Chapter 15 Interactive GramMic Module: An Interactive Comic … · 2020. 11. 2. · in Melaka, Malaysia. 36 Year 2 pupils, 15 from SJKC Khiak Yew and 21 from SJKC Masjid Tanah were

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SERIES 2 Changing Lives in Brilliant Ways MNNF Publisher. eISBN No: 978-967-18412-1-1 (Publication Date: 2 November 2020)

Chapter 15

Interactive GramMic Module: An Interactive

Comic Book for Teaching and Learning

Grammar Effectively

Ife Sam A/p Sasidaran, Shangkari A/P Jaikrishnan & Melor Md Yunus

Universiti Kebangsaan Malaysia, Bangi

[email protected]

ABSTRACT

Grammar is an important language skill. However, Malaysian lower primary school

pupils are unable to perform well in their language production skills due to their weak

mastery of grammar components. Besides, grammar is taught implicitly rather than

explicitly in schools. A quasi-experimental research was conducted to find out pupils’

mastery of grammar components which are taught explicitly via an interactive grammar

module, known as Interactive GramMic Module (IGM), created by the researchers.

Each chapter in the module consists of comics and interactive exercises which are

aligned with the grammar components existing in the currently used Year 2 English

textbook. The participants in this research were 36 Year 2 pupils, 15 from a suburban

school and 21 from an urban school in Melaka. The data for this study were gathered

via pre and post-tests, and semi-structured interview. Findings reveal that the IGM is

an effective tool that helps Year 2 pupils in mastering grammar as well as motivating

them to learn grammar enjoyably. Therefore, it is hoped that this study could give

insights to the educators, policy makers and book writers in developing and using

various English grammar modules in enhancing pupils’ English language proficiency.

Key Words: Explicit, Comics, Interactive Activities, Grammar

1. INTRODUCTION

The study of grammar is regarded as an important element when teaching and

learning English as a Second Language (ESL). Grammar plays a crucial role as

grammar rules can be used by learners to build sentences to accurately express

themselves (Mart, 2013). When it comes to lesson preparation, a question arises as

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to how grammar should be taught (Scott, 1990). In Malaysian context, learners’

mastery of grammar rules is prominent because their language proficiency is

assessed through written and spoken assessments. However, the Standard-Based

English Language Curriculum and Assessment Document for Year 2 pupils put much

emphasis on five language skills, namely listening, speaking, reading, writing and

language art. Grammar, which is said to be a crucial component in language

learning, is often neglected and taught implicitly rather explicitly among Year 2 pupils

in Malaysian primary schools. Thus, pupils are unable to perform well in their writing

and speaking activities due to their weak mastery of grammar components.

Besides that, with the newly implemented Common European Framework of

References (CEFR) for languages, there appears to be a lack of CEFR-aligned

grammar workbooks in the market for pupils and teachers. Therefore, an interactive

grammar module is designed by the researchers to fulfil the needs of ESL teachers

and pupils, especially primary Year 2.

2. LITERATURE REVIEW

2.1 Explicit Teaching of Grammar

An explicit approach to teaching of grammar focuses on the deliberate study of

grammar rules, either deductively or inductively, so as to organize linguistics

elements efficiently and accurately (Bialystok, 1978). In an article written by Scott

(1990), explicit and implicit teaching strategies were compared. It was found that the

students under explicit teaching condition performed better than those who received

implicit teaching. In addition, students who receive explicit grammar instruction are

found to achieve a higher level of grammatical accuracy (Ellis, 2002).

2.2 The Use of Comics in Teaching Grammar

The use of comics or comic strips is found to be an effective way of teaching

grammar as they are visually attractive, motivating, and more interesting for pupils

to learn a language (Derrick, 2008). The use of comics in language learning has

been connected with grammar activities (Kılıçkaya & Krajka, 2012). Comics can

present an opportunity for the use of visual techniques to encourage effective

learning (Azman, Zaibon & Shiratuddin, 2015). Furthermore, learners can retrieve

words for speaking and writing (Megawati & Anugerahwati, 2012).

