PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING … · · 2017-01-17PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016) Smart Board Technology Acceptance

PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)


Copyright ©2016 by the Faculty of Education, University of Malaya, Kuala Lumpur

All rights reserved. No part of the proceedings may be reproduced, stored in a retrieval system, or transmitted, in

any form or by any means, without the prior written permission of the Editor, ICTL2016, Faculty of Education,

University of Malaya, Kuala Lumpur, Malaysia (Email address: [email protected])

All papers are peer-reviewed by at least 2 reviewers prior to acceptance for presentation at the conference.

ICTL2016 will not be responsible for any omission of papers due to late submission.

Published by

Faculty of Education,

University of Malaya,

Kuala Lumpur,

Malaysia


Printed in Malaysia: ISBN: 978-983-9662-30-6

TABLE OF CONTENTS

Preface………………………………………………………………………………….………….….8

Prof. Dr. Ananda Kumar Palaniappan, Director, ICTL2016, University of Malaya, Malaysia

List of Reviewers …………………………………………………………………….…………...9

List of Committee Members………………………………………………………..….…….10

Workshops

Creative Teaching for the Digital Age ………………………………….…………………………….11

Ananda Kumar Palaniappan, Pradip Kumar Mishra, Adelina Asmawi & Lau Poh Li, University of Malaya, Malaysia; Chanisa

Tantixalerm, Chulalongkorn University, Thailand

Enhancing Creative Teaching Using Computational Thinking ............................................................ 26

Cheah Hew Mee, Faculty of Education, University of Malaya, Malaysia

Full text papers presented during Parallel Sessions

21st Century Powerful Thinking Tool, Metacognition: Impact on Second Language Learners’ Vocabulary 43

Chandrakala Varatharajoo, Adelina Asmawi, Nabeel Abdallah Mohammad Abedalaziz, University of Malaya, Malaysia

Promising Online Dictionary in ESL Teaching and Learning .............................................................. 58

Uma Rani A Rethina Velu, University of Malaya, Malaysia

Exploring the Effects of Prosodic Attributes of Oral Reading on Reading Proficiency in Year 3 Students 71

Shelen Aderina Kok, Institute of Teacher Education Kent; Lee Kean Wah University Malaysia Sabah, Malaysia


Smart Board Technology Acceptance among Private Institution Lecturers: Unified Theory of Acceptance and Use of

Technology 2 (UTAUT 2) ......................................................................................................................... 85

Vinothini Vasodavan, Yogeswary Moorthy & Nabeel Abdallah Mohammad Abedalaziz, University of Malaya, Malaysia

A Conceptual Framework for Learner’s Security Behaviour in M-Learning Environment ............. 97

Sheila Mahalingam, Mohd Faizal Abdollah & Shahrin Sahib, University Technical Malaysia, Malaysia

A ‘Bottom-Up’ Creation of an Assessment Literacy Rubric: Teachers’ Feedback .......................... 107

Renuka V. Sathasivam & Esther G.S. Daniel, University of Malaya, Malaysia

Influence of Principals’ Transformational Leadership on Teachers’ Organizational Commitment in Primary Cluster

Schools in Selangor.................................................................................................................................. 118

Jeyasushma Veeriah & Sailesh Sharma, University of Malaya, Malaysia

Perspectives Exploring a Tailored Intervention to Help the Needs of a Whole Child with Dyslexia 136

Paula Mutamir, Hils Learning Sdn. Bhd, Malaysia

Understanding how we naturally learn is the merit of the teaching innovation (Insights from neuroscience) 168

Sawsan Awad Karar, University of Malaya, Malaysia

A Critical Review: Assessing Reflective Practice by Using Digital Technology in Teacher Education Programs

................................................................................................................................................................... 177

Huzaina Abdul Halim, University of Malaya, Malaysia; Natasha Ariffin, Selangor International Islamic University College,

Malaysia

Re-positioning Science Instruction for the 21st Century: Development of Instructional Materials of Integrated Science,

Technology, Engineering and Mathematics Approach for Secondary School Students .................. 186

Yaki Akawo Angwal, Rohaida Mohd Saat & Renuka V. Sathasivam, University of Malaya, Malaysia

P.L.A.Y. to Breakthrough – Practical Coaching Strategies for Children and Teenagers Who Has Special Needs

................................................................................................................................................................... 197

Phoebe Long Mei Wah, Breakthru Enrichment Station, Malaysia


The Power of Belief: Alternative Strategies in Working with a Child with Autism Spectrum Disorder: A Case Study

................................................................................................................................................................... 207

Wan Kah Mun & Tunku Harris Bin Tunku Mu'tamir (Zac), Hils Learning Sdn. Bhd., Malaysia

Integrated Active Learning Approach in Teaching and Learning Preschool Social Studies among Diploma Student-

Teachers: A Case Study .......................................................................................................................... 223

Mariani Binti Md Nor & Lee Swee Peng, University of Malaya, Malaysia

Parent Child Attachment as Mediator of the Relationship between Parenting Style and Student’s Grade 241

Samaneh Ranjbarrizi, Diana Lee-Baranovich, Abdallah Mohammad Abedalaziz & Mariani Binti Md Nor, University of

Malaya, Malaysia

Technical Skits for Teaching Engineering Concepts – A Case Study ................................................ 259

B. Hema Kumar & R. Ananda Natarajan, Pondicherry Engineering College, India

Teachers’ Perception on the Effects of Gadgets on Socio-emotional Development of Young Children in Klang Valley

................................................................................................................................................................... 270

K Sivan R Koran, Wirawani Kamarulzaman, Annie Wong Kai Sze, Geraldine Pangiras & Wan Norfadillah Wan Nawi,

Universiti Tunku Abdul Rahman, Malaysia

I Can’t Believe My Eyes! Screen Time and its Relationship to Vision Function in Young Learners 276

Joanna Lim & Marina Tei, Stanley Tien, Hils Learning Sdn. Bhd. Malaysia

Challenges of Implementing Inclusive Education: A Study on In-Service Teachers of India ......... 290

Aparna Mukherjee, Debomita Sikdar & Susmita Neogi, Viharilal College Campus, University of Calcutta, India

Student Satisfaction in the Use of Online Forums: A Case Study among Undergraduates in a Malaysian Public

University ................................................................................................................................................. 303

Dorothy DeWitt, Norlidah Binti Alias & Mariani Binti Md Nor, University of Malaya, Malaysia


Creative Teaching: How and Why......................................................................................................... 314

Annie Kaul, MIER College of Education, India

Trends in Using Social Media as Substitutes for Class Interaction Minus in Open & Distance Learning (ODL) Education

in Nigeria .................................................................................................................................................. 323

Adelakun Lateef Adekunle, University of Malaya, Malaysia

Causes and Solutions to the Undergraduate Students’ Dropout, Faculty of Engineering ............... 335

Alongkorn Prakitpong, Thai-Nichi Institute of Technology, Thailand; Suchada Bowarnkitiwong, Chulalongkorn University,

Thailand

Effect of Phase-Based Instruction on Students’ Geometrical Achievement ...................................... 345

Leong Kwan Eu & Poh Geik Tieng, University of Malaya, Malaysia

Parental Involvement in Orientation and Mobility of Visually Impaired Learners in Pakistan: A Case Study

................................................................................................................................................................... 349

Shazia Malik & Umi Kalthom Abdul Manaf, Universiti Putra Malaysia, Malaysia

Teaching of Children with Special Needs: Challenges and Solution .................................................. 357

Lalhmingliana, Institute of Advanced Study in Education, India

Breaking the Conventional Boundaries and Taking the Bold and Zealous Steps toward Empowering Differently but

Definitely Abled Children ....................................................................................................................... 366

P. Mythili Raju, MES Teachers College, India

Tinjauan Pelaksanaan E-Pembelajaran oleh Guru dalam Program Pendidikan Inklusif ............... 374

Syameera Bee Showkat Ali & Madhya Zhagan, J. Sivarajan, University of Malaya, Malaysia

Factors Hindering in Implementation of Nursing Process Model (NPM) as an Innovative Educational and Practice

Agenda in Malaysia: Student Nurses’ Perspectives ............................................................................. 386

Lynn Lynn Thet, Ahmad Zabidi Bin Abdul Razak & Shahrir Jamaluddin, University of Malaya, Malaysia


Innovative Experiments of Value Education ........................................................................................ 401

Intekhabalam K. Ansari, College of Education Kharod, India

An Assessment of Choice-Based Credit System Implemented in the Colleges of Veer Narmad South Gujarat University,

Surat ......................................................................................................................................................... 406

Jayantikumar M. Naik, Shah N.H. Commerce College, India; Intekhabalam K. Ansari, College of Education Kharod, India

Innovation and Creativity in Education: Fostering Creativity and Supporting Innovative Teaching 410

Anjali Shokeen, University School of Education, GGSIP University, India

Dyslexia: An Argument for Treatment Methodologies Based on Symptomatic Assessments ......... 417

Geetha Gopinath, Mar Severios College of Teacher Education, India

Diary for Children’s Development (DCD): Improving Synergy of Monitoring Children's Character Development in

Elementary Schools ................................................................................................................................. 429

Ahmad Syawaludin, Peduk Rintayati; Sebelas Maret University, Indonesia

Parental and Assistive Technology-Based Early Literacy Intervention for Preschoolers with Down Syndrome

................................................................................................................................................................... 434

Ng Poi Ni, Tiew Eng Joo & Loh Sau Cheong, University of Malaya, Malaysia

Development of Moral and Ethics Indicators and Practical Guideline for Desirable Attributes of

Graduates in Higher Education in Central Region Institutions Network ......................................... 457

Atchara Chaiyoopatham, Chulalongkorn University, Thailand

Pembinaan Data Korpus Bahasa Arab untuk Tujuan Pengajaran di Peringkat STAM ................. 462

Zainur Rijal B. Abdul Razak, Rosni B. Samah, Muhammad Fauzi B. Jumingan & Mohd. Shahriman B. Abu Bakar, Universiti

Sains Islam Malaysia, Malaysia


PREFACE

Dear ICTL2016 Presenters and Participants,

Congratulations for successfully contributing and presenting your papers as well as participating actively at

the International Conference on Teaching and Learning (ICTL2016) held on 5 -6 October, 2016 in Kuala Lumpur,

Malaysia. There were 40 full-text papers submitted for paper and poster presentations. I am indeed very happy to

present to you these papers in their original form as proceedings in our conference website.

