mg
Fosfor 1225 mg
Zat besi 6 mg
Vitamin A 210 IU
Vitamin B1 0,14 mg

Sumber: Institut Penyelidikan dan Kemajuan Pertanian Malaysia (MARDI)

2. Objektif
Kajian inovasi produk pastri ini bertujuan untuk:
i. Membangunkan produk biskut butter berasaskan hasilan laut iaitu udang kering
yang dinamakan sebagai Biskut Butter Udang Kering (BiBUK) dengan
menggunakan formulasi produk yang terbaik dan diterima umum.
ii. Mengkaji tahap penerimaan masyarakat luar terhadap produk BiBUK sekiranya
ia dipasarkan.

3. Formulasi Biskut Butter Udang Kering
Formulasi BiBUK dibangunkan dengan merujuk kepada formulasi biskut butter sedia ada

yang telah diuji dan dibangunkan oleh pihak Institut Penyelidikan dan Kemajuan Pertanian
Malaysia (MARDI) melalui buku Manual Teknologi Penghasilan Produk Bakeri, 2011.
Formulasi ini telah diubahsuai dengan menambah udang kering ke dalam adunan. Formulasi
adunan ini boleh menghasilkan 40 biji BiBUK, dan ditunjukkan dalam jadual 2 seperti berikut:

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Jadual 2 : Formulasi Biskut Butter Udang Kering

Bil. Bahan Kuantiti
1. Serbuk Udang Kering 200 gram
2. Gula 200 gram
3. Telur 50 gram
4. Tepung Gandum 250 gram
5. Butter 225 gram

Sumber: Manual Teknologi Penghasilan Produk Bakeri, 2011

4. Penerangan mengenai projek yang dilaksanakan
Perlaksanaan inovasi produk BiBUK dilakukan dengan menggunakan sepenuhnya

kemudahan peralatan dan kelengkapan pastri yang terdapat di Kolej Komuniti Lahad Datu.
Udang kering yang digunakan dalam kajian ini ialah udang-udang kecil yang sudah dikeringkan
melalui teknik pengeringan dalam oven konvensional dengan suhu 60°C, semalaman. Terdapat
Sembilan (9) proses yang terlibat dalam pemprosesan BiBUK iaitu:

i. Melakukan proses mengayak serbuk udang kering bagi memastikan tiada bendasing.
ii. Sangai serbuk udang kering sehingga berwarna perang keemasan.
iii. Pukul butter dan gula menggunakan senduk kayu sehingga adunan sebati.
iv. Masukkan telur satu biji dan gaul sehingga sebati.
v. Masukkan tepung gandum sedikit demi sedikit sehingga terbentuk doh yang lembut.
vi. Bulatkan doh dan timbang mengikut berat yang dikehendaki iaitu 11 gram.
vii. Leperkan doh kemudian tekan menggunakan garpu bagi menghasilkan bentuk yang

dikehendaki.
viii. Bakar biskut dalam suhu 160 darjah celcius selama 23 minit.

ix. Melakukan proses penyimpanan dan pelabelan.

5. Tahap penerimaan masyarakat luar terhadap produk
Tahap penerimaan masyarakat luar terhadap produk BiBUK ditentukan dengan

mengedarkan 100 sampel kepada 100 orang pengguna di sekitar kawasan Lahad Datu dan
mereka dikehendaki mengisi borang soal selidik untuk menentukan tahap penerimaan mereka
terhadap produk BiBUK ini.

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5% 2%

93%

Suka Neutral Tidak Suka

Rajah 2: Peratusan Penerimaan Pengguna Sekitar Daerah Lahad Datu Terhadap BiBUK

6. Kesimpulan
Produk BiBUK dilihat sebagai produk yang mempunyai keunikan tersendiri dan mampu

untuk menjadi produk biskut butter untuk dikomersilkan kelak. Penggunaan udang kering di
dalam pemprosesan produk biskut juga dilihat sebagai suatu usaha untuk memberi nilai tambah
kepada udang kering itu sendiri terutamanya dalam mempelbagaikan penghasilan biskut
berasaskan hasilan laut.

Rujukan
Zaidah, I. (2011). Manual teknologi penghasilan produk bakeri. Institut Penyelidikan dan

Kemajuan Pertanian Malaysia (MARDI). Perpustakaan Negara Malaysia.
Gisslen, W. (2013). Professional baking, 6th Edition. Publisher: Wiley.
Rohizan, M., & Murni Marlina, A. K. (2014). Teknologi Pembuatan Makanan Udang. Buletin

Teknologi Pertanian, Bil. 3/2014. Fakulti Pertanian, Universiti Putra Malaysia.

