CENDEKIA 2.0 - Kompilasi Penulisan Ilmiah & Kreatif

C E N D E K I A2
Kompilasi Penulisan Ilmiah & Kreatif



CENDEKIA 2

KOMPILASI PENULISAN ILMIAH & KREATIF

PENERBIT

POLITEKNIK SULTAN IDRIS SHAH
KEMENTERIAN PENGAJIAN TINGGI

HAKCIPTA TERPELIHARA
Terbitan 2020

Hakcipta Terpelihara. Tiada mana-mana bahagian daripada buku
ini yang boleh disiar-terbitkan semula dalam sebarang bentuk
dan dengan apa cara sekalipun termasuklah elektronik,
mekanikal, fotokopi, rakaman dan sebagainya tanpa mendapat
izin bertulis daripada Penerbit dan Pemilik

eISBN e9789672096375

Diterbitkan oleh
Politeknik Sultan Idris Shah
Sg. Lang, 45100 Sg Air Tawar

Selangor
No. Tel : 03 3280 6200
No. Fax : 03 3280 6400
Laman web : http://www.psis.edu.my

ISCIEKNADNEDKUINAG2AN
Kompilasi Penulisan Ilmiah & Kreatif

Kata Aluan ii - x

Pengarah PSIS 1 - 104
Penasihat CENDEKIA 2
Ketua Penerbit
Isi Kandungan Penulisan

Penulisan Ilmiah

Penulisan Kreatif 105 - 176

Sidang Editor 177

i

KATA ALUAN

Pengarah

Assalamualaikum Warahmatullahi Wabarakatuh & Salam Sejahtera

Setinggi-tinggi penghargaan dan tahniah di atas Penerbitan CENDEKIA 2:
Kompilasi Penulisan Ilmiah & Kreatif. Tahniah diucapkan kepada
Kumpulan penerbitan dan Seluruh Warga PSIS yang memberi sokongan
dalam penerbitan buku ini.

Selari dengan hasrat kerajaan, Politeknik Sultan Idris Shah komited
menjadikan Malaysia sebagai Negara Berbudaya Membaca pada tahun
2030. Selain dari menyokong semua Program Galakan Membaca di
peringkat kebangsaan, PSIS juga turut menyumbang kepada penerbitan
negara di mana setiap penulisan didaftarkan dan diserahkan kepada
Perpustakaan Negara Malaysia.

Semoga penerbitan ini dapat merancakkan lagi industri penerbitan buku
negara, membudayakan amalan membaca di kalangan Warga PSIS
seterusnya menjadikan PSIS sebuah Institusi TVET yang membentuk dan
melahirkan graduan yang cemerlang dan berbudaya ilmu.

PSIS-Designing Your Future

ISHANUDDIN BIN HUSSIN
Pengarah

Politeknik Sultan Idris Shah

ii

KATA ALUAN

Penasihat

Assalamualaikum Warahmatullahi Wabarakatuh & Salam Sejahtera

Tahniah dan Sekalung Penghargaan di ucapkan kepada Kumpulan
Penerbitan CENDEKIA 2: Kompilasi Penulisan Ilmiah & Kreatif.
Penerbitan CENDEKIA 2 membuktikan masih ramai di kalangan kita
mempunyai bakat menulis serta berkongsi ilmu dan pengalaman masing-
masing. Teruskan berkarya, teruskan menyumbang kepada pembangunan
PSIS sebagai sebuah Institusi TVET dalam bidang pembudayaan ilmu
khasnya dan seterusnya menyumbang kepada pembangunan negara.
Semoga penerbitan buku ini dapat memberikan manfaat kepada semua
yang terlibat, khasnya untuk para pembaca sekalian.
Akhirul kalam, terima kasih sekali lagi kepada semua yang terlibat dalam
penghasilan buku ini. Kepada Kumpulan Penerbitan CENDEKIA 2, sekali
lagi tahniah & syabas di ucapkan!

Menulislah, kerana tanpa menulis engkau akan hilang dari pusaran sejarah
-Pramoedya Ananta Toer

ZULKIFLI BIN MAT NASIR
Timbalan Pengarah Sokongan Akademik

Politeknik Sultan Idris Shah

iii

KATA ALUAN

Ketua Penerbit

Bismillahirahmanirrahim

Alhamdulillahirabbil a’lamin. Segala Puji dan Syukur kami panjatkan ke
Hadrat Ilahi kerana dengan limpah kurnianya, naskhah CENDEKIA 2:
Kompilasi Penulisan Ilmiah & Kreatif berjaya diterbitkan di penghujung
tahun 2020.

Jutaan terima kasih dan penghargaan kepada Encik Ishanuddin bin
Hussin, Pengarah Politeknik Sultan Idris Shah, Encik Zulkifli bin Mat
Nasir, Timbalan Pengarah Sokongan Akademik selaku Penasihat
Penerbitan CENDEKIA 2 dan barisan Kepimpinan PSIS di atas sokongan
dan bimbingan berterusan sehingga terhasilnya keluaran ke dua buku ini.

CENDEKIA 2 adalah kesinambungan penerbitan CENDEKIA yang
pertama; mengandungi kompilasi penulisan ilmiah & kreatif hasil karya
Warga PSIS dan orang awam. Sebanyak 38 karya telah disumbangkan
dalam penerbitan pada kali ini dan boleh diakses secara digital melalui
Laman Web Politeknik Sultan Idris Shah https://psis.mypolycc.edu.my/

Dalam CENDEKIA 2, ramai insan yang menyumbang tenaga, idea dan
buah fikiran melalui ilmu dan kepakaran masing-masing. Tanpa penulis,
tiadalah karya. Tanpa editor, cacatlah rupa. Tanpa penerbit, karya tidak
ke mana. Terima kasih sekalung budi kepada kumpulan redaksi dan
penyumbang karya. Buat anda semua, terimalah naskhah dari kami,
CENDEKIA 2. Selamat membaca.

NOOR AZIRA ABDULL RAZAK
Pustakawan

Politeknik Sultan Idris Shah

iv

KANDUNGAN HALAMAN
PENULISAN ILMIAH

TAJUK

Ilmiah 1 MOBILE APPLICATION AND SYSTEM ON RETURNING 1-8
AND BORROWING SPORTS EQUIPMENT AND FACILITIES
AT POLITEKNIK SULTAN IDRIS SHAH
Shahrizan bin Mohd Razali, Zulkifli bin Mat Nasir,
Mohammed Ilias bin Harun Habib Amad Patel

Ilmiah 2 MOBILE MALWARE : KENALI, TANGANI DAN TREND 9-17
Ilmiah 3 Zaleha Bt Salamon 18-25

A LOOK INTO REFLECTIVE TEACHING
Zuraimi bin Mohd Zuber

Ilmiah 4 PERANAN PENGACARA DALAM SESEBUAH MAJLIS 26-30
Mohd Rizal Bin Abd Rahim

Ilmiah 5 ANXIETY LEVEL IN SPEAKING ENGLISH AMONG ESL 31-37
STUDENTS IN POLITEKNIK SULTAN IDRIS SHAH
Uzairah binti Mohd Ali

Ilmiah 6 QUIZLET AND QUZZIZ: A COMPARISON BETWEEN TWO 38-45
LEARNING MOBILE APPLICATIONS
Siti Faezah binti Ahmad Sazali, Kamarul Aina binti
Mohamed

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Ilmiah 7 LIFELONG LEARNING FOR EDUCATORS DURING THE 46-52
COVID-19 PANDEMIC: WHAT COULD IT POSSIBLY
MEAN?
Angela Kwon Mei Jun

Ilmiah 8 PENERIMAAN PELANGGAN TERHADAP SISTEM 53-57
PERBANKAN ISLAM DI MALAYSIA
Yusnizah Bt Selamat, Mohd Burhan Bin Yusof

Ilmiah 9 PROGRAM ENGINEERING SCIENCE LAB CALCULATOR 58-65
DI JABATAN MATEMATIK, SAINS DAN KOMPUTER
Mohammed Ilias bin Harun Habib Amad Patel, Che
Samsuriza bin Haji Che Noh