The aim of the conference was to provide an opportunity to educators and researchers to share their ideas

and findings on their latest cutting edge innovations and ideas in teaching and learning. The theme of the

conference was ‘Innovations in Teaching and Learning in the Digital Era’ with the following sub-themes: 1)

Innovative teaching and learning approaches, 2) Creative teaching: Addressing current needs, 3) Early childhood


education – Best practices, 4) Teaching children with special needs: Challenges and Solutions, 5) Emerging trends

in teacher evaluation and 6) Assessing learning for excellence in thinking.

There were two keynote speeches and six workshop presentations, however, only two full text papers for the

workshops were submitted. Both these workshops dealt with thinking: one on creative teaching and the other on

computational thinking, thus emphasizing the importance of thinking in the teaching and learning processes in this

era of fast-developing digital technology.

The parallel session papers were all research based and reported many cutting-edge findings which have the

potential of moving their respective fields forward. For example, Chandrakala’s use of Metacognition in learning

vocabulary and Project Based learning in Engineering have shown some practical teaching approaches that

educators can use to enhance learning.

The papers were presented in six parallel sessions concurrently and as such some participants may have missed

some presentations. We hope with these proceedings, participants will be able to gain more information on those

presentations they have missed.

Wishing all of you the best in your research and we look forward to your presentation in the next ICTL conference,

Prof. Dr. Ananda Kumar Palaniappan,

Director,

International Conference on Teaching and Learning, ICTL2016


MEMBERS OF THE REVIEW BOARD

Prof. Emeritus Dato’ Dr. Isahak Haron

Assoc. Prof. Dr. Loh Sau Cheong

Dr. Dorothy DeWitt

Dr. Leong Kwan Eu

Assoc. Prof. Dr. Diana Lea Baranovich

Mohd Faisal Mohamed


LIST OF ICTL 2016 COMMITTEE MEMBERS

ADVISORY Assoc. Prof. Dr. Mariani Md Nor

Dean of Faculty of Education, University of Malaya

DIRECTOR Prof. Ananda Kumar Palaniappan

Senior Lecturer, Faculty of Education, University of Malaya

SECRETARY Dr. Azmawaty Mohamad Nor


TREASURY Dr. Norfariza Mohd Radzhi


MEMBERS

Prof. Emeritus Dato’ Dr. Isahak Haron

Assoc. Prof. Dr. Loh Sau Cheong

Dr. Shanina Sharatol Ahmad Shah

Dr. Hidayah Mohd Fadzil

Dr. Ida Hartina Ahmed Tharbe

Dr. Dorothy DeWitt

Dr. Leong Kwan Eu

Dr. Hutkemri

Dr. Shahril Nizam bin Shaharom

Dr. Norsafatul Aznin Ab Razak

Dr. Norfaezah Md. Khalid

Dr. Mohd Nazri Abd. Rahman

Dr. Azuraida Shahadan

Mohd Faisal Mohamed

Mohd Norazlin bin Mansor

Alina A. Ranee

Mohd Hasri Che Ros

Muhamat Yufpri Inun


Norfazlin Aida Radzuan

Juriza Mahidin

Rohaizal Akmal Ariffin

Norazlina Ahmed Nawawi

WORKSHOPS

WORKSHOP ID: P3

Creative Teaching for the Digital Age

Ananda Kumar Palaniappan, PhDa, 1

Chanisa Tantixalerm, PhDb Pradip Kumar Mishra, PhDa

Adelina Asmawi, PhDa

Lau Poh Li, PhDa a University of Malaya

Malaysia b Chulalongkorn University

Thailand

[email protected] Creative graduates are much sought after in this era of stiff competition and globalization. Across cultures, every

society needs generations who, through creative educational training, can efficiently use their creativity to solve life

problems. Institutions of higher learning are committed to stepping up efforts to enhance students’ creativity as

employers are finding it increasingly difficult to find creative graduates. Those employed have been found to be

more academically than creatively inclined. Many have attributed this to the lack of efforts to promote creativity in

institutions of higher learning. Universities were found to focus more on content knowledge and developing skills

in relation to specific areas of specialization rather than on the soft skills required to be innovative and competitive

in the real world. There is also general lack of knowledge and skills among lecturers on how to teach creatively and

also on how to enhance students’ creativity. This workshop which is based on the findings of an international

comparative study of creative teaching in Malaysia, Thailand, and England, will focus on the creative teaching model

comprising the 4Ps – Process, Person, Product and Press – as well as the four dimensions of creative thinking

proposed by Torrance – Originality, Flexibility, Fluency and Elaboration. Participants will learn what aspects of

creative teaching they should focus on and how to overcome obstacles to achieving the goals of creative teaching.

They will also benefit from the real-life classroom experiences of creative teachers in these countries and learn how

they can adopt and adapt these practices to suit their teaching objectives and the need to teach creatively to enhance

students’ creativity. Through simple activities, participants will learn several approaches that will enable them to

make their lessons interesting and turn out creative individuals. This workshop will enable participants to incorporate


the current advances in Information and Communications Technology (ICT) to create an environment that will

enhance student creativity. Participants will also learn how they can teach creatively and teach creativity within the

current constraints and challenges in schools and higher learning institutions.

Keywords: Creative teaching, Digital age, Creative educational training

Introduction

Teachers shape future leaders and ultimately the world. Schools and teachers are seen as having the kind of impact

on students that will determine their future career and life. Hence, what teachers do in the classroom determine the

quality of students and in the case of universities, the quality of graduates. Teaching to enhance academic

achievement is no longer seen as sufficient as more and more employers are looking for graduates who are not only

academically talented but know how to use creatively knowledge gained in schools and problem-solve

independently at the workplace. In this context, creative teaching is seen as an important approach for enhancing

student creativity. Creative teaching has also been found to enhance academic achievement (Bereiter, 2002; Cheng,

2011; Schacter, Thum, & Zifkin, 2006), motivation (Hoang, 2007) and also future careers in life. However, there

appears to be more focus on students’ academic achievement than on their creativity (Reilly, Lily, Bramwell, &

Kronish, 2011) or the teachers’ ability to teach creatively. Teachers have also been found to lack knowledge and

skills on how to teach creatively and also teach for creativity. Hence, this paper reports how teachers identified as

creative by their students teach creatively with the view of providing practical suggestions to other teachers. The

findings from this study will be used to provide training and practical applications for teachers in both schools and

institutions of higher learning to use their creativity to generate effective ideas for creative teaching and effective

strategies to enhance students’ creativity.

The Problem

The lack of a creative workforce in this information age where creativity and innovation is not an option is

detrimental to any country. This lack of a “creative class” (Florida, 2002) together with the increase in jobless

graduates has put university education under the sharp scrutiny of many policy makers and educators. Malaysian

employers, for example, are finding it increasingly difficult to find graduates who are creative and those employed

have been found to be more academically inclined than creative (Report of the meeting on multi-stakeholder

approach to address graduate unemployment, 2006; The Advertiser, 2000; The Star, March 3, 2005). Many have

attributed this to the lack of efforts to promote creativity in institutions of higher learning either through creative

instruction or curricular changes aimed at enhancing student creativity. Generally, there appears to be a general lack

of emphasis in promoting and researching creative teaching with the aim of producing a creative workforce (Reilly,

Lily, Bramwell, & Kronish, 2011). However, some lecturers even with the seemingly never ending demands on their

time and resources, are able to teach creatively and produce creative individuals. Hence, it is imperative to study

these creative lecturers and their teaching strategies as well as the factors that influence their motivation to teach

creatively and enhance student creativity. The findings may help inform teacher education and staff development

initiatives on how instructors can teach creatively and teach for creativity.

Objective

With the above issue in mind, this paper reports on findings relating to what creative lecturers do, what factors

contribute to or impede their ability to teach creatively and also what strategies they employ to enhance student

creativity.