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Kajian pembangunan produk Sweet & Spicy Sos Cili Cempedak (SosCEM) sebagai produk
baru

Welzan Saimon
Nurul Qistina @ Christina Khoo

Rozita binti Mohd Jamil
Kolej Komuniti Lahad Datu

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Abstrak
Kajian ini dilakukan sebagai satu usaha untuk membangunkan produk Sweet and Spicy Sos Cili
Cempedak (SosCEM). Kajian awal meliputi rumusan formulasi SosCEM untuk menghasilkan
sifat organoleptik yang terbaik. Kaedah penentuan formulasi terbaik adalah menggunakan
penyusunan dalam rekabentuk blok seimbang tak lengkap untuk ujian pemeringkatan. Cempedak
merupakan sejenis buah yang banyak terdapat di Malaysia dan mudah didapati. Pembangunan
SosCEM juga adalah sebagai usaha dalam mengkomersilkan produk berasaskan buah-buahan
tempatan. Pembangunan produk makanan ini juga selaras dengan penawaran Program Sijil
Pemprosesan dan Kawalan Mutu Makanan di Kolej Komuniti Lahad Datu, Sabah. Sehingga kini,
belum ada produk sos cili berasaskan buah-buahan tempatan yang berpotensi untuk dibangunkan
dan dikomersilkan di pasaran tempatan mahupun antarabangsa.

1. Latar belakang
Pelbagai jenis sos boleh didapati di pasaran seperti sos cili, sos tomato, sos betik, sos

pacili, sos tiram, dan pelbagai jenis lagi. Kepelbagaian jenis sos menggambarkan bahawa sumber
bahan mentah yang berlainan boleh digunakan. Sos cili merupakan perasa atau perencah kepada
makanan yang sering kali digunakan dalam kehidupan seharian. Sos dihidang bersama makanan
lain seperti keropok, mi, ikan celup tepung dan lain-lain lagi sebagai penyedap makanan dan
amat sinonim dengan kehidupan rakyat Malaysia. Kini, terdapat pelbagai jenis sos cili yang telah
diubah suai mengikut kehendak dan cita rasa pengguna, seperti sos cili padi, sos rojak, dan sos
buah.

Antara jenis buah-buahan yang berpotensi untuk diproses dan dijadikan produk sos ialah
buah cempedak (Artocarpus integer). Buah cempedak banyak dijual di pasar-pasar termasuk
pasar tani, dan pasar sayur. Dalam bidang pemprosesan makanan, buah cempedak digunakan
secara terhad sebagai bahan mentah yang boleh dijadikan produk makanan. Buah cempedak
dimakan dalam keadaan segar setelah mencapai kematangan masak, digoreng bersama tepung
menjadi cucur cempedak untuk tujuan santapan pagi dan petang sahaja. Buah muda yang masih
belum mencapai indeks kematangan pula hanya dijadikan sayur oleh masyarakat di Malaysia.

Sehingga kini, belum ada produk sos cili berasaskan buah cempedak yang dibangunkan
mahupun dikomersilkan untuk pasaran tempatan mahupun antarabangsa. Buah cempedak

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mempunyai aroma, bau dan rasa semulajadi yang kuat. Ia juga mempunyai kandungan fenolik
dan vitamin C yang sangat tinggi. Jadual 1 menunjukkan kandungan makro dan mikronutrien
dalam buah cempedak.

Jadual 1 : Kandungan Tenaga Per 100 gram Buah Cempedak

Tenaga 117 Kcal
Kelembapan 66.7 gram
2.5 gram
Protein 0.4 gram
Lemak 25.8 gram
Karbohidrat 3.4 gram
Serat 1.2 gram
Kandungan Abu 40.0 mg
Kalsium
Fosforus 5.0 mg
Sodium 25.0 mg
Potasium 246.0 mg
Karotena 80 mg
Vitamin B1 0.16 mg
Vitamin B2 0.15 mg
Niacin 0.5 mg
Asid Askorbik (Vitamin C) 17.7 mg

Sumber: Institut Penyelidikan dan Kemajuan Pertanian Malaysia (MARDI)

2. Objektif
Kajian inovasi produk pemprosesan makanan ini dilakukan untuk:
i. Membangunkan produk sos cili berasaskan buah cempedak iaitu Sweet and
Spicy Sos Cili Cempedak (SosCEM) dengan menggunakan formulasi produk
yang terbaik dan diterima umum.
ii. Menentukan kandungan nutrisi produk SosCEM iaitu kandungan protein,
lemak, kelembapan, serat, abu dan karbohidrat.
iii. Mengkaji tahap penerimaan masyarakat luar terhadap produk SosCEM
sekiranya ia dipasarkan.

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3. Kaedah pelaksanaan
Perlaksanaan inovasi produk SosCEM dilakukan dengan menggunakan sepenuhnya

mesin pemprosesan makanan yang terdapat di Kolej Komuniti Lahad Datu. Rujukan formulasi
dilakukan dengan merujuk kepada formulasi sos cili sedia ada yang telah dihasilkan oleh Institut
Penyelidikan dan Kemajuan Pertanian Malaysia (MARDI). Terdapat lapan (8) langkah yang
terlibat dalam pemprosesan sos cili cempedak iaitu:

i. Pembersihan buah cempedak, cili kering dan cili padi
ii. Menjalankan proses pengisaran isi buah cempedak dan cili menjadi puri
iii. Melakukan proses pengisaran bahan pemekat iaitu karboksimetilselulosa (CMC)

bersama gula
iv. Menjalankan proses pemanasan puri
v. Menjalankan proses pempasteuran puri buah
vi. Menjalankan proses pencampuran puri dan bahan-bahan utama
vii. Menjalankan proses pemanasan campuran sehingga pekat dan masak
viii. Melakukan proses pembotolan & pelabelan