2.3 The Use of Interactive Activities in Teaching and Learning

Interactive activities are activities that promote pupils getting involved and engaged

with the lessons or materials (Liubych, n.d.). Such activities create an active, pupil-

centred learning environment where pupils are motivated to learn and feel their

success. Learning a second language can be difficult for young learners, especially

those who are not from an English-speaking environment. Thus, interactive activities

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such as games and pair work maintain pupils’ interest and encourage effective

language production.

3. METHODOLOGY

In this study, a quasi-experimental research was conducted in an urban and a

suburban Chinese national-type school, SJKC Khiak Yew and SJKC Masjid Tanah

in Melaka, Malaysia. 36 Year 2 pupils, 15 from SJKC Khiak Yew and 21 from SJKC

Masjid Tanah were selected randomly as the research participants. This study

utilised a pre-test and post-test as an instrument to investigate the effectiveness of

the Interactive GramMic Module to enhance the learning of grammar among Year 2

pupils in Malaysia. Both tests were designed to measure pupils’ performance and

progress in the mastery of grammar skill. A semi-structured interview was also

conducted with six participants to explore pupils’ perception towards the use of the

Interactive GramMic Module.

4. RESULTS AND FINDINGS

A comparison of pre-test and post-test was carried out to determine the effectiveness

of using the Interactive GramMic Module in enhancing pupils’ learning and mastery

of grammar skill. Table 1 shows the results of pre-test and post-test from all

participants.

From the bellow table, it can be seen that all 36 participants scored better in their

post-test as compared to their pre-test. The results were encouraging as all of them

showed increment in score before and after the intervention. 72.2% of the

participants had an increment in score, ranging between 12-38 scores. This

indicated that more than half of the participants exhibited a great improvement in

their performances, although it was not drastic. It was believed that pupils were able

to score better if they were given a longer period of time to use the Interactive

GramMic Module. To analyse whether there is a significant improvement in pupils’

score after following the Interactive GramMic Module intervention, the mean and

standard deviation score were calculated as in Table 1.

As shown in Table 2, SJKC Khiak Yew obtained a mean score of 59.73 in pre-test

and 78.00 in post-test, an increment of 18.27. Meanwhile, SJKC Maran obtained a

mean score of 48.29 in pre-test and 60.57 in post-test, an increment of 12.28. The

increment of mean score in both schools evidently indicated that the use of

Interactive GramMic Module had caused the progression of pupils’ scores and was

proven to be an effective tool to enhance pupils’ mastery of grammar from both sub-

urban and urban schools.

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Table 1 Result of Pre-test and Post-test in SJKC Khiak Yew and SJKC Masjid Tanah

School Participant Pre-

test

Post-

test

Difference

in scores

School Participant Pre-

test

Post-

test

Difference

in scores

SJKC

Khiak

Yew

1 80 92 +12

SJKC

Masjid

Tanah

16 90 96 +6

2 48 74 +26 17 85 90 +5

3 68 94 +26 18 84 94 +12

4 54 66 +12 19 94 96 +2

5 75 90 +15 20 70 82 +12

6 42 60 +18 21 56 86 +30

7 62 88 +26 22 68 70 +2

8 82 94 +12 23 40 76 +36

9 80 94 +14 24 32 58 +26

10 54 92 +38 25 38 54 +26

11 44 66 +22 26 39 52 +13

12 65 78 +13 27 39 50 +13

13 54 72 +18 28 42 50 +8

14 38 56 +18 29 35 48 +13

15 50 54 +4 30 34 42 +8

31 30 48 +18

32 32 48 +16

33 22 36 +14

34 26 34 +8

35 30 32 +2

36 28 30 +2

Table 2: Mean and Standard Deviation for Pre-test and Post-test

Schools

Pre-test Post-test

Mean S.d. N Mean S.d. N

SJKC Khiak Yew 59.73 14.68 15 78.00 14.95 21

SJKC Masjid Tanah 48.29 23.39 15 60.57 22.53 21

To further corroborate the effectiveness of the intervention, a semi-structured

interview was conducted to explore pupils’ perception towards the use of the

Interactive GramMic Module. Through the positive feedbacks given by the pupils in

the interview, it was found that learning grammar made easier and more effective

with the use of the Interactive GramMic Module. Below is the evidence of responses

from the participants during the interview:

“The exercises are easy. It helps me learn English easier.” (Participant 1, SJKC KY)

“I learn a lot of stuff, the comics are fun and easy to understand” (Participant 4, SJKC MT)

“I learn grammar better because the exercises are easy to understand and do.” (Participant

5, SJKC MT)

“This book no need to write a lot, very easy.” (Participant 6, SJKC MT)

One of the reasons learning grammar was made easier with this intervention was

the activities in it were designed to suit their level and needs. The module comprised

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of short and interesting comics as well as exercises that were authentic,

contextualised and aligned to the pupils’ proficiently level. Hence, they were able to

comprehend and learn grammar easier and better. As Tomlinson (2009) stated,

pupils need to experience particular language items in meaningful and

comprehensible input in order to eventually acquire them. Therefore, the language

used in the material are authentic and contextualised to provide learners with the

information they need to develop awareness on how the target language is actually

used.

In addition, it was noted that the Interactive GramMic Module enabled the pupils to

learn the grammar items in a more interesting and enjoyable manner. Feedbacks

from the pupils revealed that they preferred using this module to learn grammar

instead of using the common and conventional grammar workbooks. When pupils

were asked to pick between this module and other common grammar workbooks in

the markets, all of them had chosen the Interactive GramMic Module. This is evident

in their interview responses as follow:

“I like this book because I can play games with my friends.” (Participant 2, SJKC KY)

“I like this book because the comics are fun, they make me laugh.” (Participant 3, SJKC KY)

“I like this module because very nice to play the games in it and exercises are easy to do.”

(Participant 5, SJKC MT)

Based on their responses, it can be deduced that the comics and interactive

exercises in the module such as games and communicative activities are the key

features that attract pupils’ interest to learn grammar. According to Neo and Kian

(2003), students are responsible for their learning and when they can interact with

the content the way they like best, learning will be made more individualistic and

effective based on their ability (as cited in Rahmadani et al., 2009). Therefore,

participants in this study had been benefited by the intervention as most of them love

games and comics which subsequently motivate them to learn. This is also in parallel

with the finding from a study that stated the use of comic strips had motivated and

engaged students in the learning of grammar and vocabulary (Cabrera et al., 2018)

as well as a study that supported the idea of using games in making grammar

learning more enjoyable and permanent (Yolageldili & Arikan, 2011).

5. CONCLUSION

In conclusion, the findings clearly indicate that the Interactive GramMic Module is an

effective tool to enhance Malaysian Year 2 pupils’ learning and mastery of grammar

skill. The improvement in scores after the intervention has proven that pupils are

able to master the grammar skill better when it is taught explicitly as a sole language

skill in the classroom. Moreover, the positive feedbacks and reviews from the

participants show that this module can attract pupils’ interests and encourage an

effective learning of grammar. The use of fun comics and interactive activities in this

module are a fresh air in the teaching and learning of grammar, unlike other common

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grammar workbooks in the markets that only focus on extensive writing exercises.

Therefore, it is recommended that future innovators could focus more on creating

modules that pupils can work on independently. Moreover, further researches could

focus more on the benefits and challenges of integrating comics and interactive

exercises to teach other language skills. Hence, it is hoped that this innovation will

be an aspiration for the stakeholders to consider a change in the designation of

workbooks, from the conventional style to a more 21st century style.

REFERENCES

Azman, F. N., Zaibon, S. B., & Shiratuddin, N. (2015). Digital storytelling tool for education:

An analysis of comic authoring environments. International Visual Informatics Conference,

347–355.

Bialystok, E. (1978). A theoretical model of second language learning 1. Language Learning,

28(1), 69–83.

Cabrera, P., Castillo, L., González, P., Quiñónez, A., & Ochoa, C. (2018). The Impact of Using"

Pixton" for Teaching Grammar and Vocabulary in the EFL Ecuadorian Context. Teaching

English with Technology, 18(1), 53-76.

Derrick, J. (2008). Using comics with ESL/EFL students. The Internet TESL Journal, 14(7).

Ellis, R. (2002). The place of grammar instruction in the second/foreign language curriculum.

New Perspectives on Grammar Teaching in Second Language Classrooms, 17–34.