Research Questions

This study will address the following research questions: What do creative lecturers do? What influences or impedes

lecturers to teach creatively? What strategies do creative teachers use to enhance students’ creativity?

Literature Review

Work on creativity and its relationships to all aspects of education, work and life began almost 60 years ago, most

of which were in the 1960s. Some of the seminal works are still relevant today. Early work on creativity sought to

uncover a single definition for creativity. However, a reviewer of work done on creativity will quickly become aware

of the myriads of ways creativity has been defined and researched. Similar review on creative teaching will also

indicate the diversity in its definition.

Creativity and Its Components

It is vital to understand that no single definition of creativity is able to encompass all ideas and findings about what

creativity is (Friedel & Rudd, 2005; Sousa, 2011). Creativity means different things to different people. To a

musician, it means producing some hitherto unheard of, yet appealing, music and to an artist, it is the depiction of

an unusual mood or story by blending colors and figures. To a physicist, it may be an original and useful invention

or discovery like Einstein’s theory of relativity. However, these different versions of creativity indicate an underlying

fact: creativity includes among other things, the production of clever, original and useful ideas.

Rhodes (1961) classified the myriad definitions of creativity into four categories, namely, 1) Process, 2)

Person, 3) Press and 4) Product. ‘Process’ definitions mainly describe the stages of creative processes working in

the psyche of the creator. It refers to the behavior directed toward creative achievement. ‘Person’ definitions refer

to the potential for creative achievement in which creativity is seen as a set of characteristics of the person. ‘Press’

definitions refer to the environmental conditions necessary for creative activities. ‘Product’ definitions refer to the

end product where manifestations of a person’s creativity are located. It can be seen that creative teaching can also

be looked at based on this classification of creativity (Figure 2).

The process by which creative people think has been said to occur in many different ways. One of the earliest

ideas was proposed by a German physiologist and physicist, Herman Helmholz whose work was reported in a book

by Graham Wallas (1926) titled “The Art of Thought.” Four stages of creative process were suggested: Preparation,

Incubation, Inspiration (Illumination) and Verification. The preparation step involves observing, listening, asking,

reading, collecting, comparing, contrasting, analyzing and relating all kinds of objects and information. The

incubation step is both conscious and unconscious, involving thinking about parts, relationships and reasoning.

Inspiration or Illumination appears during the fallow period following incubation where tensions are released so that

one can be creative. Verification is a period of hard work involving converting ideas into objects. Understanding

these processes is important as they inform creative teaching approaches and explain the theoretical basis of creative

teaching and why some approaches are successful in enhancing student creativity.

Creative Teaching


Creative teaching has been variously defined (see, for example, Horng, Hong, ChanLin, Chang, & Chu, 2005;

Rinkevich, 2011). Most of the definitions have focused on teaching creativity that is teaching creative thinking with

the aim of enhancing creative thinking skills among students. Another aspect of creative teaching, however, has been

neglected in the definition of creative teaching, namely teaching creatively (The National Advisory Committee on

Creative and Cultural Education or NACCCE, 1999). This paper presents a model of creative teaching that combines

both -- teaching creatively and teaching creativity.

Teaching creatively is defined as a process of incorporating creative processes and creativity components in

the teaching process. In also incorporates the teachers’ creative personality characteristics and creative thinking

processes which they use to design the instruction strategies to enhance learning and motivate students. An example

of creative teaching would be when a creative music teacher uses several tape recorders to teach the developmental

section of Beethoven’s ‘Eroica’ which students find difficultly understanding (Rubin, 1985). This exemplifies how

creative teachers generate innovative ideas to enhance understanding of difficult topics.

Teaching creativity is defined as a process of designing and strategizing instruction to facilitate thinking

skills especially creative thinking skills among students. For example, teachers teaching creativity to enhance

originality in thinking in a language class may ask students to develop a new ending for a favorite story or rewrite

an ending to a story they know. Based on the above interpretations of creative teaching, a systems model of creative

teaching was developed (Palaniappan, 2008). It looks at creative and innovative teaching from a holistic viewpoint

which enables not only teachers and trainers but also institutional administrators to ensure the successful

implementation of creative teaching.

Figure 1. A systems

view model for

creative teaching

(Palaniappan, 2008)

In the systems view of creative

teaching, for creative

teaching to take place, it is

crucial that all significant

factors affecting creative

teaching are taken into

account when designing the

creative teaching and

learning process. These

significant factors can be

categorized as those within

the school environment and

those outside it. Significant

internal school environment

factors include the learners,

teachers and the curriculum.

The success of any creative teaching strategy depends on the learner characteristics including, among others, their

creative personality characteristics, creative motivation and creativity.

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The teacher variable plays a major role in creative teaching. Many teacher related factors determine the

extent to which creative teaching takes place. Among them are teacher’s level of motivation and attitude toward

teaching creativity and creatively, teachers’ own creativity level, and teachers’ pedagogical experience (Davies et

al., 2014).

The curriculum plays an equally important role. It sets the stage for creative teaching. There should be a

deliberate attempt to provide for the presentation of content creatively and also to enhance student creativity. For

example, the curriculum should indicate for each section of the topic being taught, the various pedagogical methods

teachers could employ to teach or provide opportunities for teachers to use their own creativity to explore other

strategies for presenting the material.

All three abovementioned factors depend on the school environment. The school environment encompasses

other teachers and colleagues, principals, and students as well as the policies governing the daily running of the

school, the school culture and the school infrastructure available to teachers and students (Hui & Yuen, 2010). For

example, support from other teachers forms a valuable source of creative energy for teachers. A supportive principal

who is willing to allow teachers to try unconventional teaching methods is crucial. Creative students also provide

the creative climate that teachers and other students need to grow creatively. Students grouping together to think of

an easier way to raise funds for a good cause or design a new way to build an intelligent traffic system for the local

town council are just some of the creative activities that can be organized.

Among the factors outside the school environment vital for enabling creative teaching to occur in schools

are parents, government policies, future employers and the industry demands on the schools (Hearn & Bridgstock,

2010). Parents play a vital role in creative teaching. Teachers wishing to take students on field trips which expose

them to a multitude of stimuli crucial for creative thinking would need parental support.

Government educational policies especially relating to curriculum development and reference texts for

teachers and textbooks for students play an equally important role. Teachers may not be motivated to teach creatively

if they are constrained by the curriculum and the strict policies on testing and evaluation. Research has shown that

rigorous testing may kill students’ creativity as students will be focusing more on studying for examinations rather

than reflecting and exploring the world around them purposefully and meaningfully for the benefit of society

(Gibson, 2010). The standards policies currently being adopted by many institutions have also been found to stifle

not only teachers’ ability to teach creatively but students’ creativity as well (Beghetto & Plucker, 2006; Dobbins,

2009).

Employer or industry needs determine what is emphasized in schools especially in industry-oriented schools.

If employers only seek creative and innovative individuals, the government and schools will be duty bound to

produce creative and innovative employees. For example, if IT companies need employees who are able to foresee

future software and hardware needs and design innovative software and hardware, they will seek out and employ

creative individuals.

Creative teaching is pedagogically different from effective teaching and the approaches used are also found

to differ from those used by effective teachers. While effective teaching may be seen as more teacher-centered,

creative teaching is more student-centered involving playful and joyful learning experiences with mind engaging

activities (Cheng, 2010) in an environment characterized by good student-teacher rapport (Sousa, 2007). Student-

centered activities involving discussions and role play are also seen as creative and open ended forms of creative


teaching (Hottecke, Henke, & Riess, 2012). Other approaches considered as creative teaching are those involving

problem solving, collaborative learning (Cornish, 2007), self-reflection and group presentations (Horng et al., 2005).

In this age of Information and Communications Technology, creative teaching has also taken a new

dimension. There is an increasing creative use of iPods (Dale, 2008) and tablets in the classroom. Many social

networking sites such as Facebook and Twitter are being used in creative ways in the classroom (Dawson, 2011).

Hence, creative teaching has been conceptualized as relating to teaching creatively and teaching for creativity to

enhance student creativity (NACCCE, 1999). However there appears to be considerable overlap between them

(Jeffrey & Craft, 2004).

The 4P’s of creative teaching relate to not only the teacher but also to students. These four aspects have

emerged from the definitions on creative teaching gleaned from literature and research published. For example,

creative teaching from the teachers’ perspective is defined as their ability to generate novel solutions to problems

relating to teaching (Process), and delivery of original lessons (Lin, 2002; Wu, 2003), fun (Lou, Chen, Tsai, Tseng,

& Shih, 2012) and interesting lessons (NACCCE, 1999) (Product), with the teachers having the predisposition to be

innovative, resourceful and motivated (Person) in an environment facilitating creative teaching or having had

experiences enabling the ability to teach creatively (Press).

As for creative teaching in relation to students, it is defined as the ability of the creative teacher to encourage

students to connect ideas from diverse areas and to generate new ideas (Cremin, 2009; Reid & Petocz, 2004) and

also to improvise (Sawyer, 2004) (Process), be innovative and come up with new things (Lou, Chen, Tsai, Tseng, &

Shih, 2012) (Product), be inquisitive and take risks (Reid & Petocz, 2004) (Person) and create an environment that

gives students autonomy (Jankowska, 2008) and encourages them to solve problems creatively, free from constraints

and evaluations (Reid & Petocz, 2004) (Press). This also relates to the educational policies and the curriculum.