4. Formulasi Sos Cili Cempedak
Formulasi SosCEM dibangunkan dengan merujuk kepada formulasi sos cili buah

sedia ada yang telah diuji dan dibangunkan oleh pihak Institut Penyelidikan Dan Kemajuan
Pertanian Malaysia, MARDI melalui buku Manual Teknologi Penghasilan Pelbagai Jenis
Sos, 2005. Formulasi ini telah diubahsuai dengan menambah buah cempedak di dalam
adunan, seperti di dalam jadual 2:

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Jadual 2 : Formulasi Sweet and Spicy Sos Cili Cempedak

Bil. Bahan Kuantiti

1 Buah Cempedak 600 gram
2 Cili Kering 60 gram
3 Cili Padi 20 gram
4 Air Bertapis 750 gram
5 Gula 460 gram
6 Garam 40 gram
7 Bawang Putih 20 gram
8 Kanji 40 gram
9 Bahan Pemekat (CMC)
10 Asid Asetik 3g
11 Natrium Benzoate 15 g
1g

Sumber: Manual Teknologi Penghasilan Pelbagai Jenis Sos (MARDI, 2005) untuk sos buah bercili

5. Penentuan Kandungan Nutrisi
Kandungan nutrisi produk yang meliputi penentuan kandungan protein, lemak,

kelembapan, serat dan abu ditentukan dengan menggunakan peralatan analisis makanan yang
terdapat di Kolej Komuniti Lahad Datu. Jadual Kandungan Nutrisi produk SosCEM Sos
adalah seperti dalam Jadual 3 seperti berikut:

Jadual 3 : Kandungan Nutrisi untuk 100 g Sweet and Spicy Sos Cili Cempedak

Bil. Kandungan Nutrisi Kuantiti
1 Lemak 4g
2 Garam
3 Karbohidrat 640 mg
4 Serat 49 g
5 Protein 5g
6 Gula 3g
22 g

Sumber: Manual Teknologi Penghasilan Pelbagai Jenis Sos (MARDI, 2005) untuk sos buah bercili

6. Tahap Penerimaan Masyarakat Luar terhadap Produk
Tahap penerimaan masyarakat luar terhadap produk SosCEM ditentukan dengan

mengedarkan 100 sampel kepada 100 pengguna di sekitar kawasan Lahad Datu dan mereka
dikehendaki mengisi borang soal selidik untuk menentukan tahap penerimaan mereka terhadap
sos cili cempedak ini. Berdasarkan Rajah 1, 85 peratus pengguna di sekitar daerah Lahad Datu
menerima produk ini sekiranya ia dipasarkan. 10 peratus pengguna lagi adalah neutral iaitu suka

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pun tidak, tidak suka pun tidak terhadap produk ini manakala sebanyak 5 peratus pengguna tidak
suka terhadap produk ini yang mungkin disebabkan oleh aroma buah cempedak yang kuat dan
tidak menggemari buah cempedak.

5%
10%

85%

Suka Neutral Tidak Suka

Rajah 1 : Peratus penerimaan pengguna sekitar daerah Lahad Datu terhadap SosCEM

7. Kesimpulan
Produk SosCEM dilihat sebagai produk yang mempunyai keunikan tersendiri dan

mampu untuk menjadi produk sos cili komersil kelak. Penggunaan buah cempedak di dalam
pemprosesan produk sos cili juga dilihat sebagai suatu usaha untuk memberi nilai tambah kepada
buah cempedak itu sendiri dalam bidang pemprosesan makanan.

Rujukan

Faridah, A. A. (2005). Manual Teknologi Penghasilan Pelbagai Jenis Sos. Institut Penyelidikan
dan Kemajuan Pertanian Malaysia (MARDI). Perpustakaan Negara Malaysia.

Faridah, A.A., & Rokiah, B. (1997). Penghasilan sos buah bercili. Teknol. Makanan, 16(2): 59 –
62.

International Commission on Microbiological Significance for Foods (ICMSF). (1978). Micro-
organisms in foods. I. Their significance and enumeration (2nd Edition).
Toronto/Buffalo/London: University of Toronto Press.

Larmond, E. (1977). Laboratory methods for sensory evaluation of food. Publication 1637,
Communication Branch, Agriculture Canada, Ottawa K1A OC7.

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Role Plays as a tool in comprehending English Courses: A case study in Lahad Datu
Community College

Nurul Qistina @ Christina Khoo
Welzan Saimon

Rozita Binti Mohd Jamil
Kolej Komuniti Lahad Datu

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Abstract
This study is an attempt to stimulate interest in using role plays in comprehending English
courses and to motivate students to learn topics in the English courses presented to them. English
courses in Community College helps create confident communicators, imaginative thinkers and
informed citizens. Role plays technique promotes interest, comprehension and positive attitude
regarding contents of the courses. This research provides examples that make use of role plays
technique effectively in the teaching and learning process. The researcher has introduced role
plays technique to be applied in the teaching and learning of English courses in order to cope
with the problems faced by the students.