Kilickaya, F., & Krajka, J. (2012). Can the Use of Web-Based Comic Strip Creation Tool

Facilitate EFL Learners’ Grammar and Sentence Writing? British Journal of Educational

Technology, 43(6).

Liubych, V. (n.d.). Using Interactive Teaching Techniques for Teaching English in Primary

School. ББК 81.2 Т65, 77.

Mart, C. T. (2013). Teaching grammar in context: Why and how? Theory and Practice in

Language Studies, 3(1), 124.

Megawati, F., & Anugerahwati, M. (2012). Comic Strips: A study on the teaching of writing

narrative texts to Indonesian EFL students. Teflin Journal, 23(2), 183–205.

Rahmadani, C. L., Fitrawati, F., & Syarif, H. (2019). EFL learners’ perception toward the use

of interactive e-book in grammar class. AJELP: Asian Journal of English Language and

Pedagogy, 7(2), 18-30.

Scott, V. M. (1990). Explicit and implicit grammar teaching strategies: New empirical data. The

French Review, 63(5), 779–789.

Tomlinson, B. (2009). Principles and procedures of materials development for language

learning. Metodologias e Materiais para o ensino do Português como Língua Não

Materna, 45-54.

Yolageldili, G., & Arikan, A. (2011). Effectiveness of using games in teaching grammar to young

learners. Online Submission, 10(1), 219-229.

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Chapter 16

TO-LAWAN 2.0

Wong Mee Leng, Ling Pik Kuong, Roziah Mohamad Ali, Salahuddin

Mohamed Nor@Nor & Yong Zhen Qi

Institut Pendidikan Guru Kampus Rajang, Bintangor Sarawak

[email protected]

ABSTRACT

TOkoh-PahLAWAN (TO-LAWAN) 2.0 version is the upgraded hardware and software

tools for teaching and learning history facts in meaningful and fun way. It provides

active and creative student-centered activities in line with the needed 21st century

learning skills which inclusively help developed the 6C domain of the students using

3E framework (Explore, Explain, Experience) and 5W1H Techniques. To identify the

usability of TO-LAWAN 2.0 in the teaching and learning of history subject, Year 5

classroom with the topic “Struggle of Local Figures Against the British” is chosen for

the implementation in the research that are carried out collaboratively in several

primary schools in the central zone of Sarawak. Findings showed an increase in mean

score of + 56.1% over a two-week period. Apart from that, data collected from the

interview with the head of the History Teacher Committee also confirmed the usability

of the TO-LAWAN 2.0 as tool which has a positive effect with its attractiveness and

value of socialization and creativity development of students. TO-LAWAN 2.0 believed

not only can be used in the subjects of history but in other subjects too. The application

of TO-LAWAN 2.0 as classroom assessment projects is an innovative effort matches

the (Pentaksiran Bilik Darjah) PBD Education Practices 2019 along with New Narrative

of Malaysia Education Ministry which focuses on learning based on student

development to meet the current and future needs of the country. TO-LAWAN 2.0 not

only increases understanding History facts, but also develops educated decisions

making among students.

Key Words: Year 5 History, 21st-century learning, 6C, 3E

1. INTRODUCTION

An innovation product called TO-LAWAN 2.0 which is a joint innovation project of

TO-LAWAN site, TO-LAWAN ICT Games and also its Cubes. The TO-LAWAN site

consists of a spinning octagon platform where TO-LAWAN figures can be put on

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standing post to facilitate students in learning activities of local struggle figures. It

was built with solid polystyrene, pattern cards with space for students to write down

keynotes based on 5W1H. TO-LAWAN ICT games were developed using several

types of digital applications in line with the requirements of 21st century learning to

attract students' attention and interest in ICT. QR codes are provided for self-review

/ assessment. TO-LAWAN cubes is a cuboid that can be reshaped to form a Diorama

stage based on historical events. From the earlier collected data and reflections

from History teachers, lots of students are facing difficulty in mastering historical facts

if they only rely on textbooks and teaching and learning slides provided by teachers.