Ilmiah 10 SELESAIKAN HUTANG KAD KREDIT DENGAN BIJAK 66-71
Mohd Azmi bin Mh Busra

Ilmiah 11 SOFTWARE ENGINEERING ISSUES FOR MOBILE 72-79
APPLICATION DEVELOPMENT
Maznah Binti Ahmad, Susilawaty Binti Ahmad
Osman, Sharifah Nur Binti Syed Ismail

Ilmiah 12 STRATEGI BIJAK PERANCANGAN USAHAWAN KAMPUS 80-86
Haziri Husain, Mohd Burhan Yusof, Mohd Zaini
Zainudin, Nurul Fathiah Sufiah Mohd Najhan

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Ilmiah 13 PANDEMIK COVID 19 DAN PEMBELAJARAN ATAS 87-90
TALIAN : ASAS PEMILIHAN APLIKASI E-
PEMBELAJARAN
Mohd Fakhrurazi bin Awang, Latifah binti
Samsuddin, Yusnizah binti Selamat

Ilmiah 14 KAJIAN GAYA PEMBELAJARAN PELAJAR DIPLOMA 91-99
TEKNOLOGI MAKLUMAT (TEKNOLOGI DIGITAL) BAGI
TREK PEMBANGUNAN APLIKASI DAN PERISIAN DAN
TREK SISTEM RANGKAIAN DI POLITEKNIK SULTAN
IDRIS SHAH MENGGUNAKAN MODEL VARK
Ajisa Beevi Abdul Wahab, Ruzanna Abu
Bakar, Susilawaty Ahmad Osman

Ilmiah 15 PENGURUSAN HAL EHWAL PELAJAR : BAHAGIAN 100-104
KEBAJIKAN
Fatin Shafinas Binti Rokman

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Kreatif 1 KANDUNGAN HALAMAN
105 - 108
PENULISAN KREATIF 109
110-111
TAJUK 112-114
AKU KASI GORENG 115-116
Nukilan: Kias Baiduri 117-118
119-125
Kreatif 2 AKU TAHU KAU KUAT
Nukilan : Ayuin

Kreatif 3 BERSEDIAKAH AKU?
Nukilan : Asuno Marhain

Kreatif 4 SI KUNING FERBIE
Nukilan : Alya Ammara

Kreatif 5 CONTINENTAL
Nukilan : Mrwick

Kreatif 6 DUA PULUH DUA PULUH
Nukilan : Nurza Kasnun

Kreatif 7 KOMPILASI ANEKDOT: IBU DAN ANAK
Nukilan : Ain Amir

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Kreatif 8 JACK AND HIS MATHS TEACHER 126-129
Nukilan : Sukhvinderjeet Singh A/L Mohinder
Singh, Aishah Humaira Abdullah, Siti Zaharah
Abdul Aziz

Kreatif 9 GULAI IKAN 130-134
Nukilan : Akmalfarhi76

Kreatif 10 ANOTHER 5 MINUTES PLEASE? 135-136
Nukilan : Linie Khairuddin

Kreatif 11 NUTRITIONAL FRIENDS 137
Nukilan : Linie Khairuddin

Kreatif 12 JASA 138-139
Nukilan : RJ

Kreatif 13 LIFE ON ROLLERCOASTER 140-143
(A Compilation of Short Poems)
Nukilan : Zara Aziz

Kreatif 14 NATRAH FIRZANI 144-148
Nukilan : Izreen Maisya

Kreatif 15 PANTUN SAJIAN MAKANAN MALAYSIA 149-152
Nukilan : Akmalfarhi76

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Kreatif 16 PASEMBOQ DAN AYAQ SARBAT 153-155
Nukilan : Akmalfarhi76

Kreatif 17 RINDU TANPA NOKTAH 156
Nukilan : Arinah

Kreatif 18 SYAIR ADAB BERGURU 157
Nukilan : Mirat Timur

Kreatif 19 TEMPEYEK, OVERTIME DAN GULAI KUMBREN 158-162
Nukilan : Akmalfarhi76

Kreatif 20 THE ROTTEN APPLE 163-164
Nukilan : Son of Mohinder

Kreatif 21 PANTUN-PANTUN MAJLIS BERTEMA SEKITAR PSIS 165-168
Nukilan : Lazuardi

Kreatif 22 CATATAN SEORANG DOSEN 169-171
Nukilan : Syuhada Rodzi

Kreatif 23 GILAPI PERMATA ITU 172-176
Nukilan : Erni Armila

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PENULISAN

Ilmiah

ILIMIAH 1

MOBILE APPLICATION AND SYSTEM ON RETURNING
AND BORROWING SPORTS EQUIPMENT AND FACILITIES AT

POLITEKNIK SULTAN IDRIS SHAH
Shahrizan bin Mohd Razali, Zulkifli bin Mat Nasir,

Mohammed Ilias bin Harun Habib Amad Patel
[email protected], [email protected],

[email protected]
Politeknik Sultan Idris Shah

ABSTRACT
The innovation of applications and systems on returning and borrowing equipment
and facilities at SPSKK, PSIS was built to overcome the problems of borrowing and
returning equipment and facilities such as availability for using equipment and
facilities. The status of the application is also only known after the store’s inspection
has been carried out so the borrower feels disappointed, wasted time and the
program could not be run. In addition, the use of forms also creates problems for
the process of checking and searching for borrowers if there are lost or lacking
items. This innovation includes software and hardware development. The
development of the software is following the Software Development Life Cycle
(SDLC) Model. For hardware, locker is installed with a magnetic lock with keypad
system which will only be opened if the borrower inserts the correct pin. This
Innovation also been carryout by effectiveness questionnaires. Students from
various fields and semesters including a number of staff have been selected as
study samples. In conclusion, this innovation has been built successfully and it can
benefit PSIS students and staff. It may also be extended to other polytechnics or
other institutions where there is a process of borrowing and repatriating equipment.

Keywords: apps; borrowing; magnet code; locker

1

INTRODUCTION

Apps and known as application, is a software typically runs on a mobile device. In
these day’s mobile phone manufacturer offers more advanced computing ability and
connectivity. A Smartphone usually offers multiple applications to user and a tablet
is essentially a lightweight mobile computer with touch screen. Apple iOS and
Google Android are two examples of popular smartphone/tablet platforms. Android
become popular since they offer tremendous benefits to its users, application
developers, and allows everyone to create various applications on the open - source
Android based platform. On implementing web service technology on Android-
based applications; (Akbarul Huda: 2012.) mention that there is no license or royalty
fee to be developed on the Android platform, there is no membership fee and no
testing fees are required. Applications for Android can be distributed and traded
(Safaat,: 2014). There are two types of distributors of the Android operating system.
The first is to get full support from Google or Google Mail Services (GMS) and
second is that it is completely free of distribution without Google's direct support or
known as Open Handset Distribution (OHD) (Nazruddin, 2011).

MATERIAL AND METHODS

The System Development Life Cycle framework provides a sequence of activities
for system designers and developers to follow. The ideas about the software
development life cycle (SDLC) have been used many times and lots of variations
were existing. A Systems Development Life Cycle (SDLC) adheres six important
phases that are essential for developers, such as planning, analysis, design and
implementation.

Figure 1: SDLC Model

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The workflow of manual process on borrowing / repatriating equipment / facilities
has been analyzed to find flaw point in the system itself. Since that, specifications
for system requirements have been addressed which include period of borrowing /
repatriation, easy management, saving the use of paper and easing the seeding.
Furthermore, this project seems requires a system to overcome the manual system
by adopted online features with IR4.0 capabilities. Next, the project has been
designed by charting the usedness and development of innovation. In the
development phase, the system developed using android studio, Java coding and
XML as well as its function using PhP while hardware (locker) is based on a
schematic circuit which include keypad and magnet. In the system testing phase,
function and performance of the apps have been tested, while the hardware also
has been tested for their respective functions and durability.

Effectiveness Questionnaires

The respondents of this study consisted of 161 students and staff at the Sultan Idris
Shah Polytechnic who used equipment and facilities at SPSKK PSIS. The size of
the minimum sample size of 3-5 people is adequate in a system development
situation, but if this number may be increased so that the tepu is better (Rosseni
Din, 2014). The selection of respondents in this study is based on voluntary and has
the characteristics of equality (homoginity) that has smart phones and the internet.
The reviewer uses investigative questions that have been analyzed using IBM SPSS
version 26. The question of inquiry was changed according to the study of Dicky
Juliawan, 2017. The question of investigating using the Likert scale 1 = Strongly
disagree, 2 = Strongly Agree, 3 = Disagree, 4 = Agree and 5 = Strongly Agree.