1. Introduction
For many years, education was synonymous with textbooks, lectures, blackboard and

chalk. According to Ments (1983), the combinations of factors had changed the education system
and introduced new ways of teaching techniques. In addition, the teaching techniques
encouraged an increasing interest of open learning and providing changes within the education
system. Based on the above statement, it can be said that educators applied traditional methods in
their teaching for years. The used of traditional methods raised issues in the education system.
Thus, the existence of new teaching techniques was implemented with the hope to build a better
learning environment. Ments (1983) also claimed that role plays might be a powerful method of
teaching but it was depended on the educators' ability and knowledge to carry out the role plays.
Here, it can be stated that role plays can be a greater use of highly motivating teaching
techniques. In addition, role plays emphasized the interaction of people with one another under
various circumstances.

Students who learned through role plays will have the opportunity to put themselves into
others' characters and will be exposed to the communicative approach. Therefore, role plays
application in the classroom were a complete learning as students learn to communicate with
each other, put themselves into others' shoes and comprehend the target topic better. Based on
the claimed made by Ment (1983), the researcher concluded that in role plays activities, the
students were interacted, and assisted one another with the task given. Besides, through role
plays activities, students’ opinions were shared in order to come out with a common

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understanding towards the target topic. Thus, the researcher had come out with a study on
utilizing role plays in comprehending the English courses.

2. Literature Review and Hypothesis

2.1. Theoretical Framework
According to Bambrough (1994), debrief was the most critical stage of the role plays

process. Moreover, it was an opportunity to externalize students from their experience as the
samples. The debrief step also was designed to allow the subjects to reflect on their behaviour
and the course of events after the subjects were done with the role plays activities. Besides, their
view of that behaviour or characteristics and the system and relationships which operate around
them in the activities were likely to be very different from their view as the subjects.
Furthermore, Bambrough (1994) added that if the role plays were successful, the subjects will
want to share their excitement and their experiences. Here, it was important to allow this to
happen so that subjects can come down with a valid, reflect based on the experiences. Role plays
were a medium for the students to share their experience in order to be better. However, it was
also important to de-role students so that they can look objectively at their experiences. The
reason was it could be problematic if the language of the debrief stage was socially constructed
as it was suggested in the role plays activity.

Therefore, there was a connection in Piagetian theory with this study. As been mentioned
before, the role plays activity, which was created for the chosen topic, will enhance subjects to
use their schemata to assimilate and accommodate the task given. Besides, the role plays activity
also urged the subjects to apply their experienced in the previous activity in order to perform
better. Gredler (1992) has defined Piagetian model, which can be related to this study. During the
1930s, Jean Piaget began his studies into the ways that children think. From the beginning
emerged Piaget's developmental analysis of the growth of intelligence from birth to adulthood.
Gredler (1992) also mentioned that intelligence based on Piaget’s view was a living system that
must adapt to the environment in the same way as a biological organism. Here the researcher
concluded that intelligence invented or constructed the structures it needed in order to function.

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According Gredler (1992), Piaget claimed that the learner constructed cognitive
structures through two basic processes. One was assimilation in which new information was
integrated into existing structures which also enriches the structures. The other was
accommodation, a process that occurs when the learner's existing cognitive structure was
adjusted or modified in order to integrate new information into it. In addition, accommodation
was the reconstruction of a cognitive structure on a higher level of thinking. This process
involved the forsaking of intuitive knowledge for logical and more systematic ways of thinking.
For instance, students were given a problem in which any of several combinations of colourless
liquids can change a clear liquid in another breaker to yellow.
Furthermore, individuals who rely on intuitive knowledge will test the possibilities
unsystematically, resulting errors and omissions. In contrast, individuals who addressed the
problem logically first consider all the possible combinations of liquids and makes note about
them. They then began to test the combinations they had devised one by one. Figure 1 illustrated
the phases in the Piagetian model. As indicated, cognitive conflict, which was essential to a
reorganization of one's belief, may occur as a result of either interactions with the environment or
social interaction with peers. Also noted the dashed line between phases 5, 1 and 2 indicated any
needed recycling prior to reorganization of thinking at a more inclusive level.

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6. Thinking is reorganized on a 1. Interaction with the
higher level. environment that challenge
established perceptions

5. Continued interactions with 2 or 3. Social interaction with
similar situations to facilitate peers that reveals the
new ways of thinking. inaccuracy of one's ideas

4. Learner begins to reorganize 2 or 3. Cognitive conflict
original ways of thinking. (disequilibrium) when
individual realizes both
perceptive cannot be true.