This problem was evident when the research team taught topic 7 in three of the

History classrooms in the central Sarawak Primary Schools. Thus, the development

of TO-LAWAN 2.0 version is self-initiated project with many explorations to help

students’ learning and developing. One Year 5 History topic, namely the Struggle of

Local Figures Against the British was chosen where students had found difficulty in

remembering the names of figures and explaining historical events that had

happened. Thus, the 5W1H technique through "TO-LAWAN 2.0" is used with the aim

to help students to increase understanding and mastering the historical events. This

5W1H technique is a questioning technique to inspire students to remember the

keynotes of the history events. The correct answer can be self-check by using QR

codes found on TO-LAWAN site. Through "TO-LAWAN 2.0", History subjects are

taught using “the active learning and learning is fun” approach with the 3E (Explore,

Explain, Experience) and 6C- 21st century learning frameworks.

2. LITERATURE REVIEW

Xiao Su (2014) using the application of “5W1H” in industrial design because different

people have different opinions toward industrial design based on different

perspectives due to lack of some integral methods to guide in project development.

It proposed the method of “5W1H” to be applied in order to understand the design

and structured the model of “5W1H” in industrial design. Then the contents and

requirements of “5W1H” in the product design are more systematic. The research

results showed that the way of applying the method of “5W1H” to understand design

really offers an integral perspective and which is feasible. In the end, it pointed out

that “5W1H” in industrial design can be regarded as a behavior to understand the

design works as well as a strategy to guide the specific design practice. This study

as one of the important references on how to apply “5W1H” in TO-LAWAN figures.

Chang Jiang Jia and Yuen Tak Yu (2013) used the 5W+1H model for reporting

systematic literature review on software testing for cloud computing was proven to

be successful in helping students. This is the first systematic literature review that

applies the 5W+1H model, which is widely used in the journalism domain, to report

the full picture of the research area in both software engineering and services

computing. Existing guidelines on systematic literature review helped researchers to

recognize the implemented approaches that are to be used in the development of

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TO-LAWAN 2.0. Chan & Yuen study demonstrates that the 5W+1H model provides

an easy aid for the researcher to get over such initial challenges. As the researcher

becomes more familiar with the field, he/she may then refine the innovative projects

by adding more topic-specific contexts. In this way, the 5W+1H model serves to

provide an exploratory framework to shape a systematic TO-LAWAN 2.0 project.

Based on the case study, we summarize the development of TO-LAWAN 2.0 using

the 5W+1H model in mastering history facts of the events.

3.0 FOCUS OF INNOVATIVE PROJECT: TO-LAWAN 2.0

Implementation of TO-LAWAN 2.0 is based on 3E framework as described below:

Table 1: TO-LAWAN 2.0 based on 3E Framework

3E Description

Explore Pupils explore ICT-based games and historical facts

Explain Pupils explain the keywords through the 5W1H questioning technique

Experience Pupils experience these historical events through puppet show (character

play) using TO-LAWAN cubes as diorama setting.

TO-LAWAN 2.0 is also implemented through 6C development of the 21st century

learning skills as below:

Table 2: TO-LAWAN 2.0 Through 6C development of the 21st century learning skills

6C of PAK21 Implementation in TO-LAWAN 2.0

Character ● Pupils develop positive characters such as historical figures through puppets. ● Pupils search skills and design learning opportunities to generate knowledge about the facts of the

warriors in History.

Critical Thinking ● Find and explore historical facts through the use of resources

● 3R (Rethink, Reflect, Revise): provides space and opportunity to scan QR codes via the teacher's smartphone to check answers and present group results. https://padlet.com/swhh1997/TOLAWAN

● Uses creativity and critical thinking to determine the background and explain the chosen struggle figure.

● Reinforcement activities through interactive training.

Citizenship ● Appreciation of struggle figures and historical events form character and identity as well as cultivate the spirit of patriotism

● History's interest in learning increased through TO-LAWAN innovation

Creativity ● Teachers take into account and implement new ideas and solutions to help students remember the historical facts of struggle figures.

● Pupils find ideas, viable and think outside the box to get the facts of the struggle figure through TO-LAWAN.

● Pupils think outside the box, creative, innovative, realistic, improve their own quality of life through teaching from struggle figures.