Creative Teaching as a Process

This can be seen as what creative teachers do and what students gain as a result of these efforts. Looking from the

angle of what creative teachers do, literature shows that creative teachers employ innovative strategies such as team

teaching with other subject specialists (Chang & Lee, 2010), interact well with students (Sousa, 2007), motivate

students (Chan, 2002) and give them freedom and autonomy (Davies et al., 2012; Jankowska, 2008) as well as teach

beyond the syllabus (Davies et al., 2012; Simplicio, 2000).

Creative teaching as a process from the students’ aspect, involves all initiatives by teachers to enhance

students’ creative thinking. A number of creative approaches have been documented as being successful in

enhancing students’ creative thinking process. These range from the very common techniques used in schools such

as brainstorming to the highly creative ones used by some creative lecturers observed in this study – using metaphors

and analogies. Incorporating the 4Ps of creative definitions mentioned above, it can be seen that creative teaching

can also be conceptualized as based on this classification of creativity (Figure 2).


Figure 2. Creative teaching model (Palaniappan, 2008)

Barriers to Creative Teaching

Requiring teachers to stick religiously to the curriculum and text book is inimical to creative teaching. Teachers are

evaluated on how they perform and how close they teach to the examination or content that will be examined. This

can pose problems for teachers who wish to incorporate elements of creativity in their teaching and enhancement of

students’ creativity. Sawyer (2004) in addressing this problem advocates disciplined improvisation where teachers

use these routines and structures of traditional teaching in a creative improvisation manner involving flexibility and

resourcefulness.

Methodology

This paper is aimed at providing a glimpse of the many ways creative lecturers in institutions of higher learning in

Malaysia and Thailand teach and how they enhance students’ creativity. The study involved construction of the

questionnaires in the pilot study and administration of the reliable and validated questionnaires to selected creative

lecturers and observation and interviews with them as well as their students.

Pilot Study

The first stage of questionnaire development involved developing a questionnaire to be used by students to nominate

their creative lecturers. A thorough literature search on creative teaching was undertaken and items were constructed

on a 5-point Likert scale format on characteristics of creative lecturers. These items were checked by experts on

creativity and creative teaching on this research team and repetitive or irrelevant items were removed and those

unclear were reworded.

The Lecturer Nomination Questionnaire (LNQ) comprised two sections. The first section elicited information

on students’ majors, year and department as well as the name of the lecturer whose lectures they are currently taking,


whom they think are creative. The second part of the questionnaire asked students to rate this lecturer on 46 items

relating to creative lecturers’ characteristics drawn from literature on creative teachers.

Sample

Two public and one private university in Malaysia and one public university in Thailand were chosen for the study.

They were chosen on the basis of having a diverse number of courses offered which is useful to this study since it

aims to elicit how creative teachers in the diverse classes ranging from the sciences to the social sciences tend to be

creative in their teaching. Wherever possible, two Science based faculties and two Arts based faculties were chosen

in each university. The Deans in each of the universities were approached to obtain permission to administer the

LNQ to a second year class of at least 40 students. However, this was not possible for some faculties as they had

fewer students in those cohorts and departments chosen.

Data Collection

The validated Lecturer Nomination Questionnaire (LNQ) was first administered to a random class of second year

students about four weeks into the semester so that the students were familiar with the lecturers in order to nominate

them. From their nominations lecturers were ranked based on the number of nominations received. Lecturers with

the highest nominations were first approached and invited to take part in the study. If the first lecturer was

unavailable or refused, the second lecturer was approached and so on as long as the percentage nominations were

above 10%. Table 1 shows the percentage number of nominations the creative lecturers who took part in this study

obtained against the total number of LNQ administered.

The nominated lecturers were then contacted to schedule the time for at least two classroom observations

and an interview as well as focus group discussion with at least four students who nominated him/her as a creative

lecturer.

Classroom observations were carried out using a Classroom Observation Schedule (COS) comprising items

similar to those students used to rate their lecturers as creative. These observations afford valid assessments of

creative teaching (Fleith, 2000). This is to provide additional data for triangulation. Observations were audio

recorded and digital pictures were taken of at least three episodes taking place during the class for use during the

interview sessions.


Table 1

Number of nominations received by the creative lecturers who took part in Malaysian (M) and Thai (T) study

Lecturer

Code

Department University Nominations

received (%)

M1 Engineering Private 32.00

M2 Management Private 41.67

M3 Computer Science Private 21.11

M4 Creative Multimedia Private 50.00

M5 Art and Design Public 23.19

M6 Education Public 68.18

M7 Health Sciences Public 38.46

M8 Communications and Media Studies Public 14.70

M9 Education Public 33.33

M10 Science Public 34.00

M11 Economy Public 32.39

M12 Engineering Public 40.00

T1 Education Public 27.23

T2 Education Public 29.21

T3 Science Public 36.75

T4 Science Public 38.46

After each class observation, an in-depth interview was conducted using the semi-structured interview protocol

called the Lecturer Interview Protocol (LIP). This protocol comprised seven open-ended questions focussed on the

creative lecturers’ background and training, their perceptions on creative teaching, strategies of creative teaching

and on the enhancement of students’ creativity and finally on their thoughts relating to the three episodes of teaching

observed in their classrooms. The lecturers were also invited to put their thoughts on creative teaching down in the

form of a conceptual drawing on paper using colored pens and other materials if required. These interviews were

audio-taped and transcribed for analysis.

Following each class observation, at least four students who nominated the creative lecturer were invited to

a focus group discussion with the researcher. This discussion followed semi-structured open ended questions relating

to their experience of creative teaching and learning, why they thought that lecturer was a creative teacher, and what

strategies the lecturer used which enabled their creativity. They are required to represent these thoughts in the form

of a conceptual drawing using colors and other materials if they so desire. These discussions were audio-taped and

transcribed for analysis.

Data Analyses and Results


All class observations, interviews and focus group discussions were transcribed by competent English majors and

these transcripts were cross-checked by the co-researchers for transcription accuracy.

These transcriptions were then coded by the co-researchers who observed, conducted lecturer interview and

focus group discussions. Coding was done on all aspects of creative teaching as observed by the researchers who

attended the classes using the Lecturer Observation Schedule as well as the interview and focus group transcripts

which included the lecturer’s and the students’ conceptual drawing. The constant comparison method (Glaser &

Strauss, 1967) was used in the coding process.

These codes were then categorized into Axial codes for each lecturer. Both codings and categorizations were

cross-checked by other co-researchers during several cross-checking sessions until both co-researchers agreed on

the codings and the Axial codings.

These Axial codes were then transferred into another table for comparison across lecturers. The Axial codes

which were featured most prominently during the observations, interviews and focus group discussions and were

also aspects that the creative lecturer felt most important were listed on top with the top most Axial codes

representing the most dominant creative teaching characteristic of that lecturer.

Ranking of the Axial Codes for Each Lecturer

The determination of ranking of these Axial codes was undertaken during several verification sessions among the

researchers in the team based on evidence from classroom observations, lecturer interviews and focus group

discussions.

Emerging Themes from the Axial Codes

The following themes relating to characteristics of creative teachers emerged from the analyses: 1) Support 2)

Multiple strategies, 3) Multiple media, 4) Classroom freedom, 5) Interactions, 6) Empathy, and 7) Student creativity.

Discussion

The seven themes exemplify most of the characteristics of creative teachers reported in the literature. As shown in

Figure 1, support from all significant others in relation to the teacher is crucial to create an environment for creative

teaching (Cheng et al., 2011; Davies et al., 2012). This includes the administrators, colleagues, parents and also the

district education departments as well as the superintendents and the policies they formulate and enforce.

The class environment lecturers create is also crucial in providing the atmosphere facilitating freedom in

thinking, expression and exploration (Hennessey, 2015). Referring to the classroom culture as ‘little c’ and the larger

societal culture where the institution is situated in as the ‘Big-C’, Hennessey (2015) opines that class culture

determines the level of creativity encouraged and fostered. The open-mindedness of the lecturers, the friendly nature

of their interactions, their readiness to accept and respect students’ ideas tends to provide support for Hennessey

(2015). The availability of ICT including WiFi facilities in the classroom affords students greater freedom in

generating new ideas (Neo, 2003).


Using multiple strategies such as brainstorming, group discussions and presentations (Figure 1), inter-group

debates on relevant issues, the use of authentic activities such as real-life interviews students engage in to improve

their language skills, for example, tend to make the class interesting and enjoyable besides enhancing student

creativity. The use of the internet, e-learning systems and social media such as Facebook in enhancing student

collaboration is one example commonly used by the creative lecturers in this study.

Freedom in selecting approaches to present their work, in voicing their opinions as well as in choosing how

they wish to be assessed tend to create an environment facilitative of creativity and creative production (Chien &

Hui, 2010; Reilly et al., 2011). This is seen in both creative lecturers’ classrooms in Malaysia and Thailand.