RESULT AND DISCUSSION

Software Development

Android Studio is the official Integrated Development Environment (IDE)
Android apps. It doesn't cost anything and supports the Java and Kotlin

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programming languages. Android studio offers developer such great control over
the developed app. Since that, this software is preferable used in this project. The
IDE normally packaged with the Android SDK which it provides everything needed
in one place to get up and running. Kotlin recently burst onto the scene as the “other”
official language for Android development. Some speculation suggests that this is
likely to raise the language’s profile and that it could possibly become the next Swift.
Like Java, Kotlin runs on the Java Virtual Machine. It’s also completely interoperable
with Java and doesn’t cause any slow down or increase in file sizes. The difference
is that Kotlin requires less “boiler plate” code, meaning that it is a more streamlined
and easy-to-read system. It also does away with errors like null point exceptions and
even excuses you from ending every line with semi colons. In short, it’s great if
you’re just learning to develop Android apps for the first time.

Figure 2 : Apps developed
Hardware Development
The Arduino Uno-based Multiple password keypad locker project to manage three
separate locker parts. Each locker has a unique 6-digit password. The LCD display
the instruction text to user enter the correct password number. While the correct pin

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number has been entered and authorized by Arduino then an output signal will be
sent to the next 10 then activate the relay to turn off the magnetic door lock and
allow the door locker to open. Thus, the activated relay turns off the magnetic door
lock and allow the door locker to open. Meanwhile the door locks open, the magnetic
door lock will initially ON within a few second and the user may close the locker
door. However, if the wrong password has been entered more than 3 times, then
the LCD will show unauthorized text message and the buzzer will be buzzing. This
project has four main circuit sections consisting of input circuits, Arduino circuits,
output circuits and power supply circuits. The input section here has a 4x3 matrix
keypad board used to enter password numbers. The control section uses the
Arduino Uno board to function the programmed information. The output circuit
consists of a relay module that connects to the Mini Magnet Lock Door, buzzer circuit
and LCD exposure circuit. On the LCD section, there is a potentiometer or RV1 with
a value of 10kohm, to provide brightness of the contrast LCD and aligned to suit the
user's eyesight. Each circuit signal flow will be connected using an Arduino jumper
wire which appropriately connected to the pins provided on the schematic circuit.
Parts of power supply uses switching mode 12V with minimally amperage levels of
3 amperes. To ensure Arduino can supply enough voltage to function, the 12V
voltage with a power jack that has positive + and negative labels - has been
connected appropriately to the positive and negative SMPS terminals. Likewise, the
door magnetic lock component should be properly connected to the 12V power
supply. In schematic circuit, the current flow rather than ground (GND) will enter the
com terminal pin block on one of the relay modules, then exit through the NC relay
module pin and continue to enter wire negative door magnetic lock and wire positive
will continue to be connected to + 12V SMPS power supply. This technique used to
ensure the door magnetic lock always ON and remove the magnetic power to close
the door then only OFF if a valid password is entered when the door is open. Next,
a Splicing matrix keypad containing 4 ROW lines and 3 lines COLUMN has been
used. So that, the Arduino pins 2,3,4 and 5 will be connected to the row pins and
the Arduino pins 6,7 and 8 should be connected to the keypad's column pins.

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Figure 3: Hardware System.

Effectiveness Questionnaires

Table 1: Assessment of the impression of using the application and locker

Bil Item N Mean

1 Faster application time (no need to go to SPSKK to fill out the 121 4.54
form)

2 Save paper (no need to fill out a printed form) 121 4.62

3 Save energy (no need to SPSKK) 121 4.62

4 Borrowing results can be known faster 121 4.59

5 Pins provided by the application conform to the locker system 121 4.58

6 Locker system is easy to use 121 4.56

7 Easy to review borrowing / repayment 121 4.55

8 Adequate locker capacity 121 4.52

9 The location of the locker is easy to find 121 4.50

The quantity of goods approved in the application is the same 121 4.51
10

as in the locker

11 The quality of the borrowed goods is maintained 121 4.56

12 The security of borrowed goods is maintained 121 4.55

13 Picking up borrowed items is easy 121 4.55

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14 Returning borrowed items is easy 121 4.55
AVERAGE 121 4.22

Table 2: Assessment of the contents of the application N Mean
Bil Item 121 4.45
1 The title of this application fits the purpose 121 4.40
2 The background and icons used are very appropriate 121 4.52
3 The rules of borrowing and repayment are clearly stated 121 4.51
4 Loan and return forms are easy to fill out 121 4.50
5 Pins provided by the application conform to the locker system 121 4.47
6 'Approve' or 'reject' status is very suitable for use 121 4.48

AVERAGE

Table 3: Assessment of application usage

Bil Item N Mean

1 Aplikasi menerusi telefon bimbit mudah digunakan 121 4.56

2 Aplikasi ini boleh digunakan tanpa bantuan orang lain 121 4.47

3 Panduan pengguna (user manual) mudah diikuti 121 4.45

4 Aplikasi ini memaparkan maklumat dengan segera 121 4.56

5 Aplikasi ini memerlukan masa yang singkat untuk dikuasai 121 4.45

6 Pengguna bebas untuk meneroka maklumat 121 4.47

Pengguna bebas untuk keluar dari aplikasi pada bila-bila 121 4.50
7

masa

8 Aplikasi ini mesra pengguna 121 4.55

9 Aplikasi ini muda untuk di 'install' 121 4.42

10 Pendaftaran sebagai pengguna mudah 121 4.55

PURATA 121 4.50

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CONCLUSION
This innovation has been built successfully and found that beneficial to PSIS
students and staff. It may recommend to other polytechnics or other institutions were
still with conventional process of borrowing and repatriating equipment. The
application and locker system have given a new perspective on the management
system in polytechnics to in line with the growth of IR4.0 and IoT. The use of this
system hopefully may help the development of sports and curriculum, respectively.
REFERENCE
Nazruddin. 2011. “Android Pemrograman mobile smart phone & Tablet PC”.

Bandung :Informatik
Chokri, B. 2015. The Effectiveness of WhatsApp Mobile Learning Activities Guided

by Activity Theory on Students’ Knowledge Management. Contemporary
Educational Technology, 6(3):221-238.

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ILIMIAH 2

MOBILE MALWARE : KENALI, TANGANI DAN TREND
Zaleha Bt Salamon
[email protected]

Politeknik Sultan Idris Shah

ABSTRAK
Rencana ini adalah berkisar berkenaan mobile malware yang kian meningkat
penyebarannya terhadap telefon bimbit. Ancaman mobile malware memberi
implikasi yang sangat besar kepada pengguna telefon bimbit sekiranya langkah
keselamatan penggunaan telefon pintar merangkumi kemasukan data peribadi,
muat turun aplikasi dan pelayaran internet tidak diendahkan. Rencana ini
mengandungi beberapa seksyen yang signifikan untuk memberi kesedaran kepada
pengguna telefon bimbit seperti jenis-jenis ancaman, cara untuk mengenal pasti
kewujudan mobile malware, jenis sistem operasi telefon yang sering diancam, dan
pendedahan data jangikitan mobile malware di Malaysia. Oleh demikian, rencana
ini diharap dapat memberi pendedahan terhadap pembaca akan bahayanya
ancaman mobile malware dan implikasinya terhadap kita tanpa kita sedarinya. Ada
pelbagai langkah yang mudah dan praktikal boleh diaplikasi oleh pengguna untuk
melindungi data serta telefon bimbit daripada ancaman durjana ini.