Communication ● Discuss facts effectively using group self-learning approaches. ● Use a combination of tools and methods in explaining the facts of the warriors through puppets

and TO-LAWAN Cubes.

Collaboration ● Group members join effort to finish the task in TO-LAWAN figures & role-play diorama setting in TO-LAWAN cubes.

● Active and cooperate to the maximum in reasoning historical facts among the groups

● Responsible leaders to ensure effective collaboration among the groups

● More focused, active, fun and motivated during the group discussion process with friends in understanding the facts of the TO-LAWAN figures.

● The product of the discussion is very valuable in applying knowledge in daily life itself.

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Table 3: Example of TO-LAWAN 2.0 in Primary School History Education

through 5W1H Technique:

The implementation of TO-LAWAN 2.0 with 5W1H in the three schools during

research is as follows:

Who (Siapa) Name of the warriors –e.g. Rentap

Where(Di mana) Place of the event – e.g. Sarawak

When (Bila) Date or year of the event – e.g. 1853

What (Apa) The important incident of the event – e.g. James Brooke landed in Sarawak.

Why (Mengapa) Reasons of the happenings – e.g. The king had killed the local people.

How (Bagaimana) The descriptive happenings of the event – e.g. Use the fort to defend

Pictures Usage Explanation Of TO-LAWAN 2.0

Pictures Usage Explanation Of TO-LAWAN 2.0

Explain how to use innovation ‘TO-lawan 2.0’

Pupils roll the dice to determine the number of figures and choose a figure based on the numbers found

TO-LAWAN 2.0’ is turned

Turn ‘TO-LAWAN 2.0 ’ to find your number. Then paste a picture in the octagon-shaped column.

Pupils do group work through 5W1H

Pupils write the facts on the image of the figure which is 5W1H

Scan the QR code via the teacher's mobile phone

Pupils check the answer through a QR code scan

3E-Explain - Present the results of the discussion according to number figures

3E- Explore - Pupils explore ICT-based games and historical facts

Pupils decorate the background of the figure with their own creativity

3E-Experience -Pupils experience these historical events through puppet show (character play) using PentasDio

Reinforcement activities- Interactive exercises about the hero figures learned

Students write TO-LAWAN 2.0 feedback

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4.0 METHODOLOGY

Project development TO-LAWAN 2.0 is self-initiated and exploratory by team

members over 3 years in schools working collaboratively with History teachers of the

primary schools. After the tools TO-LAWAN 2.0 were developed, pilot studies and

action research were carried out in three primary schools in the central zone of

Sarawak. Data was collected through observation and interview. At the same time,

pre and post quiz tests are carried out in History classrooms.

4.1 Observation

Researchers have made observations in terms of students' attitudes and

personalities during the teaching and learning process. Researchers observe

student behavior during the teaching and learning process conducted in the

classroom.

4.2 Quiz Test 1 and 2

Quiz Test 1 was conducted by the researcher on the study participants is to identify

the level of ability of students as well as identify study participants who will be

involved in this study. Researchers have conducted interventions on selected study

participants before undergoing Quiz Test 2 evaluation. Quiz Test 2 evaluation was

conducted to evaluate the effectiveness of the implementation of TO-LAWAN 2.0

History games on study participants. Finally, a comparison of marks for Quiz Test 1

and Quiz Test 2 was made to see the level of students' mastery of history and

indirectly show interest in the subject of History.

4.3 Unstructured interview

Unstructured interviews were conducted indirectly to 10 history teachers for all three

schools of our study team. Data of the interviews are analyzed using manual

thematic approach.

5.0 FINDINGS AND DISCUSSION

5W1H technique through TO-LAWAN 2.0 for implementation of learning activities

that is meaningful and fun. Quiz tests for the topic were analyzed. The following is a

summary of the quantitative data for the three schools:

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TO-LAWAN 2.0 learning tools have had an effective impact on the teaching and

learning History in primary schools. It is well accepted by teachers with students.