Another common feature of creative lecturers’ classes is the high level of interactions between lecturers and

students as well as between students whether in class or via the Internet. This close relationship between all

individuals in the class creates a cohesive and friendly atmosphere that values and respects all ideas and hence fosters

higher order thinking and creativity (Sousa, 2007).

Figure 3.Using multiple presentation styles to allow for flexibility in thinking.

Studies have also shown the creative lecturers have distinct personality characteristics as shown in this study.

They are friendly, open-minded, inquisitive and caring. This endears well with most students who feel less stress

and pressure to perform (Lee & Kemple, 2014). As exemplified by the Thai lecturer in this study who used the onion

to teach a poem on love, (Figure 4) creative lecturers also tend to take risks with their teaching methods (Krom &

Williams, 2011; Rinkevich, 2011) to test their teaching method efficacy.


Figure 4. Use of onion to teach poem on love.

Other than using creative teaching approaches, creative lecturers via these approaches tend to enhance their students’

creativity. They do not provide answers to all problems. They frame their questions so as to encourage students to

explore on their own or in groups to find out the solutions. And this tends to facilitate creative thinking (Oreck,

2006).

Practical Applications of the Findings

Based on the findings the following suggestions may be useful for teachers and lecturers to teach creatively and to

enhance student creativity:

Environment: Create a classroom environment where all ideas are considered for class discussion,

allow flexibility in presentations, discussion, assessments and also testing, use creativity to work around

the cultural constraints brought about by policies and practices, work toward enhancing school creative

culture by organizing activities for students to explore outside their classrooms. Provide easy access to

ICT so that its full potential can be used to both teach creatively and to teach creativity.

Thinking processes: Explore other ways of presenting your lectures and ways to make it more

effective, use multiple strategies, vary your presentation styles, use creative idea generation techniques

to come up with more creative techniques.

Personality: Be more open minded, friendly and inquisitive. Take risks in selecting teaching

approaches. Encourage students to explore on their own to solve everyday problems important and

relevant to them. Have a more interactive classroom where students are free to discuss and debate issues.


Product: Generate ideas to produce new teaching aids effective for explaining concepts. Motivate

students to use ICT to explore and create new methods or approaches to solve their daily problems or

create useful and cost-effective products.

Conclusion

There are myriad ways to teach creatively and to teach creativity. Understanding the systems view of creative

teaching and the Creative Teaching Model as well as understanding the various factors that impact on creative

teaching and teaching for creativity are crucial in acquiring creative teaching skills. Creative teaching involves using

multiple teaching strategies and modern technologies including the ever-improving ICT features, having a

constellation of creative thinking personality characteristics as well as working around constraints and problems

hindering creative teaching and teaching for creativity.

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[ Several papers not listed in this copy]


PAPER ID: P89

Development of Moral and Ethics Indicators and Practical Guideline for Desirable

Attributes of Graduates in Higher Education in Central Region Institutions Network

Atchara Chaiyoopatham, PhD

Faculty of Education

Chulalongkorn University

Thailand

[email protected]

This research aims at developing desirable attributes in moral and ethics indicators for the graduates in higher education in central region institutions network; and to present practical guidelines for desirable attributes of graduates. Data were collected from documents and interviews with administrators and instructors. Data were analyzed by content analysis, frequency, and percentage. The results are as follows: 1. There are fifteen moral and ethics indicators composed of honesty, self and public responsibility, disciplinary, public sacrifice, tolerance, diligence, gratitude, professional ethics literature, unity, economical, consciousness, listen to the opinions of others, humbleness, religious faith and situation understanding. 2. For practical guideline there should be two levels. Firstly, at the policy level: a) make moral and ethics as a main policy of institutions, b) make clear and serious rules and legal punishment of moral and ethics violation, c) set a practical guideline for moral and ethics both inside and outside curriculum with clear ways of teaching, monitoring, and evaluation. Secondly, at the practitioner level: a) make moral and ethics in every program, project or activity with clear wanted indicators, time, budget, responsible person and how to evaluate, b) make moral and ethics be in every activity and have to act variously and continuously in all year long activities, c) teachers and supporting staff have to be good models in moral and ethics issues, d) set wanted moral and ethics indicators clearly, e) have a key person in each activity, f) praise activity is recommended g) make practical guideline known for everyone. Keywords: Moral and ethics, Indicator, Higher education

Principle and Reason

Morality and ethics are an important basis in living and root of prosperity, stability and peace of individual, society

and nation. Therefore, the person who wants peace and self and national stability must practice himself to maintain

the morality and ethics. If not, it will be difficult to live peacefully in the society. Furthermore, the lack of morality

and ethics affects himself and others, and might cause the disorder to the society as seen from the current social

problems e.g. corruption, crime, drugs, etc.

Therefore, morality and ethics are important and necessary for people in society. As there are many persons

talk about the necessity of moral and ethical support in society such as, Dhamma (2541:118), which talks about a

way of moral and ethical support in Thai society that the most wanted thing Thai society needs is a power of morality

and ethics which will trust people together in hospitality and create the pleasant society. Besides, Dhamma also talks

about the moral and ethical support for encounter the developing age’s problem. Morality and ethics are essential

for life and for the society where people are asking for them at the mental decadent state. It has to specially hasten

the moral and ethical support and mental development.

mailto:[email protected]


In the age of educational reformation since 1997, there has been an attempt to develop the moral and ethical

teaching form by considering effectiveness as priority, but it is found that the moral and ethical teaching’s

development in many universities is not advance and unsuccessful. On the one hand, this is because of the fact that

universities and communities do not use their resource good enough. On the other hand, the Office of the Higher

Education Commission has specified the standard of higher national education. The standard of learning result states

that the graduate should have at least 5 essential characteristics. Morality and ethics are one of them. The study found

that there is obviously no research of the way to behave in the behavior development with conducting morally. So,

we need to have a research of condition and education of the morality and ethics in university in order to develop

the moral and ethical indicator and to have a way to educate morality and ethics and create the ideal graduate of the

university in the future.

Research Purpose

1. To develop the moral indicators in order to create the desirable graduates

2. To present the guidelines of morality and ethics education in order to create the desirable graduates

Method

This research used mix methods consisting of qualitative research in the form of documentary research, content

analysis and quantitative research.

Key Informant and Source of Document

1. Source of document for this research documents, books, textbooks, academic articles and researches from

libraries, internet and organization under Central Region University Network

2. Key informant consisting of:

Group 1: executives and teachers for answering the questionnaire.

Group 2: executives and teachers for focus group

Group 3: experts representing 3 university groups: general university; technical university; and medical and

nursing university/college for criticizing the research

Instrument

The instruments of this research consisted of: 1) data record for development of moral indicators and guidelines to

create the desirable graduates for universities in Central Region University Network; and 2) questionnaire of

guideline for educating and inserting the morality and ethics of Central Region University Network in order to

develop desirable graduates.

Procedure


There were 3 procedures of data collection:

1. Documentary Research

1.1 Search and study documents, books, textbooks, academic articles and researches as a key information in

order to determine the moral indicator in October 2014.

1.2 Survey the condition of morality and ethics education by sending the questionnaire of guideline for

educating and inserting the morality and ethics of Central Region University Network in order to develop

desirable graduates to 85 universities in Central Region University Network during November to

December 2014. The questionnaires done by 25 universities could be collected.

2. Focus Group

The focus group was arranged for 41 executives and teachers from 85 universities in Central Region University

Network.

The data collected under the above procedures from 66 universities in Central Region University Network was

77.65%

3. Research Criticizing

Verification of suitability of moral indicator and guideline of morality and ethics education by sending the

draft of research to the experts representing the relevant group or having interest with development of moral

indicator in order to criticize the research regarding the suitability of moral indicator and guideline of morality

and ethics education in January 2016.

Data Analysis

The statistics used to analyze the data were:

1. Documentary Research: content analysis

2. Focus Group: frequency, percentage and content analysis

3. Research Criticizing: content analysis

Result

Part 1: There were 15 moral and ethics indicators as follows:

1. Honesty means directed behavior, be sincere, straightforward, aboveboard, Academic honesty and professional

honesty.

2. Self and social responsibility means to be concern about self-responsibility and cooperate responsibility,

accountancy in self-mantle, acceptance of good and bad affection of self-behavior including entire of self-

responsibility and social responsibility.

3. Discipline means belong to rules and discipline strictly as well as self-discipline.

4. Dedication means public minded, dedication vitality, property and wisdom to help people and society.


5. Patience means unflagging with doing good things although has any obstacles or in the uncomfortable situation

such as inconvenience, suffering and any other irritate.

6. Diligence means hard working, pay attention, regularly hard work and sedulous.

7. Gratitude means to concern about kindness of benefactors sincerely, respect, comply with them and repay by

help them in any activities.

8. Professional ethics means belong to code of behavior, manner regulation which professionals in any field has

been defined for preserving and encouraging prestige reputation and virtue of members including happiness

and prosperity of profession and society.

9. Harmony means unanimity, unite and harmonize in working to be succeed without confliction.

10. Economy and sufficiency means to be economize, using properties worthy, frugal, in conceited, spending life

barely, sufficiency, knowing self-financial status, paying anything carefully.