Kata kunci : mobile malware, telefon, ancaman, keselamatan

PENGENALAN

Mobile Malware atau dikenali sebagai malicious software yang direka untuk
menyebabkan kerosakan kepada sistem pengoperasian dalam telefon bimbit. Ada
pelbagai jenis mobile malware dan modus operandinya dari merebak dan
menjangkiti telefon bimbit. Ciri-ciri mobile malware bergantung kepada dua faktor.
Pertama, limitasi komponen telefon bimbit; seperti mobiliti, suhu, jangkahayat bateri
dan kengkangan saiz CPU telefon. Kedua, sistem pengoperasian telefon bimbit

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yang menyebabkan keperluan kuasa merudum dan isu keselamatan. Aplikasi
telefon pintar memerlukan kawalan akses pengguna serta limitasinya terhadap
ruang memori dan penstoran atau dipanggil sandboxed juga menjadikan mandiri
mobile malware itu berbeza dari malware komputer. Selain tu, sifat utama mobile
malware memerlukan interaksi manusia untuk mengaktifkan dirinya lantas merebak
dan menjangkiti sistem dalam telefon bimbit mengikut tujuan malware tersebut.

Rajah 1 : Mobile Malware di dalam aplikasi telefon bimbit

JENIS-JENIS MOBILE MALWARE

Jom kita kenali lebih dekat dengan pelbagai jenis mobile malware, kaedah ia
menjangkiti atau installasinya dan risiko terhadap data di dalam telefon bimbit.

Jadual 1: Keluarga Mobile Malware dan pengoperasiannya

Modus operandi Tujuan malware Risiko

Spyware dan Adware

Menerobos melalui Mengintip penggunaan Risiko keselamatan

installasi skrip tanpa internet seperti lokasi, maklumat diri dan rakan-

pengesahan dari password serta nombor rakan yang terkandung

pengguna. Mengumpul telefon yang disimpan di di dalam buku alamat

data dengan dalam buku alamat dan telefon yang

menyebarkan spam menghantarnya kepada dimanipulasi malware.

berbentuk iklan. pihak ketiga.

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Bersembunyi disebalik Drive-by Downloads Prestasi telefon akan
email atau website yang Ancaman seperti spyware, menjadi perlahan. Bateri
berniat jahat. malware,adware atau telefon akan merudum
Menginstalasi dirinya sejenis bot yang dengan pantas serta
sendiri secara automatik menjadikan telefon anda suhu telefon akan naik
apabila anda membuka sebagai proksi untuk sebar dengan mendadak.
salah satunya. virus kepada telefon lain
yang berkongsi rangkaian
wifi yang sama.

Virus dan Trojan

Bersembunyi dalam apps Melaksana ancaman yang Kewujudannya kelihatan

yang sah. Meng”install” berbahaya seperti sangat minimal seperti

dirinya melalui proses mengorek data sulit seperti menukar wallpaper

muat turun aplikasi password dan maklumat telefon ataupun

dengan kebenaran perbankan. mengubah bahasa.

pengguna

Mobile Phishing

Menipu (scam) pengguna Aplikasi yang sebar Pengguna tidak akan
sedar antara aplikasi
telelefon bimbit malware bertujuan untuk yang sah atau palsu.

mendapatkan nombor

akaun, kata laluan dan

banyak lagi.

Browser Exploits

Memecah tahap norma Mengeksploitasi dengan Berisiko mendapat
mobile malware seperti
keselamatan browser menyebarkan mobile yang telah dibincangkan
diatas.
mudah alih. Contoh malware melalui browser

popular adalah pdfreader. yang telah dijangkiti.

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Ransomware

Bersembunyi disebalik Data peribadi dan Akibat proses cryto-

iklan berbentuk SMS link perbankan anda akan mining yang

atau aplikasi palsu yang digali habis-habisan. Anda menggunakan RAM

berupa seperti aplikasi akan ditagih membayar telefon secara maksima,

yang sah. Menjadikan sejumlah amaun berbentuk risikonga sama seperti

telefon untuk melombong bitcoin untuk mendapatkan Drive-by-download.

matawang krypto semula maklumat yang

(cryptocurrency miners). telah dicuri.

BAGAIMANA UNTUK MENYINGKIRKAN MOBILE MALWARE?

Menyingkirkan mobile malware adalah bergantung kepada faktor sosio-ekonomi
seseorang pengguna telefon bimbit yang dijangkiti. Terdapat dua pilihan bagi
menyingkirkan malware ini.

1. Penyingkiran secara percuma

a) Reboot dalam mod selamat (Safe Mode)
Tindakan mampu meminimumkan kerosakan malware dari berlaku. Ia juga
membantu mengasingkan aplikasi yang dijangkiti dan bermasalah.

b) Uninstall atau paksa tutup
Buang atau force close pada aplikasi jahat tersebut. Langkah ini tidak boleh
dilakukan semudahnya jika telefon anda telah dijangkiti ransomware.
Tindakan uninstall ini menyebabkan kerosakan telefon anda akan menjadi
lebih serius. Makanya, buatlah kajian sedikit melalui carian di website
terhadap malware yang anda kenalpasti bagi mengelakkan kejadian ini.

12

c) Instal dan larikan aplikasi Antivirus percuma
Sekiranya cubaan meng’uninstall’ aplikasi tersebut tidak berjaya, cubalah
install aplikasi Antivirus versi percuma. Larikan dan biarkannya menyaring
dan mencari malware di dalam telefon. Jika ia dapat dikenalpasti, buang
malware tersebut melalui fungsi antivirusnya. Namun demikian, fungsi
aplikasi antivirus ini terhad atas keperluan fungsi percuma.

2. Penyingkiran secara berbayar

a) Dapatkan aplikasi Antivirus berbayar
Aplikasi ini mampu melindungi telefon anda dengan optimum seperti fungsi
‘update’ setanding dengan perkembangan teknologi malware itu sendiri.

b) Bantuan Profesional
Dapatkan bantuan juruteknik profesional dan pakar dalam menyingkir,
keselamatan dan pemulihan data (data recovery). Sebelum itu, pastikan data
penting dalam telefon kalian telah dibuat backup, bergantung kepada tahap
keseriusan jangkitan malware samada juruteknik tersebut perlu membuang
data-data yang telah dijangkiti.

BAGAIMANA UNTUK MELINDUNGI TELEFON BIMBIT ANDA DARI MOBILE
MALWARE?

1. Muat turun apps dari storan aplikasi yang sah sahaja. Ruangan pasaran aplikasi
ini dikawal potensi ancaman dan program penipuannya. Walaubagaimanapun,
sebelum menginstal sesebuah aplikasi, teliti dan kaji komen-komen pengguna
mengenai tingkahlaku aplikasi yang mahu digunakan.

2. Menyahdayakan (disable) instalasi dari sumber yang tidak dikenali dalam
Settings >> security. Opsyen ini akan menyahdayakan mana-mana instalasi dari
sumber tidak sah termasuk malware.

3. Jangan klik dan abaikan pada pop-ups iklan atau amaran yang muncul ketika
anda melayari internet.

13

4. Pastikan sistem operasi telefon anda dikemaskini. Pembekal telefon akan kerap
menekankan kemaskini yang mengandungi pembaikan bugs, penambahbaikan
dan ciri-ciri baru yang menjamin telefon anda lebih selamat.

5. Instal aplikasi Antivirus yang bagus. Aplikasi Antivirus menawarkan lapisan
keselamatan tambahan. Dapatkan jenama aplikasi antivirus yang paling
dipercayai dan asas program antivirus adalah sama bagi semua perlindungan
malware.

TREND JANGKITAN MOBILE MALWARE

Telefon bimbit yang bernuansa pintar atau dipanggil smartphone menjadi satu
keperluan dalam kehidupan harini. Hampir semua setiap lapis masyarakat akan
menggunakan telefon pintar dalam aktiviti harian mereka. Kebanyakan pengguna
akan menyimpan pelbagai jenis maklumat peribadi ke dalam telefon pintar mereka
seperti alamat rumah, no MyKAd, no akaun bank dan kad kredit. Kecenderungan
ini secara tidak langsung menarik minat penyerang atau penggodam untuk
mendapatkan maklumat berharga tersebut. Persoalannya, adakah telefon kalian
betul-betul selamat? Berikutan kesedaran dari pihak pengguna dari segi
keselamatan telefon pintar mereka, banyak pengeluar telefon pintar menawarkan
pakej keselamatan yang merangkumi software dan hardware bagi melindungi
kerahsiaan data pelanggan mereka bersama-sama kecanggihan teknikal telefon
pintar itu sendiri. Berdasarkan laporan statistik kelemahan sistem pengoperasian
telefon pintar yang dikeluarkan oleh Symantec pada tahun 2016, telefon Android
menunjukkan peratusan tertinggi berpotensi mendapat ancaman malware dan
software yang jahat.