The findings of unstructured observations and interviews are as follows:

6.0 CONCLUSION & RECOMMENDATION.

Activities in TO-LAWAN 2.O enables active learning among year 5 students with fun

and meaning. The increase of +56.1% in quiz test within two weeks has inspired

students to study hard in other topics and subjects too. The benefits of TO-LAWAN

2.0 in the teaching of History subjects are as bellow:

Names of schools Min Score Progress

Record I (a)

Min Score Progress

Record II (b)

Score increase min (b) – (a) Notes

SK. St. Anne, Sarikei.

(n = 20 )

30.0% 90 .0% + 60.0%

+ 56.1% SK. SEDC, Sibu.

(n = 18)

27.7% 77.7% + 50.0 %

SK Sg Kawi, Meradong

(n=12)

25.0% 83.5% +58.3%

OBSERVATION INTERVIEW DATA FROM HISTORY TEACHERS

Pupils are interested in the ‘TO-LAWAN 2.0’ games from the use

of old methods.

A simple and inexpensive learning and teaching tools are

alternative in History classroom of the 21st century.

Opportunity to create your own and stimulate students' thinking -

evoke creativity in producing their own ‘TO-LAWAN 2.0’ through

6C (Character, Critical Thinking, Citizenship, Collaboration,

Communication, Creativity)

Pupils interact with BBB applied through 6C and 3E.

Looks like an initiative to continue learning the facts with the

“TO-LAWAN 2.0" game tool with minimal teacher guidance.

Active learning with a pleasant atmosphere is detected

during the implementation of Teaching and learning with

‘TO-LAWAN 2.0'.

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TO-LAWAN 2.0 enables students to think creatively and critically as well as able to

improve their existing abilities. In addition, students are given exposures in ICT

through TO-LAWAN ICT Games and also the QR codes that help students to check

the correct answers themselves. Mastery of High Level Thinking Skills among

students is very important, especially for the purpose of Classroom Assessment, that

is, PBD Education Practices 2019 is in line with New Narrative of Malaysia

Education Ministry which focuses on learning based on student development to meet

the current and future needs of the country. The demand for education in this era of

globalization is to require high level thinking students as a backbone of national

leadership. Students are also equipped with other important skills such as

communication, critical thinking and leadership so that they have career prospects.

For example, students identify the corresponding background to explain the

historical facts of the struggle figure to their friends based on their creativity. Pupils

are further strengthened with ICT TO-LAWAN 2.0 games such as the 21st century

learning framework 3E and 6C required in the second wave of Malaysian Education

Quality Standards as well as the Malaysian Education Development Plan 2013-

2025.

STRENGTH DESCRIPTION

Novelty • New inspirational learning methods to aid students' active learning in Year 5 History

• Own invention and not yet sold in the market

• Focus on innovation objectives

Benefit to the user • User friendly

• easy to carry all the way out of the classroom

• Can be rebuilt with other materials.

• can be modified according to the suitability of other topics / subjects.

• creating meaningful & fun learning.

• evokes student-centered PAK21 learning opportunities and guided QR Code apps with

smartphones.

Benefit to the

society

• evoke the value of healthy student socialization during TO-LAWAN 2.0 activities

• Soft Skills (Leadership) of students are emphasized during the activities of the TO-

LAWAN 2.0 group which is 6C (Character, Critical Thinking, Citizenship, Collaboration,

Communication, Creativity)

• To produce imaginative, critical and creative thinking for the current and future needs of

the country which is 3E (explore, explain and experience)

Commercialization

potential Well received by History teachers in the studies

Extended to all internship schools in the central zone of Sarawak since 2018

The development TO-LAWAN 2.0 which is supported by sponsors by Sarawak

government especially the local community of Meradong & Sarikei. Sarawak.

• The TO-LAWAN project was presented during the National level e-SPeDIP (eISBN 978-

967-0162-70-6) Copyright © 2020.

Awards/

recognition

received

• Won the Champion and was awarded the Gold Award in the Lecturer category at the e-

Competition Creativity and Innovation at the IPGK Rajang 2020 .

• The idea of the TO-LAWAN project is combined with the PentasDio Project which has

achieved the national Gold Award in the Best Classroom Intervention Practice competition

2019.

• The PentasDio project was presented and an e-proceeding article was published in the

2019 National Education Research Seminar at IPGK Penang on 27 - 29 Sept 2019

(eISBN 978-967-17336-1-5).

104


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