Figure 1: Reorganization of intuitive ways of thinking in Piagetian model

The sequence of interactions that challenge one's perceptions, social interaction with
peers and experiencing cognitive conflict applied to a variety of situations. That was, individuals
often develop beliefs about other cultures and ethnic groups based on incomplete or intuitive
information. Thus, the Piagetian model was appropriate for reorganizing beliefs or method of
thinking about both physical situations found in nature and social situations embedded in cultural
setting. The application of the Piagetian model in this study was more clearly brief in situation
whereby the students who were assigned with different characters were more susceptible to
allocation of feelings and guidance about behaviour than those which use intrinsic
documentation.

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2.1. Statement of Problem
Chakrabarty (2006) has stated that the ESL teachers deal with students who were

unwilling to cooperate during a lesson which was focusing on literary and printed texts. The
students might face problems in learning because of their readability levels. Besides, the
vocabularies used in the printed text might be difficult for the students. Therefore, role plays
were one of the techniques that can be applied by the English educators in order to utilize
students' comprehension in learning. Ladousse (1987) has stated that role plays exposed students
in circumstances in which they were required to use the language used for social purposes, but
which were so often neglected by our language teaching syllabuses. Basically, role playing
referred to the changing of one's behaviour to assume as a role in order to fulfil a social role.
Role plays gave an opportunity to the students to portray themselves in an imaginary world and
require them to project themselves into another point of view, thinking and personality. As a
result, the students obtained a better understanding towards the learning since they had
experienced the characterization.

2.2. Purpose of Study
Based on the problems discussed, the researcher came out with the purpose of the study

which was to find out whether the use of role plays technique can increase students'
comprehension towards the English courses.

2.3. Research Questions
In this study, the researcher addressed the following research questions:
i. To what extent role plays can enhance students comprehension of English
courses?
ii. To what extent role plays can increase students' interest in learning English?

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3. Research Methodology

3.1. Type of Research
Based on the study, the researcher carried out an experimental research design mainly the

quasi-experimental design. The quasi-experimental was likely to be conducted in school-based
research, where classes were formed at the start of the year or semester. The important
component of the quasi-experimental study was the use of pretesting to establish group
equivalence. The researcher chose this design because the design was suits to the need of the
research design to be undertaken.

3.2. Subjects
In this study, the researcher has decided to choose 30 students as the subjects of the

study. The subjects were chosen from students of Lahad Datu Community College in Program
Pemprosesan dan Kawalan Mutu Makanan March 2017 Intake which consisted of Semester 1, 2
and 3 students. Besides, the subjects of this study also were different in gender, race and social
background.

3.3. Module and Topic
The researcher used the MPU 1181 Communicative English module of Kursus Wajib

Kolej. In this study, the researcher focused on Topic 1 Greetings and Introductions for the role
play purposes.

3.4. Data Collection Procedures
The study has been conducted for 13 weeks. In this study, the researcher conducted two

periods lesson. The rationale was because the study needed several stages which were consisted
of pre-test, role-play and post-test. In this study, the subjects were divided into Group A and
Group B. The subjects then were given a pre-test which consist of open-ended questions based
on the topics in the English courses. After the pre-test, Group A was asked to do role play based
on the task given while Group B was selected as a controlled group. Group B was not involved
in the role playing activities but as the observer. This was followed by a post-test. Then, a set of

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questionnaire was given to the subjects. They were asked to answer the questionnaire. In this
study, students' comprehension towards the topics before and after the application of role plays
technique was tested.

1. Pre-test

2. Role plays
(Intervention Programme)

3. Post-test

4. Questionnaires

Figure 2: Data collection procedures

3.5. Data Analysis Procedures
The researcher collected the data from open-ended questions (pre-test and post-test)

answered by the subjects. The data obtained were displayed in the form of graph. The subjects'
score in both tests was counted in percentage. Besides, data from the questionnaire answered by
the subjects were also being collected. Next, the data obtained were displayed in the form of
table based on the questions given to the subjects.

4. Analysis and findings
The analysis and findings focused on the overall results for both pre-test and post-test.

Here, the researcher showed the subjects' ability to answer the close-ended questions before and
after the role play technique was applied.

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4.1 Overall Test Results
In this part, the researcher showed the overall results for the pre-test and the post-test.

The researcher showed the achievement in percentages of the subjects in both pre-test and post-
test. In this study, the subjects were named with A1 to A30. The subjects from A1 to A15 known
as Group A were the subjects with the role plays technique applied after the pre-test was
conducted while the subjects from A16 to A30 known as Group B were the subjects without the
role plays technique applied after the pre-test.

120
100 Pre-

Test
80

60

40

20

0 A1 A1 A1 A1 A1 A1 A1 A1 A1 A1 A2 A2 A2 A2 A2 A2 A2 A2 A2 A2 A3
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0
A1 A2 A3 A4 A5 A6 A7 A8 A9

Pre-Test 50 50 30 30 50 50 30 30 20 80 70 40 20 30 60 30 30 50 60 10 60 30 50 40 30 40 50 50 40 50

Post-Test 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 30 60 55 65 20 80 40 50 50 40 50 55 60 50 50

Figure 3: Overall result of pre-test and post-test

The graph above showed the overall results of the pre-test and post-test sessions. Subjects
A1 to A15 were the subjects of Group A which was also known as the group with the application
of role plays technique after the pre-test session. All of the subjects from Group A managed to
get 100% in the post-test which was after the application of the role plays technique. In the pre-
test session, A9 managed to obtain 20% of the overall marks. The improvement of A9 after the
role plays technique was 80%. There were 5 subjects who score 30% in the pre-test session
which were A3, A4, A7, A8 and A14. These subjects obtained 70% improvement in the post-
test. Based on the graph above, A12 managed to get 40% in the pre-test session. After the
application of the role plays technique, A12 managed to get 60% improvement. A13 got 80%
improvement after the role-play. While, A15 scored 40% of improvement after the application of
role plays technique. Next, A1, A2, A5 and A6 managed to score 50% in the pre-test. These
subjects' improvement in the post-test session was 50%. Besides, A11 scored 70% in the pre-test.