11. Appreciation means to be consciousness, careful, awareness, recognize, self-control and integrity.

12. Tolerance means respect of man, acceptance, amenable, and giving other opportunity to express their opinion

to get new experience.

13. Humility means do not show your ability to boast or suppress others, don’t be arrogant, to be modest, cringe,

mellifluously and gentle minded.

14. Faith in religion means strongly believe, appreciate, confident with the reason about consideration to belong

with moral principle, belong to moral principle and good governance.

15. Tact means to be in proper behavior in any situation, be a good manner in express to public in manner, gesture

and converse.

Part 2: Guidelines to educate morality and ethics in order to create the desirable graduates for universities in Central

Region University Network were as follows:

1. Guidelines on policy level: 1.1) determine the morality and ethics education as main policy of the university;

1.2 create an organization or committee in order to control the morality and ethics education; 1.3) clearly

prescribe and strictly enforcing rules, regulations, and disciplines related to the morality and ethics; and 1.4)

determine the guideline in order to insert the morality and ethics into the students in both curricular and

extracurricular activities.

2. Guidelines on operation level: 2.1) create a committee in charge of determine the plan, project and activity

(procedure, indicator, period, budget, person in charge and evaluation); 2.2) strategy for the morality and ethics

development (preventive, developing and incentive); 2.3) determine the moral behavior; 2.4) continuously

conduct the activity with various procedures; 2.5) the teacher should educate the morality and ethics with the

various methods; 2.6) the executives and teachers should act as example of morality and ethics; 2.7) arrange

the students to participate in the activity regarding morality and ethics and volunteer once per semester and use


the students as mechanism of morality and ethics education; 2.8) clearly determine the criteria and guideline

of evaluation; 2.9) create the journal or portfolio of morality and ethics to be presented as medium of good

behavior and morality and ethics; and 2.10) organize the activity to admire the well-doer or model person in

order to create the well-doer value in the university.

Discussion

1. From the 15 proper indicators in educating the morality and ethics to enhance the ideal graduate of the

Universities in Central Region University Network, it is found to be in accordance with the learning standards

of Office of the Higher Education Commission, Ministry of Education (2009) bachelor’s degree on morality and

ethics, the graduates must have the behaviors in morality and ethics such as having discipline, responsibilities,

honesty, dedication, being the role model, understanding other people, understanding the world, etc. This

complied with the concept of morality and ethics of Wichit Kunlawanit stating that the morality and ethics which

should be educated to the university students is the gratitude. This also complied with the research of Naruemon

Osathanukhro (2006) stating that the morality and ethics which should be educated to the university students is

the honesty, disciplines, responsibilities, determination, patience, diligence, appreciation, prudence, faith and

sincerity, having skills of life, dedication, having generosity, having the mind of democracy and voluntary, loving

harmony, having the professional ethics, understanding other people, understanding the world, and using self-

sufficiency economics. Nongluck Wiratchai et al. (2009) studied the exploration and synthesize the indicators of

morality and ethics to find that the indicators of morality and ethics consist of 3 sets and 14 indicators. The first

set was the basic indicators of morality and ethics consisting of independence, determination on the work

effectiveness, discipline, and the patience. The second set was the current indicators of morality and ethics

consisting of satisfaction, diligence, economy, honesty, and appreciation. The third set was the future indicators

of morality and ethics consisting of responsibilities, justice, harmony, friendliness, and gratitude. Moreover, it

also complied with the research of Saireudi Worakitphokathorn et al. (2009) studying the features and processes

in educating the morality and ethics in Thailand. The research results revealed that 10 morality and ethics which

should be hurriedly educated to Thai people especially children and juvenile are 1) discipline, 2) patience, 3)

diligence, 4) honesty, 5) responsibilities, 6) appreciation, 7) economy and sufficiency, 8) generosity, 9) gratitude,

and 10) dedication.

2. It was found that the disinclining students to participate the university’s activities including the little number of

participants as well as the conflict activity schedule resulted in the discontinuity of activity organization. There

were only a few well-doers regarding morality and ethics and the university personnel did not cooperate in

educating and inserting the morality and ethics to the students, conforming to the study of Naruemon Osanukhro

(2006) that the problem found in the moral and ethical activity was the monotonous form and lack of

participation; that the teaches did not recognize the importance of morality and ethics insertion and had no

knowledge and technique in moral and ethical teaching. Pramaha Vuttichai Wachiramatee talked about the

guideline to develop morality and ethics for the students in the university that the teacher must behave as example

for the students, award and admire the well-doers.

3. The research found that there were 2 main guidelines to educate the morality and ethics: policy level and

operation level. The main points were as follows: the morality and ethics education to the students should be

determined as the urgent policy; the operation and result should be regularly monitored; the relevant rules,

regulations, and disciplines should be clearly determined. This conformed to the research of Naruemon

Osanukhro (2006) that the integrated development plan should be determined and the development on the quality

of graduates and teachers should be prioritized by determining it as the key mission of the university. Pramaha


Vuttichai Wachiramatee and Aphinya Manarot had the accordant opinion that the proper way to educate morality

and ethics to the juvenile is that the teachers must be an example for the students, award and admire the well-

doers. The research of Suwimon Wongwanit and Nonglak Wiratchai (2000) found that the process supporting

the moral and ethical development is that the development from the surrounding people: parents played the most

important role to educate the morality and ethics, followed by teachers and friends. However, the research of

Thapani Phasitnaowakun and Phonsawan Suwannasi (2009) found that the development of morality and ethics

of students must be cooperated by every sector of the university.

Benefit

1. Universities in Central Region University Network know about their situation including the problem to educate

the morality and ethics to students under their responsibility.

2. Universities in and out of Central Region University Network can use moral and ethical indicators and guideline

morality and ethics education as principles to create desirable graduates of each university and conform to

national framework of university standard.

3. An interested person can apply this research methodology for researching design in order to develop other

indicators.

Suggestion

1. Suggestions on the application of research:

1.1 Suggestion on Policy:

a) University should pay attention to continually create moral and ethical model for the executives,

teachers, personnel and students as an important and urgent policy.

b) University should create university network for moral and ethical development to the teachers,

personnel and students

c) University should clearly determine moral and ethical indicators and professional ethics of graduate.

d) Should establish institute / Moral and ethics Promotion committee

e) University should make an agreement between stakeholders of result from the development of morality

and ethics including revise morality and ethics process for teachers, personnel and students, and should

create morality and ethics development plan both in short term (1-3 years) and long term (4-5 years).

f) University should support sufficient budgets for morality and ethics development.

1.2 Suggestion on Operation:


1) Establish a working group /committee to manage the insertion of morality and ethics for students.

Organize the moral and ethical activities for the personnel and students both curricular and

extracurricular as follow:

- Create morality and ethics development plan both in short term (1-3 years) and long term (4-5

years)

- Define form, methodology, project and activities for goal achievement. Define the significant detail

of methodology, project and activities clearly such as goal, methodology, period, budget, indicators,

monitoring and evaluation and person in charge.

2) The relevant working group studies and reviews the process of morality and ethics education for the

personnel and student in the university in order to obtain the information to determine the proper

guideline.

3) Define and strictly enforce rules, regulations and penalty regarding morality and ethics.

4) Define and publicize moral and ethical behaviors.

5) Executives, teachers and personnel must be an example of students in morality and ethics such as

wearing decent clothes, being punctual, reasonable so that students are familiar with virtue, moral and

ethical environment and ashamed in doing bad things.

6) Organize meeting for executives, teachers and personnel to publicize and make agreement between

parties related to the support and encouraging the morality and ethics to the students.

7) Adjust the curriculum to suit for and conform to moral and ethical encouragement policy such as course

improvement, including teacher seminar in order to understand the philosophy and concept of course

creation.

8) Educate morality and ethics to student both in curricular and extracurricular activities.

9) Monitor and evaluate the result or morality and ethics activity.

10) University should sufficiently support the development of morality and ethics e.g. budget, materials,

equipment, vehicles.

11) Organize the activity to admire the moral and ethical person in order to create the well-doer value.

12) University should organize at least 2 activities and determine the participation of at least 90% of the

students per semester

2. Suggestion for Further Research


2.1 It is suggested to research the guidelines and instrument to measure and evaluate morality and ethics for

each indicator. Therefore, the teachers will have the clear aspect on what to teach and how to organize the

activity to achieve the moral and ethical indicators as required in the course they teach.

2.2 It is suggested to research the monitoring and evaluation of morality and ethics of students in the university

In Central Region University Network in accordance with the developed moral and ethical indicators

during the period of study in the university and after the graduation in order to compare and monitor the

development and improvement of the graduates, so that it can be applied to other students as well.

Selected Reference

Bloom L., & Selznick , P. (1968). Sociology. New York, NY: Harper & Row.

Johnstone, J. N. (1981). Indicators of education systems. London, UK: UNESCO.

Munn N. L. et al. (1969). Introduction to Psychology (2nd ed.) Boston, MA: Houghton Mifflin.

Piaget, J. (1971). The theory of stages in cognitive development. In D. R Green(Ed.) Measurement and

Piaget. New York, NY: McGraw - Hill.