Rajah 2 : Statistik Kelemahan Mengikut Sistem Operasian Telefon Pintar

14

Mengapakah ia berlaku? Mengapa Android menjadi target utama? Realitinya
telefon Android mendominasi pasaran telefon pintar dunia dimana 76.82%
pengguna telefon pintar menggunakan aplikasi Android (data dari cybersecurity,
2018). Walhal, Apple iOS hanya digunakan 20.45% pengguna telefon pintar.

Rajah 3 : Taburan Penggunaan Sistem Operasian Telefon Pintar bagi tahun 2018

Selain dari itu juga, terdapat banyak pecahan atau versi sistem pengoperasian

Android dan IOS. Namun begitu, menurut M. Fahdzli dan rakan-rakannya dalam

artikel e-security terbitan cybersecurity Malaysia jilid 45, 2/2018, sifat Android yang

bersumber terbuka membolehkan sesiapa pun boleh mengakses dan melihat

intipati struktur sistem pengoperasian tersebut. Ia juga bersifat fleksible dan boleh

disesuaikan dengan setiap telefon yang dibina oleh pengeluar telofon beraplikasi

Android ini.

MARKET SHARE OF ANDROID MARKET SHARE OF IOS VERSIONS
VERSION JULY 2019 - JULY 2020 JULY 2019 - JULY 2020

pie 6% 35% iOS 13.4 iOS 13.6 iOS 10.3
8% 5% 3% 2%
10.0 10 9%
iOS 13.3
8.1 oreo 13% 8%
iOS 12.4
6.0 11%
marsmallow
iOS 13.5
29% 71%

Rajah 4 : Peratusan Pengguna Mengikut Versi Sistem Operasian Telefon

15

STATISTIK DI MALAYSIA

Bagaimana pula insiden mobile malware di Malaysia? Pada pertengahan tahun
2018, MyCert menerima beberapa laporan berkenaan satu aplikasi berformat APK
yang dinamakan Fake Malaysia’s Central Bank Malicious APK. Aplikasi ini adalah
malware yang targetnya adalah ke atas transaksi e-banking melalui telefon pintar.
Trend peningkatan serangan malware dari tahun ke tahun ini dijangkakan modus
operandinya akan menjadi lebih sofistikated dan lebih signifikan dengan
penggunaan telefon pintar dalam kehidupan seharian harini.

Rajah 5 : Senarai Negara diserang Mobile Malware bagi tahun 2019
(sumber: https://securelist.com/ mobile-malware-evolution-2019/ 96280)

KESIMPULAN

Dari hari ke hari teknologi mobile malware ini menjadi lebih canggih dan impaknya
berlaku di luar jangkaan pemikiran kita. Perkembangannya terlalu pesat malah
hasrat malware yang dicipta juga amat membimbangkan. Kita sebagai pengguna
telefon pintar perlu cakna akan langkah keselamatan penggunaan telefon pintar
dalam pelbagai aspek. Ini kerana ancaman yang datang dan dicipta adalah
bertujuan mencabar dan mengambil kesempatan akan kelemahan sistem
pengoperasian telefon, aplikasi yang di install, kealpaan sosio engineering
pengguna telefon dan banyak lagi.

16

RUJUKAN
Sharifah K, Norlinda J (2019); Malaysia Threat Landscape 2018 – Based On

Incidents Reported to Cybersecurity Malaysia; e-Security Vol 46 (1/2019);
Cyber Security Malaysia
M.Zuhair AR, et.al (2019); Android Application Installation -Best Practices; e-
Security Vol 46 (1/2019); Cyber Security Malaysia
A. Aizuddin ATA, et.al (2018); Mobile vs Computer Malware; e-Security Vol 44
(1/2018); Cyber Security Malaysia
M Fahdzil AR, et.al (2018); Smartphone Security- From A Statistical Point of View;
e-Security Vol 45 (2/2018); Cyber Security Malaysia
OIC CERT (2017); Malware Trend Report H2|2016; e-Security Vol 42 (1/2017);
Cyber Security Malaysia
Charles J (2018); Mobile Malware: When Your Phone Becomes Their Prey;
(https://privacyangel.com/mobile-malware )
V. Chebyshev (2020); Mobile Malware Evolution 2019;
(https://securelist.com/mobile-malware-evolution-2019/96280/)

17

ILIMIAH 3

A LOOK INTO REFLECTIVE TEACHING
Zuraimi bin Mohd Zuber
[email protected]

Politeknik Sultan Idris Shah

ABSTRACT
We may have all done reflection unintendedly, without being intentional of its
specific purpose and without any structure, therefore not benefitting from it optimally.
To benefit from reflections as educators, it is important to understand what it means
to be reflective educators. This paper seeks to discuss the definition of reflection,
the types of reflection, what it means to do reflective teaching, its importance and
how to reflect as educators.

Keywords : reflection, reflective teaching

INTRODUCTION

Being educators, we are bound to seek for improvements in our teaching practice.
In order to bring about improvements, we must look back at our teaching practice,
asking ourselves questions that could lead us into understanding the strengths and
weaknesses of our teaching process and what can be done to overcome problems
that exist or to identify good practices to maintain. This process is called reflection.

WHAT IS REFLECTION?

Reflection - according to Oxford Online Dictionary (n.d.) - is defined as “careful
thought about something, sometimes over a long period of time”. In order to further
understand the term reflection, it is important that we look into definitions given by
the other authors.

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Dewey (1933) defined reflection as: an active persistent and careful consideration
of any belief or supposed form of knowledge in the light of the grounds that support
it and the further conclusion to which it tends. Boud et al. (1985) looks at it from a
different angle and defines it as an intellectual and effective activity that one does
to explore their experiences in order to better understand and appreciate them.

Kemmis (1985) brings about the notion that the process of reflection is not merely a
process that focuses 'on the head' where one merely tries to get the answer to the
cause of a problem. Rather, it is a positive active process that intends to review,
analyse and evaluate experiences and will further lead to theoretical concepts or
previous learning. This is done to help to prepare an action plan for future
experiences.

In defining reflection, Daudelin (1996) relates reflection to learning explicitly,
"Reflection is the process of stepping back from an experience to ponder, carefully
and persistently, its meaning to the self through the development of inferences;
learning is the creation of meaning from past or current events that serves as a
guide for future behaviour." This definition proposes that reflection is important to
learning, as learning is defined as making sense of past experience to understand
and bring impact to future experience.

Based on the definitions given by these authors, reflection can be understood as
both a cognitive and metacognitive process where individuals ponder upon things
that they did, experienced or learned, to obtain new understanding about it and use
the knowledge or information that they get from this process for future use.

TYPES OF REFLECTION

Different authors identify different types of reflection. For example, Schön (1983)
identifies two types of reflections. The first type is reflection in action which is
reflecting while doing something or while experiencing something. In other words, it
is concerned not only with completing the task at hand or merely experiencing the

19

situation thoughtlessly, but rather to practice critically, putting one’s thought in the
situation being experienced. The second type is reflection on action where one
looks back at a situation or experience. This involves analysing and evaluating one’s
practice or experience. He suggests that reflection is used by practitioners when
they are faced with situations that are unique where they may not be able to put into
application known theories or techniques they learnt previously through formal
education.

Alsop and Ryan (1996) introduce three types of reflection which are:
1. Looking forward (prospective reflection).
2. Looking at what we are doing now (spective reflection).
3. Looking back (retrospective reflection).

This useful metaphor is offered by them for clearer understanding:
“Reflecting by looking forward is like looking at a holiday brochure before we
go away. We get ideas about what the location might be like, what we might
do and whom we might meet. Reflecting by looking at what we are doing now
is like looking at ourselves in a pool of water or a mirror; it shows us as we are
at that point in time. Reflecting by looking back is like looking at a photograph
or video when we return from our holiday. It tells us about where we went and
what we did and whom we met.” (Alsop & Ryan, 1996)

WHAT IS REFLECTIVE TEACHING?

It is important for educators to reflect activities that ‘are going to’, ‘is’ or ‘have been’
carried out in the classroom. This process is known as reflective teaching. Reflective
teaching can be understood better by looking at definitions and descriptions given
by other authors about reflective teaching.