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The improvement of A11 after the role plays technique was 30% out of 100%. The above table
also showed that A10 managed to get 80% during the pre-test and 20% improvement in the post-
test session. The abilities of the subjects from Group A who managed to get 100% in the post-
test session showed that the application of the role plays technique helped the subjects to
comprehend better the English courses.

Next, the subjects from Group B which was also known as the controlled group or group
without the application of the role plays technique were also showed an improvement in the post-
test session. However, none of the subjects from Group B obtained 100% in the post-test session.
The graph above showed that there was only a subject who was A20 with 10% in the pre-test
session. In the post-test A20 managed to get 20% which showed 10% of improvement. Subjects
A16, A17, A22, and A25 managed to score 30% in the pre-test session. In the post-test session,
A16 managed to get 30% which was 0% of improvement. A17 managed to get 60% with 20% of
improvement, A22 with 40%. Based on the graph above, there were 3 subjects who scored 40%
in the pre-test. There were A24, A26 and A29. In the post-test session, A24 managed to score
50% which was 10% of improvement while A26 and A29 get 50% with 10% of improvement. In
Group B, A18, A23, A27, A28 and A30 scored 50% in the pre-test session. However, in post-
test, A23 and A30 managed to get 50% with 0% of improvement while A18 and A27 managed to
get 55% with 5% of improvement. A28 obtained 60% in post-test with 10% of improvement. In
addition, the subjects from Group B were unable to score 100% because these subjects were not
exposed to the role plays activity. These subjects depended on the printed text which consisted of
theory of the target topic and was much difficult to understand because of the complexity of the
used of vocabulary. Moreover, some were confused with the story line.

4.2 Results of Questionnaire
In this study, the researcher had designed a set of questionnaire for the data collection

purposes. Basically, the aimed of the questionnaire was to find out whether role plays can
increase students’ comprehension and interest towards the teaching and learning process and the
English courses as a whole. The questionnaire was given to the subjects after the post-test
session had been carried out. The subjects needed to answer 5 questions after they had gone
through the post-test session. The questionnaires were divided into two sections which were

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Section A and Section B. In Section A, the subjects needed to fill up their gender and race. This
was important to collect the data of the subjects’ background. Next, in Section B, the subjects
need to tick (/) their answer whether in the YES or NO brackets. Basically, Section B was to
collect the data of the subjects’ opinion towards the role plays technique.

Table 1 : Question 1: Role play is an interesting approach in the teaching and learning process

Yes No Male Female

N (%) N (%) Yes % No % Yes % No %
5
28 93.3 2 6.7 9 90 1 10 19 95 1

Table 2 : Question 2: Role play attracts you to learn the English courses

Yes No Male Female
Yes % No
N (%) N (%) Yes % No % %
20 100 0 0
30 100 0 0 10 100 0 0

Table 3 : Question 3: Role play helps you to understand the English courses better

Yes No Male Female
% No
N (%) N (%) Yes % No % Yes %
0
30 100 0 0 10 100 0 0 20 100 0

Table 4 : Question 4: Role play gives you an opportunity to act out and feel the assigned situation

Yes No Male Female

N (%) N (%) Yes % No % Yes % No %

27 90 3 10 9 100 1 10 17 85 3 15

Table 5 : Question 5: Role play motivates you to learn English language

Yes No Male Female

N (%) N (%) Yes % No % Yes % No %

28 93.3 2 6.7 9 100 1 10 19 95 1 5

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5. Summary
Based on the study conducted by the researcher, the researcher found that after the data

was obtained and being analyzed, the research questions were answered. The use of the role
plays in the teaching and learning process can enhance students’ comprehension towards the
topic learned. Besides, the application of the role plays technique was also enhancing students’
interest in learning English. Therefore, it can be concluded that role plays technique was an
effective tool or method to achieve the lesson objectives. Besides, the educator also was
recommended to be concerned of the students’ background knowledge. The students might come
from different places and level of development. As a result, the students will tend to bring
different dialects into the classroom. Usually, the students’ first language or L1 will affect the
usage of the target language. Hence, it was important for the teacher to correct the students’
pronunciation during the role plays activity as the aimed was still to learn the English language.