The New International Webster's Comprehensive. (1989). Dictionary of the English Language. Encyclopedia

edition. Florida: Trident Promational.

PAPER ID: P92

Pembinaan Data Korpus Bahasa Arab untuk Tujuan Pengajaran di Peringkat STAM

Zainur Rijal B. Abdul Razak1


Rosni B. Samah

Muhammad Fauzi B. Jumingan

Mohd. Shahriman B. Abu Bakar 1Fakulti Pengajian Bahasa Utama

Universiti Sains Islam Malaysia

Malaysia [email protected]

Beberapa kajian dalam bidang linguistik korpus telah membuktikan bahawa data korpus memainkan peranan besar dalam membantu pelajar memahami subjek yang dipelajari. Ini kerana ia dapat memberi maklumat tentang kosa kata dan kata kunci penting mengikut genre sesuatu teks atau jenis penulisan. Para pelajar di peringkat Sijil Tinggi Agama Malaysia (STAM) dilihat menghadapi masalah dalam memahami buku-buku teks mereka dalam bahasa Arab. Justeru, pengajaran subjek-subjek dalam bahasa Arab di peringkat STAM boleh dipermudahkan dengan menggunakan data korpus. Tujuan kertas kerja ini, pertama, adalah untuk menghuraikan langkah yang telah dilalui dalam membina data korpus bagi dua buku teks di peringkat STAM bagi subjek Fiqh dan Hadith. Kedua, mengenal pasti kosa kata penting dan kata kunci dalam dua buku teks tersebut. Bagi mencapai objektif tersebut, data yang mengandungi sekitar 124,500 perkataan dipindahkan dalam bentuk soft copy dan dilakukan proses pengkodan. Kemudian data tersebut dianalisis menggunakan perisian Wordsmith 6.0 untuk mendapatkan kekerapan (frekuensi) penggunaan perkataan dan kata kunci bagi setiap subjek. Dapatan kajian menunjukkan bahawa satu korpus lebih besar yang merangkumi semua subjek di peringkat STAM mampu dibina. Data korpus ini disarankan untuk digunakan oleh guru dalam pengajaran pelajar di peringkat ini mengikut subjek. Analisis ke atas korpus mendapati terdapat beberapa kosa kata penting yang umum digunakan dan kata kunci bagi setiap subjek. Kosa kata dan kata kunci ini wajar diberi penekanan khusus dalam pengajaran kerana ia mampu menggambarkan keseluruhan isi kandungan subjek tersebut. Kata Kunci: Pembinaan korpus, Buku STAM, Analisis korpus, Frekuensi perkataan Several studies in corpus linguistics has shown that the corpus data plays an important role in helping students

to understand their textbooks. This is because the corpus data provides information about the important

vocabularies and keywords according to subjects. Thus, the purposes of this paper are, firstly, to describe the

steps that have been taken in building the corpus data for two textbooks used for the subject of Fiqh and Hadith

in STAM level. Second, to identify the important vocabularies and keywords in the textbooks through

automatic analysis. In order to achieve these objectives, the data that contains around 124,500 words were

scanned and transferred into softcopy. Then, the data were analyzed using the Wordsmith 6.0 software to

generate the frequency of word usages and keywords for each subject. The findings show that a larger corpus

covering all subjects at the STAM is possible to be built. An analysis of the corpus found there are a number

of important vocabularies that are commonly used and keywords for each subject.

Keywords: Corpus building, STAM textbooks, corpus analysis, word frequency,

keyword

Memiliki perbendaharaan kata yang luas dalam mempelajari sesuatu ilmu dalam bahasa asing merupakan salah satu

faktor penting kepada kefahaman menyeluruh terhadap ilmu yang dipelajari. Ini kerana ia dapat membantu pelajar


memahami subjek-subjek yang dipelajari dalam bahasa asing itu tidak kira sama ada di peringkat sekolah mahupun

universiti. Menurut Richard Anderson dan William Nagy (1984), bagi memahami subjek-subjek yang dipelajari di

peringkat sekolah menengah, seseorang pelajar itu mesti mampu memahami antara 2,000 hingga 3,000 patah

perkataan umum baru setiap tahun. Sementara itu, kajian Liu Na dan Paul Nation (1985) pula mendapati sebanyak

3000 perkataan asas mesti dikuasai oleh pelajar di peringkat universiti dalam bidang tertentu.

Permasalahan yang timbul pada masa kini khususnya di peringkat Sijil Tinggi Agama Malaysia (STAM)

adalah para pelajar tidak mengetahui apakah kosa kata yang sepatutnya diberi keutamaan untuk mereka fahami.

Sebahagian besar pelajar sekadar menghafal makna sejumlah perkataan tanpa mengetahui tahap kepentingannya

dalam sesuatu subjek, sebaliknya perkataan yang tidak diberi keutamaan pula amat penting dan menjadi kata kunci

bagi subjek tersebut. Justeru, pembinaan korpus berdasarkan buku-buku teks yang digunakan dalam aktiviti P&P

pelajar di peringkat ini dilihat mampu memberikan gambaran jelas tentang apakah kosa kata yang mesti diberi

keutamaan dan sebaliknya. Bukan sekadar itu, proses pembelajaran akan menjadi lebih pantas dan sistematik jika

pelajar dapat mengaitkan pula antara setiap kosa kata penting yang menjadi kata kunci mengikut subjek dengan

topik yang dipelajari.

Penyataan Masalah

Lazimnya, penggunaan sesuatu kosa kata di dalam buku teks ditentukan oleh bidang dan peringkat pengajian itu

sendiri. Semakin tinggi peringkat pengajian dan semakin khusus bidang yang dipelajari semakin sukar perkataan

yang digunakan dan semakin banyak pula kosa kata yang perlu dikuasai. Pengajian di peringkat STAM di sekolah

menengah yang menggunakan bahasa Arab sebagai bahasa pengantar dianggap amat penting kerana ia menjadi satu

bidang khusus kepada pelajar-pelajar jurusan agama serta menjadi penentu hala tuju mereka meneruskan pengajian

di peringkat yang lebih tinggi. Namun begitu, hasil kajian lepas mendapati bahawa pelajar dalam bidang ini

menghadapi kesukaran untuk mengikuti pengajian mereka di universiti (Nur Zafirah, 2011).

Antara punca masalah ini adalah kurangnya perbendaharaan kata dalam kalangan mereka semenjak di

peringkat sekolah menengah lagi. Dengan membuat penentuan secara pasti dan konkrit tentang apakah kosa kata

yang mesti dikuasai oleh pelajar di peringkat STAM melalui pembinaan data korpus, masalah kelemahan mereka di

peringkat sekolah dan universiti diharap dapat diselesaikan. Ini bertepatan dengan pandangan McEnery dan Xiao

(2011), yang menyatakan penggunaan korpus dalam P&P amat signifikan kerana ia menentukan apakah bahan

pengajaran yang perlu diajar kepada pelajar dan bagaimana bahan itu diguna pakai.

Justeru, permasalahan kajian ini adalah bertitik tolak daripada kesukaran pelajar menguasai bahasa Arab dan

subjek-subjek agama di peringkat STAM. Masalah ini mengakibatkan kesan lebih parah apabila mereka melanjutkan

pengajian di peringkat universiti yang banyak bergantung kepada kaedah pembelajaran kendiri. Salah satu punca

masalah yang dapat dikenal pasti adalah ketidakfahaman mereka terhadap sebahagian kosa kata yang digunakan

dalam buku-buku teks serta ketidakmampuan mereka mengenal pasti apakah kata kunci dalam subjek tersebut.

Akibat masalah ini juga, dalam sesetengah keadaan, para pelajar tidak menyedari bahawa terdapat sebahagian kosa

kata bersifat ulangan di dalam buku teks yang digunakan. Gabungan masalah-masalah ini secara tidak langsung telah

melambatkan proses pemahaman isi kandungan subjek itu dan merencatkan pencapaian akademik mereka.

Permasalahan ini dapat diatasi apabila satu korpus khas di peringkat STAM yang membolehkan pelajar

mengetahui apakah perkataan-perkataan yang kerap digunakan dalam buku-buku teks dan kata kunci bagi setiap

subjek dapat dibina. Keadaan ini amat mendesak pada masa kini memandangkan korpus yang mengumpulkan data

dari buku-buku teks di peringkat STAM masih belum pernah dibangunkan oleh mana-mana pihak.


Dengan menganalisis korpus yang dibina, para pelajar dapat mengetahui apakah kosa kata penting mengikut

subjek yang perlu difahami terlebih dahulu. Melalui pemahaman terhadap kosa kata penting dalam subjek yang

dipelajari, proses pembelajaran akan menjadi lebih pantas dan sistematik.