According to Tyce (2010), reflective teaching means having a look at what one does
in the classroom, thinking about the reason one does it or one’s goal in such
practice, and thinking about whether it works. When we do this, we go through the

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process of self-observation and self-evaluation. By putting together information
about what happens in our classroom, and by analysing and evaluating this
information, we identify and explore our own practices in terms of its strengths and
weaknesses. This may then lead to changes and improvements in our teaching
practice.

Richards & Lockhart (1994) state that a reflective approach to teaching is "one in
which educators and student educators collect data about teaching, examine their
attitudes, beliefs, assumptions and teaching practices, and use the information
obtained as a basis for critical reflection about teaching."

In shifting from the older teaching model to the newer one, it is important that
educators think about what they do and how and why they do it. By being reflective,
educators consider these questions in a disciplined way and may result in more
practical solutions to problems that arise in teaching situations. In being reflective
upon their teaching practice, one may ask:
• Which teaching model am I using?
• How does it apply in specific teaching situations?
• How well is it working?

Salandhanan (2009) points out that a reflective educator reviews the result of his
teaching regularly and systematically, identifies drawbacks as well as success
factors and in the end plan for its betterment. Besides, a reflective educator always
asks “Why are the students not interested or interested while the lesson is being
carried out?”, “What can I do to improve the lesson?” and other questions that would
help understand the issues that arise and plan for improvements. Thus, a reflective
educator can be considered as a proactive participant in making decisions about
their current or future teaching practice.

21

WHY IS REFLECTION IMPORTANT?

Educators nowadays are burdened with workloads that hinder them from doing
reflections of their teaching. However, it is important for educators to know how
important reflective practice is if they are looking towards improving their teaching
practice.
Reflective practice helps educators to have a deeper understanding of their own
teaching styles and strategies. There are certain weaknesses that the educator does
not notice at all though they do have some negative effects to the teaching process.
For example, the educator might not notice that he always uses the same types of
material in teaching and the students get bored with his teaching. By being
reflective, one will be able to plan strategies or steps that can be taken to overcome
the issues.

Besides, as an educator reflects, he will understand his roles as an educator better.
Aside from teaching, educators have the responsibility of being aware of their
students, their ability, their potential as well as their problems in learning. By
knowing their students better, educators can take necessary actions to help them to
improve.

HOW CAN EDUCATORS CARRY OUT REFLECTION?

Knowing that reflection is very important to be carried out in order to improve one’s
teaching, one is perhaps puzzled not knowing at what point they should start from.
There are few ways for educators to do reflection of their teaching.
1. Self-observation: This is where an educator observes and evaluates himself.
This can be done by videotaping the lesson. By doing this, the educator will be able
to see everything that every student does while the lesson is carried out. By
videotaping the lesson, educators can observe things that he does in a lesson,
perhaps with a help of an observation checklist or some cues that the educator
decides before the class begins.

22

2. Teaching Journal: Educators can also write a teaching journal to record their
experiences in teaching. By doing this, they can see how their teachings progress
from time to time. This way can also be integrated with technology, by posting it to
blogs and updating it daily or weekly.
3. Personal Reflection Model: In reflecting upon their practice, educators may
adopt Kolb’s (1994) Personal Reflection Model as illustrated in Table 1. This
involves reflecting in three phases: The first stage is where one acknowledges the
situation or experience that one wants to reflect upon (the What?). This is followed
by the next phase which requires one to critically break down the situation or
experience to understand, evaluate and perhaps challenge the practice (the So
What?). The final stage is for one to identify what needs to be done for
improvements and to evaluate the practicality and suitability of what is thought to be
implemented in light of the situation or experience.

Phase (Kolb, 1994) Questions Related to Self (Gardner, 1993)
What?
● Why have I selected this experience as a focus for
So What? reflection?
● What makes it important for me to consciously and
purposefully think about this experience at this time?
● What is the focus here as I understand it?
● Is there more than one level of reflection that I think
needs to be considered as a focus for discussion in this
experience?
● In identifying my focus what level(s) am I prioritising in
my reflection?
● Why would that be so?
● Do my priorities reflect my values and beliefs about the
nature of teachers’ professional work?
● Do my priorities reflect anything about how I am
developing as a prospective teacher?

23

Now What? ● Do I need to engage at a level of reflection that
necessitates engaging with ethical and moral considerations?
(critical reflection)
● Do I need to take action or just think about what action
may be appropriate if the circumstances permitted?
● Do I have the skills, knowledge and strategies to make
a well-informed decision about what action may be able to be
taken?
● Can I realistically take action?
● What personal, social and ideological influences have
impacted the action I would take?
● How does my proposed action reflect my
understanding and personal beliefs regarding what
constitutes ethical, professional, effective teaching and the
role of the teacher?
● Are my decisions and proposed actions congruent with
my ethical and moral perspectives?
● Do I have the motivation, perseverance and capacities
required to activate my plans successfully?
Table 1: Personal Reflection Model

CONCLUSION

Reflection can be a useful tool for educators for self-improvement. Through critical
reflection they may have a change in their attitude and practice as they progress
throughout the years of teaching. As they reflect upon their teaching practice, they
will see that there are more that they need to know and explore. This in turn will
create spaces within their minds to be always ready to accept new knowledge and
challenges in their teaching profession.

24

REFERENCES

Alsop A & Ryan S as cited in Fade (1996) Becoming a Reflective Learner, chapter
15 in: Making the Most of Fieldwork Education. StanleyThorne, Cheltenham.

Boud D, Keough R and Walker D as cited in Allin & Turnock (1985) Reflection:
Turning experience into learning. Kogan Page.

Daudelin, M. W as cited in Eriksen (1996) Learning from experience through
reflection. Organizational Dynamics 24(3): 36.

Dewey, J. as Cited in Allin & Turnock (1933) How We Think: A Restatement of the
Relation of Reflective Thinking to the Educative Process. Lexington, MA :
Heath.

Gardner, H. (1993) Frames of Mind Tenth Anniversary Edition. New York: Basic
Books

Kemmis S as Cited in Allin & Turnock (1985) Action Research and the Politics of
Reflection. In: Boud D et al (1985) op cit.

Kolb, D. (1994) Experiential Learning: Experience as the Source of Learning and
Development. Englewoods Cliffs, NJ: Prentice–Hall.

Oxford Learner’s Dictionary. (n.d.) Reflection. In Oxford Learner’s Dictionary.
Retrieved on November 25, 2020, from
https://www.oxfordlearnersdictionaries.com/definition/english/reflection

Richards, J. C., & Lockhart, C. as cited in Bailey K.M. (1994). Reflective teaching
in second language classrooms. Cambridge: Cambridge University Press.

Salandhanan, G.G. (2009). Educator Education. Philippines: Katha Publishing.
Schon, D. A. (1983). The reflective practitioner. New York: Basic Books.
Tice, J. as cited in Adnan A. Reflective teaching: Exploring our own classroom

practice. http://www.teachingenglish.org.uk/think/articles/reflective-teaching-
exploring-our-own-classroom-practice

25

ILIMIAH 4

PERANAN PENGACARA DALAM SESEBUAH MAJLIS
Mohd Rizal Bin Abd Rahim
[email protected]
Politeknik Sultan Idris Shah

Apabila hendak melaksanakan sesuatu majlis, sudah pasti persediaan awal
seperti penyediaan tempat, jemputan para tetamu, penyediaan jamuan, keperluan
teknikal, hadiah dan cenderamata dan sebagainya perlu dilaksanakan. Persediaan
ini kita lakukan seawal mungkin bagi mengelakkan kesuntukan masa. Semua ini
dilakukan dengan rapi kerana kita amat mengharapkan majlis tersebut menjadi
suatu yang gilang-gemilang dan menjadi kenangan manis buat semua yang hadir
ke majlis tersebut terutamanya VIP jemputan.

Semua yang terlibat dalam majlis memainkan peranan penting sebelum,
semasa mahupun selepas majlis selesai. Antara insan penting yang mampu
menjadikan majlis berjalan lancar adalah pengacara majlis.

Pengacara majlis atau lebih dikenali sebagai EMCEE adalah seseorang
yang ditugaskan secara rasmi bagi mengendalikan satu-satu majlis mengikut atur
cara yang telah ditetapkan dan merujuk kepada skrip yang telah diluluskan serta
berpandukan arahan pegawai protokol.