Educator played an important role in designing the atmosphere that will promote
students’ oral development. Therefore, they need to be conscious in order to prepare classroom’s
atmosphere which will convinced the students’ to the openness and trust whenever the role play
activity was being conducted. Here, the researcher believed that the students should feel some of
sense of belongings and ownership in the classroom voice. A part form that, the researcher also
believed that educator can help the students to get improve by conducting an evaluation. One
way the educator can take was recording the role plays activity and showing them to the students
for self-reflection and evaluation. The researcher believed that by conducting this strategy, the
students were not only can enhance their understanding towards the target topic but also to
improve their performance and usage of English language. Pertaining to this, the researcher
concluded that role plays technique can be called as a complete technique.

As a technique, role plays have proved to be very powerful. It was highly motivating and
enables students to put themselves in the situations they were never experienced before. Much of
students’ behaviour in interpersonal interactions was governed by students’ assumptions about
their own role, other people’s roles, and the way the students perceived these roles. It was natural
therefore that when educators wanted to teach subjects which involved interpersonal behaviour,
the educators should turn to role playing as a potent teaching technique. The features of the role

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playing activities were a medium for the students to comprehend the target topic better. Besides,
these features also provoked the students to get interest towards learning English language.

Hence, role plays also offered a wide amount of knowledge and experiences to the
students. As a matter of fact, the researcher concluded that based on this study it was undeniably
that role plays technique can develop students’ interpersonal skills in term of interaction and
social process. What important was the aimed to increase students’ understanding towards the
English courses as a whole was achieved.

References

Bambrough, P. (1994) Simulations in English Teaching. Buckingham: Open University Press.
Chakarbarty, L. (2006).Using Visuals in the Teaching of the Literature component in Malaysian

Secondary School. English Language Journal, 2, 53-561.
Gredler, M. (1992). Designing & evaluating games-A process approach. Kogan Pag
Kursus Wajib Kolej, Jabatan Pengajian Kolej Komuniti, Kementerian Pendidikan Malaysia,

Semakan Februari 2014
Ladousse, G.P. (1997) Role-Play. Oxford: Oxford University Press
Larsen-Freeman, D. (1986). Technique and Principle in Language Teaching. Oxford: Oxford

University Press.
Ments, V.M (1983). The effectiveness use of role play:a handbook for teachers and

trainer.USA.Nicholas Publishing.
Nunan, D. (1992) Research Methods in Language Learning. USA: Cambridge University Press.
Oxford Advanced Learners' Dictionary.7th Edition (2005).Oxford University Press.

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Mengenali gangguan seksual

Azizi Yahaya
Sharon Kwan Sam Mee

Ismail Maakip
Peter Voo

Universiti Malaysia Sabah
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1. Pengenalan
Tempat kerja yang bebas daripada gangguan seksual merupakan prasyarat utama

pekerjaan yang berhak dinikmati oleh semua pekerja tanpa mengira jantina (Welsh, 1999).
Keadilan sosial menuntut layanan yang sama dan penghormatan maruah diri kepada semua
pekerja. Kewujudan masalah seksual di tempat kerja akan menafikan hak mereka tentang prinsip
utama keadilan sosial. Sekiranya, permasalahan ini dibiarkan berlarutan, ia akan menjejaskan
persekitaran kerja yang selamat serta sekaligus merosakkan mutu kerja seseorang individu dan
organisasi keseluruhan. Masalah ini sebenarnya sudah lama wujud dan sering berlaku tetapi
malangnya ia amat jarang dilaporkan.

Masalah gangguan seksual di tempat kerja merupakan salah satu masalah yang timbul
dalam persekitaran kerja di pelbagai bentuk organisasi seperti pejabat korporat, institusi
kewangan, jabatan kerajaan, institusi pendidikan mahupun di pejabat perundangan (Golden ,
2001). Ia timbul daripada hubungan kerja harian yang melibatkan sikap peribadi individu di
dalam sesebuah organisasi dan melibatkan golongan lelaki dan wanita. Bentuk-bentuk gangguan
seksual yang berlaku terdiri daripada gangguan secara lisan, isyarat, visual, psikologi dan fizikal.

Masalah gangguan seksual seringkali menjadi topik perbualan harian orang ramai.
Namun kebanyakan orang hanya tahu menyebutkannya sahaja dan tidak faham mengenai apakah
sebenarnya yang dimaksudkan dengan istilah gangguan seksual itu. Definisi sebenar tentang
gangguan seksual seharusnya diberikan dengan tepat agar ia tidak menimbulkan salah faham
khususnya dikalangan pekerja. Persepsi di kalangan pekerja lelaki dan wanita mungkin berbeza
selain daripada taraf pendidikan serta cara mereka membuat takrifan tentang kehidupan masing-
masing. Ramai lelaki yang berasa seronok dengan keadaan atau situasi gurauan dan usikan
beranggapan bahawa wanita juga berpandangan sedemikian.

Komunikasi yang wujud dalam melaksanakan tugas-tugas di kalangan para pekerja
kadang kala mengandungi gurauan, usikan atau perbualan sesama pekerja yang sering kali wujud
di tempat kerja yang secara tidak langsungnya akan menambahkan lagi keceriaan suasana di
tempat kerja (Montemurro, 2003). Walau bagaimanapun, gurauan tersebut kadang kala tidak
disenangi. Begitu juga dengan sesetengah pihak yang mengambil kesempatan daripada
kedudukan atau pangkatnya demi kepentingan diri sendiri.