Seorang EMCEE hendaklah aktif, tidak kaku dan tidak berbicara dengan
aksi-aksi yang keterlaluan. Kemahiran bahasa juga diperlukan kerana seseorang
EMCEE yang baik perlu tahu menyusun pengucapan bertata susila mengikut
prosedur dan etika sosial.

EMCEE berperanan untuk memastikan majlis berjalan lancar seperti yang
ditetapkan pada tentatif program. Tentatif merupakan rujukan utama yang menjadi

26

panduan sebelum ia diterjemahkan kepada bentuk skrip perjalanan program.
Kawalan masa dan aktiviti yang dirancang perlu dipatuhi agar majlis dapat
ditamatkan pada masa yang ditetapkan dan semua agenda dapat dilaksanakan
dengan baik dan berkesan.

Kelancaran majlis boleh diatur dengan memberikan pengumuman atau
peringatan seperti berikut:

“Di sini saya mengambil kesempatan untuk mengumumkan beberapa
peraturan dan peringatan penting untuk perhatian.
Pertama: Semua tetamu diminta berada di tempat duduk dan tidak
meninggalkan dewan ini sebelum majlis selesai.
Kedua: Sila pastikan telefon bimbit tuan/puan dimatikan atau berada dalam
mod senyap sepanjang majlis konvokesyen berlangsung.
Mohon kerjasama semua pihak untuk melakukan sesuatu yang terbaik
agar perjalanan majlis kita lancar dan teratur.”

EMCEE juga berperanan untuk menyampaikan maklumat kepada para
tetamu. Maklumat yang disampaikan dapat memberikan keselesaan dan
persediaan kepada semua yang terlibat dengan majlis. Ia juga dapat menaikkan
semangat dan memainkan emosi agar majlis nampak lebih gemilang. Perlu
diingatkan bahawa maklumat yang disampaikan mestilah tepat dan sahih serta dari
sumber yang dipercayai.

Maklumat yang boleh disampaikan adalah berkaitan perihal majlis seperti
objektif program, latar belakang penerima anugerah, tentatif selanjutnya dan lain-
lain. Maklumat tertentu boleh dinyatakan seperti berikut:

Hadirin dan hadirat sekalian, Majlis Konvokesyen ini diteruskan lagi
dengan acara kemuncak iaitu penyampaian Anugerah Khas Tan Sri Dato’
Dr. Rozali Ismail.
Anugerah ini diberikan kepada pelajar yang diiktiraf dari segi
kecemerlangan yang luar biasa dalam bidang akademik dan ko-kurikulum
dan juga sumbangan beliau sama ada di peringkat politeknik mahupun
luar sepanjang tempoh pengajiannya. Pemilihan ini dibuat berdasarkan

27

calon-calon pelajar cemerlang dari semua Jabatan di Politeknik Sultan
Idris Shah.

Memberi penghargaan adalah tugas penting yang akan menyerikan lagi
sesuatu majlis. Penghargaan boleh diberikan kepada VIP, para hadirin, para
pemenang mahupun sesiapa sahaja yang berada di dalam majlis tersebut.
Penghargaan boleh diberikan melalui ucapan, tepukan, sorakan dan standing
ovation. Ucapan penghargaan boleh diberikan seperti berikut:

Saya bagi pihak seluruh warga Politeknik Sultan Idris Shah merakamkan
ucapan terima kasih kepada Yang Berbahagia Tan Sri Dato’ Dr. Rozali
bin Ismail, kerana sudi hadir dan menyempurnakan majlis ini.
Terima kasih juga diucapkan kepada para hadirin sekalian yang sudi
melapangkan masa untuk bersama – sama kami pada majlis ini.
Atau;
Majlis mengucapkan ribuan terima kasih kepada Yang Dihormati, Tuan
Pengarah Politeknik Sultan Idris Shah di atas ucapan tadi.

Salah satu cabaran bagi seorang EMCEE semasa mengacarakan majlis
adalah untuk menghidupkan suasana majlis. Adalah tidak menarik sekiranya suatu
majlis dengan persiapan tempat yang cukup baik, hiasan pentas yang cantik dan
dihadiri oleh VIP yang hebat, namun majlis berjalan hambar. Suasana boleh jadi
hambar sekiranya EMCEE terlalu terikat dengan skrip dan pengumuman hanya
menggunakan intonasi yang monoton.

Suasana yang meriah amat diperlukan semasa EMCEE mengumumkan
sesuatu yang menggembirakan atau detik yang ditunggu-tunggu oleh para tetamu
seperti persembahan, gimik perasmian, pengumuman pemenang, acara cabutan
bertuah dan upacara penyampaian hadiah. Pengumuman kehadiran tetamu juga
salah satu detik yang dinanti-nantikan terutamanya apabila VIP yang hadir adalah
seorang yang amat dikagumi dan ditunggu-tunggu. Oleh yang demikian,
pengumuman perlu dibuat dengan emosi yang gembira, bersemangat dan penuh
keterujaan.

28

Ada ketikanya, EMCEE perlu menambah pengumuman spontan berbentuk
gurauan, pujian, seloka, kiasan dan sebagainya mengikut kesesuaian selagi ia tidak
keterlaluan sehingga mengganggu perjalanan majlis. Suasana majlis boleh
dihidupkan dengan menggunakan intonasi suara yang lebih tinggi semasa
membuat pengumuman seperti ini:

Hadirin dan hadirat sekalian, bagi meneruskan majlis kami
mempersembahkan persembahan dari Unit Kebudayaan PSIS. Dipersilakan.
Atau;

Penerima Anugerah Tan Sri Dato’ Dr Rozali Ismail pada Konvokesyen ke 13
Politeknik Sultan Idris Shah adalah... HASIF SAAD BIN SHAMSUDIN.

Untuk memastikan suasana menjadi lebih gilang-gemilang, pengumuman
daripada EMCEE boleh diadun dengan penggunaan muzik latar yang sesuai dan
sistem pencahayaan yang menarik. Oleh itu, raptai amat penting untuk memastikan
semua yang terlibat dapat mengenalpasti tindakan yang perlu diambil pada waktu
yang sepatutnya selaras dengan pengumuman daripada EMCEE.

Melakukan latihan sebelum acara sebenar bermula juga satu keperluan.
Seorang EMCEE yang baik juga haruslah berkebolehan serta mahir dalam
berkomunikasi dengan yakin dan mestilah peka dengan keadaan sekeliling semasa
majlis berjalan.

Suatu majlis tidak dapat dielakkan daripada protokol. Protokol adalah
ketetapan yang telah dipersetujui oleh orang ramai yang perlu dipatuhi semasa
majlis berlangsung terutamanya jenis majlis istiadat dan majlis rasmi. Semasa
sesuatu majlis rasmi berlangsung, protokol semasa sebutan salutasi amat
dititikberatkan terutamanya sebutan nama, panggilan gelaran, pangkat mahupun
jawatan serta keutamaan atau kekananan. Salutasi merupakan sesuatu yang
sangat sensitif bagi sesetengah VIP dan perlu disahkan oleh pegawai protokol.

29

Sebagai seorang EMCEE, adalah penting untuk mengetahui protokol dan
memastikan majlis yang sedang dikendalikan mengikuti protokol setempat kerana
ia bergantung kepada jabatan atau tempat majlis itu berlangsung. Salutasi perlu
dibaca dengan tenang, intonasi yang sederhana dan memberikan eye contact
kepada VIP yang sedang kita sebut namanya dalam beberapa detik sebagai
menunjukkan rasa hormat kepada beliau. Contoh salutasi adalah seperti berikut:

Yang Berbahagia, Tan Sri Dato’ Dr. Rozali bin Ismail, Pengerusi Eksekutif
Puncak Niaga Holdings Berhad.
Yang Dihormati, En. Ishanuddin bin Hussin Pengarah Politeknik Sultan
Idris Shah.
Yang Berusaha, Dr. Mazura Binti Mansor, Timbalan Pengarah Akademik,
Politeknik Sultan Idris Shah
Yang Berusaha, Tn. Hj. Zulkifli bin Mat Nasir, Timbalan Pengarah
Sokongan Akademik, Politeknik Sultan Idris Shah
Kesimpulannya, EMCEE memainkan peranan penting dalam memastikan
kelancaran sesuatu majlis. Seorang EMCEE yang baik mampu memastikan
maklumat dapat disampaikan dengan tepat, mematuhi protokol majlis dan
menjadikan sesuatu majlis itu menjadi kenangan manis buat semua.

30

ILIMIAH 5

ANXIETY LEVEL IN SPEAKING ENGLISH AMONG ESL STUDENTS IN
POLITEKNIK SULTAN IDRIS SHAH
Uzairah binti Mohd Ali
[email protected]
Politeknik Sultan Idris Shah

ABSTRACT
Past studies indicated that speaking anxiety has been a major concern among the
second language scholars since it has negative effects among the ESL learners’
acquisition of English language particularly in the aspect of communication. There
are many factors that could influence speaking anxiety. In view of this, the current
study aimed to investigate students’ level of anxiety in the Communicative English
1 course and to examine which factors were commonly experienced by the
Polytechnic students. A descriptive-statistics analysis was employed in this study.
The adapted version of Public Speaking Class Anxiety Scale (PSCAS) by Yaikhong
& Usaha (2012) was used for data collection in the study. The results suggested
that students experience a moderate level of speaking anxiety. Fear of negative
evaluation was the highest one which causes speaking anxiety in students.

Keywords : second language learning, second language classroom, speaking
anxiety, FLCAS

INTRODUCTION

There are four main skills in language learning and testing namely: listening,
reading, writing and speaking. The learners, however noted that speaking skill is the
most important and the most challenging skill when acquiring a language. As one of
the productive skills, speaking is considered by many to be the vital skill in second
language learning. Most of the time, one’s fluency in English language is proven by
the ability to communicate and speak well in the language (Kamsin & Mohamad,

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2020). The importance of speaking relies on two aspects: 1) speaker’s personality
such as self-image, knowledge and ability in receiving-processing-expressing
thought and 2) speaker’s participation or the speaker’s linkage in a certain
environment. Therefore, speaking represents an interactive process between
speaker and listener which involves receiving and processing the information, and
producing certain appropriate responses to the information either interactional or
transactional.

In line with that, the Malaysia Education Blueprint (2015 to 2025) was
established in 2015 by the Ministry of Education Malaysia. One of the attributes
described in this document is every child will be, at minimum, operationally proficient
in Bahasa Melayu (Malay Language) as the National Language and language of
unity, and in English as the international language of communication.

In polytechnics, most of the English proficiency courses require students to
undertake a variety of speaking activities designed to develop communication skills
such as role play and oral presentation which can be individual, in pairs or in groups.
Most of the tasks and activities conducted are discipline-based with an emphasis on
oral communication (Long, Jiin Yih, & Phek Lin, 2019). Given that, the
undergraduates may encounter a certain level of speaking anxiety when it comes to
English speaking tasks. For instance, semester one students have to take
DUE10012 Communicative English 1 course. In this course, students have to
complete four assessments namely: 1) Group discussion, 2) Test, 3) Article Critique
and 4) Oral presentation. Looking at the previous semester’s students’ result, most
students performed moderately for two assessments which are group discussion
and oral presentation where these two assessments evaluate their speaking skills.
Majority of the lecturers teaching this subject stated that their students are nervous,
worried and become less confident when they have to speak in English to others.
These symptoms are said to be closely related to speaking anxiety. Speaking
anxiety is fear experienced by a person when delivering or preparing to deliver a
speech to an audience. It is also known as stage fright or communication
apprehension (Taly & Paramasivam, 2020). Thus, the purpose of this research is to

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investigate students’ level of anxiety in the Communicative English 1 course and to
examine which factor is commonly experienced by the students.

METHODOLOGY

This study employs a quantitative method to answer the research questions.
127 students were involved from several DUE10012 Communicative English 1
classes. The instrument used was adapted from Public Speaking Class Anxiety
Scale (PSCAS) by Yaikhong & Usaha (2012). The instrument consists of 19 items
under four domains which are: 1) fear of negative feedback 2) comfort in using
English in ESL classroom 3) test anxiety and 4) communication apprehension.

The data were collected and analysed through descriptive statistics (means,
frequencies, percentages and standard deviations) by using the Statistical Package
for Social Science (SPSS) to identify the level of speaking anxiety in English among
the students and shed a light in the factors that contribute to their anxiety when
speaking English.

RESULTS AND ANALYSIS

Students’ anxiety level towards speaking English is based on Four
Components – Communication Apprehension, Test Anxiety, Fear of Negative
Feedback, and Comfort in Using English.

The students’ speaking anxiety levels were categorized based on
Baharuddin (2009) where according to the researcher, students’ anxiety level can
be categorized into three levels which are high, moderate and low language anxiety.
Table 1 below exhibits mean 3.67-5.00 as high language anxiety, mean 2.34-3.66
as moderate language anxiety and mean 1.00-2.33 as low language anxiety.

In order to discover the level of students’ anxiety level in speaking English,
the researcher used the Means and Standard Deviation for each item. Table 1 below

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shows the overall mean score of speaking anxiety level amongst Communicative
English 1 students (M = 3.160) and a standard deviation of (SD = 0.645). Generally,
the finding is that the respondents mildly agreed upon all items and rated a moderate
level of speaking anxiety.

Table 1: Overall mean score of Students' Level of English Language Speaking

Anxiety

N Mean SD

Overall Speaking anxiety level 127 3.160 0.645

*1=Strongly Disagree, 2=Disagree, 3=Mildly Agree, 4=Agree, 5=Strongly Agree

Table 2 below displays the mean score for speaking anxiety in ESL
classrooms according to four dimensions respectively. The mean score ranged from
3.098 to 3.207. The highest mean score was obtained from Fear of Negative
Feedback (M=3.207, SD=.728), followed by Test Anxiety (M=3.160, SD=.757),
Communication Apprehension (M=3.154, SD=.623), and Comfort in using English
in ESL Classroom (M= 3.098, SD=.725). Mainly, respondents rated a moderate level
of speaking anxiety in all dimensions.

Table 2: Mean Scores of Speaking Anxiety level amongst Communicative English

1 students according to dimensions

Dimensions N Mean SD

Dimension 1: Fear of Negative Feedback 127 3.207 .728

Dimension 2: Comfort in using English in ESL 127 3.098 .725

Classrooms

Dimension 3: Test Anxiety 127 3.160 .757

Dimension 4: Communication Apprehension 127 3.154 .623

Total Mean Score 127 3.160 .645

*1=Strongly Disagree, 2=Disagree, 3=Mildly Agree, 4=Agree, 5=Strongly Agree

In order to achieve the second objective of this study, which is to examine
which factor is commonly experienced by the students, researcher used Means and

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Standard Deviation for each domain and the items within each domain. Table 3
below depicts the mean scores for each item in Fear of Negative Feedback domain.
The mean score ranged from 2.866 to 3.726. The highest mean score was item
number 10 (M=3.726, SD=.917) indicating that almost all respondents agreed with
the statement “I can feel my heart pounding when I am going to be called on”. On
the other hand, the lowest mean score was found to be item number 18 (M=2.866,
SD=.914) indicating that most of the respondents disagreed with the statement “I
have trouble to coordinate my movements while I am speaking English.” The results
show that the students’ responses in Fear of Negative Feedback are moderate on
all items except item 10 which is high.

Table 3: Mean scores for each item in Fear of Negative Feedback domain

Item Std.
Mea
N Deviatio

n
n

7. I am afraid that other students will laugh at me while I 127 3.21 1.200

am speaking English. 7

1 I can feel my heart pounding when I am going to be 127 3.72 .917

0. called on. 6

1 It embarrassed me to volunteer to go out first to speak 127 3.46 .964

2. English. 5

1 Certain parts of my body feel very tense while I am 127 2.89 .965

4. speaking English. 2

1 127 3.29 .886
I feel anxious while I am waiting to speak English. 3

5.

1 I have trouble to coordinate my movements while I am 127 2.86 .914

8. speaking English. 6

Total 127 3.20 .728
7

*1=Strongly Disagree, 2=Disagree, 3=Mildly Agree, 4=Agree, 5=Strongly Agree

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