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Oleh itu, gangguan seksual merupakan masalah kritikal yang dihadapi oleh semua orang,
baik wanita mahupun lelaki khususnya di tempat kerja. Ia boleh dikaitkan dengan isu yang
berkaitan dengan hak asasi manusia, jenayah dan diskriminasi (Abdul Rahim, 2003). Ia
mendapat reaksi pelbagai pihak terutama pertubuhan wanita, kesatuam sekerja, pertubuhan hak
asasi manusia, organisasi bukan kerajaan (NGO) dan pertubuhan antarabangsa. Fenomena
gangguan seksual semakin melebar dewasa ini. Ia berlaku di tempat kerja dalam pelbagai sektor
seperti di sektor pendidikan, perkilangan dan perniagaan. Para pekerja yang menghadapi
gangguan seksual ini boleh terganggu dari segi psikologi seperti perasaan rendah diri dan takut
yang keterlaluan, fisiologi seperti migrain, kurang selera makan dan mengalami gangguan
kesihatan dan perubahan-perubahan tingkah laku seperti ponteng kerja, pendiam, pemarah atau
membunuh diri (Sabhita Marican, 1999).

2. Gangguan Seksual
Definisi yang jelas tentang gangguan seksual merupakan satu komponen penting dalam

mekanisma dalaman untuk mengendalikan masalah gangguan seksual. Definisi yang terperinci
adalah perlu untuk memastikan pekerja dan pengurusan mendapat idea yang jelas akan tingkah
laku yang merupakan gangguan seksual. Kod Amalan (Kementerian Sumber Manusia, 1999)
mentakrifkan gangguan seksual ialah sebarang tingkah laku berunsur seksual yang tidak dingini
dan memberi kesan sebagai gangguan sama ada secara lisan, isyarat, visual, psikologi atau fizikal
berikut:

i. yang atas sebab yang munasabah boleh dianggap oleh penerima (mangsa) sebagai
mengenakan syarat berbentuk seksual ke atas pekerjaannya, atau

ii. yang atas sebab yang munasabah boleh dianggap oleh penerima (mangsa) sebagai satu
pencabulan maruah atau penghinaan, atau ancaman terhadap dirinya tetapi tiada
hubungan terus dengan pekerjaannya.

Berdasarkan kepada definisi di atas, gangguan seksual boleh dibahagikan kepada dua
kategori, iaitu pertamanya gangguan seksual berbentuk ugutan (sexual coercion) dan keduanya
gangguan seksual berbentuk ancaman terhadap ketenteraman peribadi (sexual annoyance).

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Gangguan seksual yang berbentuk ugutan memberikan kesan secara langsung kepada status
pekerjaan seseorang. Sebagai contoh, seseorang pegawai atasan yang mempunyai kuasa
menentukan gaji dan pangkat, cuba menggugut pekerja bawahan memberikan layanan seksual
kepadanya. Jika pekerja bawahan tersebut tunduk kepada kehendak seksual pegawai atasan
tersebut, faedah yang berkaitan dengan pekerjaan akan diperolehi. Sebaliknya, jika pekerja
bawahan berkenaan menolaknya, faedah itu akan dinafikan.Gangguan seksual berbentuk
ancaman ketenteraman peribadi ialah tingkah laku seksual yang dianggap oleh mangsa sebagi
ancaman, ugutan atau penghinaan, tetapi tidak mempunyai kaitan secara langsung dengan
faedah-faedah pekerjaan.

Walau bagaimanapun, tingkah laku itu boleh menimbulkan suasana kerja yang tidak
tenteram kepada mangsa yang terpaksa dialaminya untuk terus bekerja. Gangguan seksual antara
rakan sekerja adalah termasuk di bawah kategori ini. Begitu juga gangguan oleh pelanggan
syarikat terhadap pekerja juga termasuk dalam kategori yang sama. Dalam konteks Kod Amalan
ini, gangguan seksual di tempat kerja juga termasuk gangguan seksual yang berlaku di luar
tempat kerja yang timbul dari hubungan dan tanggungjawab yang berkaitan dengan pekerjaan.
Situasi di mana gangguan seksual seperti ini boleh berlaku adalah termasuk, tetapi tidak terhad
kepada:

i. Majlis sosial berhubung dengan pekerjaan.
ii. Semasa menjalankan tugas luar di tempat kerja.
iii. Sesi persidangan atau latihan berkaitan dengan pekerjaan.
iv. Semasa perjalanan berkaitan dengan pekerjaan.
v. Melalui telefon; dan
vi. Melalui media elektronik.

Adalah penting ditekankan bahawa gangguan seksual bermakna tingkah laku seksual yang tidak
diingini dan tidak disenangi oleh mangsa. Ianya juga satu kelakuan seksual yang dilakukan ke
atas penerima tanpa diminta atau dibalas balik oleh penerima.

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