Kajian Literatur

Melihat dari aspek sejarah perkembangan, usaha membina data korpus telah bermula semenjak akhir kurun ke-19

lagi di negara barat tetapi korpus pada ketika itu hanya merupakan sejumlah teks yang terhad dalam bentuk fizikal

(Fotos, 1931). Perkembangan yang pesat dapat dilihat apabila komputer mula dicipta yang membolehkan teks-teks

dikumpulkan dalam bentuk digital dan memudahkan proses mengkod data. Antara korpus terawal dalam bahasa

Inggeris yang pernah dibangunkan adalah Brown corpus, Lancaster-Oslo-Bergen corpus (LOB) (Hofland &

Jahansson, 1987), FLOB, FROWN, ACE dan Wellington NZ Corpus (al-Sulaiti & Atwell, 2006). Tidak ketinggalan

juga korpus yang dibina dalam bahasa-bahasa lain seperti bahasa Jerman, Sepanyol, Itali, Perancis dan sebagainya.

Semua korpus ini mengandungi sejumlah besar teks dalam bahasa-bahasa tertentu dan sedia dianalisis dari pelbagai

aspek bahasa seperti morfologi, sintaksis, gaya bahasa dan sebagainya.

Hal ini tidak kurang hebatnya dalam bahasa Arab walaupun agak terlewat bermula berbanding bahasa lain.

Jadual di bawah menunjukkan beberapa contoh korpus dalam bahasa Arab yang pernah dibina (al-Sulaiti & Atwell,

2006).

‘

Jadual 1

Contoh Korpus Bahasa Arab yang Pernah Dibina

Nama Korpus Medium Jumlah

Perkataan

Tujuan Data

Buckwalter Arabic

Corpus (1986-

2003)

Penulisan 2.5 – 3 juta Perkamusan Data umum laman

web

Leuven Corpus

(1990-2004)

Penulisan dan

pertuturan

3 juta (700,000

pertuturan)

Perkamusan Internet, radio,

televesyen dan


buku sekolah

rendah

Arabic Newswire

Corpus (1994)

Penulisan 80 juta Pendidikan

pengembangan

teknologi

pendidikan

AFP, Agensi

Berita Xinhua dan

Berita Umma

CALLFRIEND

Corpus (1995)

Perbualan 60 perbualan

telefon

Pembangunan

teknologi

bahasa

Penutur jati Mesir

CLARA (1997) Penulisan 50 juta Perkamusan Jurnal, buku, dan

Internet

An-Nahar Corpus

(2001)

Penulisan 140 juta Penyelidikan Surat khabar an-

Nahar, Lubnan

Al-Hayat Corpus

(2002)

Penulisan 18.6 juta Kejuteraan

bahasa

Surat khabar Al-

Hayat, Lubnan

Classical Arabic

Corpus (2004)

Penulisan 1.6 juta Analisis

perkamusan

Internet

Sumber: http://www.comp.leeds.ac.uk/eric/latifa/arabic_corpora.htm

Dalam pembinaan korpus lazimnya, para sarjana mengkategorikan data yang dikumpul mengikut kategori

teks dan dinamakan sebagai subkorpus, contohnya korpus Al-Hayat mengkategorikan teks kepada teks umum,

kereta, komputer, berita, ekonomi, sains dan sukan, manakala korpus An-Nahar membahagikan kepada kategori

umum, politik, berita, komputer, sastera, ekonomi dan sukan (ELDA Home page, t.t.). Dalam korpus STAM ini,

pengkaji telah membahagikan subkorpus mengikut kategori subjek iaitu Fiqh dan Hadith.

Idea pembinaan korpus pada asalnya adalah sebagai data bagi pembinaan kamus. Kemudian peranannya

berkembang kepada aplikasi data korpus di dalam P&P di pelbagai peringkat pengajian. Lanjutan daripada itu,

penggunaannya dalam P&P telah menghasilkan banyak teori dan dapatan yang saintifik terutama dalam

meningkatkan kemampuan bahasa pelajar. Menurut pandangan Llantada (2009), penggunaan data korpus dalam

pembelajaran kemahiran bertutur dalam bahasa Inggeris memberi kesan positif terhadap kemahiran pelajar terutama

dari aspek tatabahasa. Li-szu Agnes (2012) telah menjalankan kajian terhadap keberkesanan penggunaan data korpus

dalam pembelajaran bahasa dan mendapati bahawa data korpus amat berguna dalam pembelajaran pelajar tidak kira

sama ada dalam pembelajarannya sebagai bahasa pertama atau kedua.

Pada tahun 1982, Mustafa Ruslan telah menjalankan kajian korpus ke atas 65,966 perkataan dari penulisan

kefahaman 120 orang pelajar tahun 6 di sekolah rendah di Mesir. Beliau mendapati pelajar di bandar memiliki lebih

banyak perbendaharaan kata iaitu sebanyak 35,298 perkataan berbanding pelajar di kampung dengan hanya 30,654

perkataan. Sementara Nation dan Waring (t.t.), menyatakan bahawa seseorang pelajar yang menguasai 1000

perkataan, ia secara amnya mampu memahami 72% dari sesuatu teks yang dibaca, 2000 perkataan dapat memahami

sebanyak 79.7% dari keseluruhan teks dan sehinggalah kepada 15,851 perkataan yang meliputi 97.8% teks. Secara

keseluruhannya, mereka menyatakan bahawa penguasaan sebanyak 3000-5000 perkataan sudah memadai untuk

pemahaman asas sesuatu teks yang dibaca.

Menurut kajian Xue dan Nation (1984), pelajar perlu menguasai lebih kurang 830 perkataan dalam sesuatu

bidang subjek di peringkat universiti. Ini bermaksud, sebagai contohnya di bidang pengajian Islam, pelajar perlu


memahami 830 perkataan dalam subjek bahasa Arab dan 830 perkataan lagi berkaitan al-Quran atau hadith dan

sebagainya. Hasil dari perbincangan ini dapat disimpulkan bahawa pembinaan korpus dan analisis ke atasnya dapat

memberikan maklumat yang tepat tentang kosa kata penting dalam sesuatu subjek yang mereka pelajari dan

seterusnya dapat meningkatkan kefahaman mereka.

Kepentingan Korpus di Peringkat STAM

Umumnya, penguasaan pelajar terhadap kosa kata penting dan kerap digunakan di peringkat STAM banyak

membantu mereka menguasai subjek-subjek yang dipelajari. Dalam proses mengenal pasti dan memilih perkataan-

perkataan penting dan sering digunakan di peringkat pengajian mereka, buku-buku teks yang menjadi rujukan utama

dalam proses pengajaran dan pembelajaran boleh dijadikan sandaran utama.

Kepentingan membina korpus khas di peringkat STAM dapat dilihat melalui kemampuannya mengumpulkan

semua teks yang terdapat di dalam buku-buku teks STAM bagi membolehkan analisis dilakukan terhadap frekuensi

penggunaan sesuatu perkataan dan disusun mengikut susunan (ranking). Susunan perkataan bermula dari yang

paling kerap hingga ke senarai yang paling jarang digunakan. Oleh itu, pelajar dapat mengetahui apakah kosa kata

penting yang kerap digunakan dalam buku-buku teks mereka dan kata kunci bagi sesuatu subjek itu. Kosa kata yang

paling tinggi frekuensinya merupakan kosa kata yang paling kerap digunakan dan penting untuk dikuasai. Selain

daripada itu, dengan membandingkan antara data mengikut subjek, memberikan gambaran kepada pelajar tentang

kata kunci bagi subjek yang dianalisis.

Oleh itu, dapatan kajian ini juga diharap dapat menghasilkan senarai kosa kata penting yang mesti dikuasai

pelajar di peringkat STAM khususnya dalam dua subjek yang dikaji. Lanjutan dari hasil kajian ini juga satu perisian

korpus di peringkat STAM akan dibina yang boleh dimuat turun di makmal-makmal komputer di setiap sekolah

menengah bagi pelajar mempelajari dan membuat kajian tentang penggunaan bahasa Arab di peringkat STAM bukan

sahaja untuk mengetahui aspek kosa kata dan kata kunci tetapi juga aspek morfologi, sintaksis, gaya bahasa dan

sebagainya.

Objektif

Kajian ini dijalankan bagi mencapai objektif di bawah:

1. Membina korpus bagi dua subjek yang dikaji diperingkat STAM melalui data dari buku-buku teks STAM.

2. Mengenal pasti kosa kata yang kerap digunakan di dalam dua buku teks di peringkat STAM dan kata

kunci-kata kunci bagi subjek-subjek tertentu di peringkat ini.

Metodologi

Oleh kerana semua buku teks STAM hanya diperolehi dalam bentuk hardcopy, dua buah buku teks yang dipilih

diimbas dan dipindahkan dalam bentuk softcopy. Dua buku ini merangkumi dua subjek di peringkat STAM iaitu

subjek Fiqh dan Hadith. Secara keseluruhannya korpus ini mengandungi sekitar 124,500 perkataan. Data yang telah

dipindahkan ke bentuk softcopy disunting semula agar bersesuaian dengan perisian komputer yang akan digunakan

dalam analisis frekuensi perkataan dan kata kunci.


Analisis frekuensi perkataan dan kata kunci dilakukan dengan menggunakan perisian Wordsmith 6.0.

Perisian ini mempunyai tiga aplikasi utama bagi analisis statistik bahasa iaitu senarai perkataan, konkordan dan kata

kunci (Wilkinson, 2012). Aplikasi ‘senarai perkataan’ digunakan untuk menyenaraikan semua perkataan yang

terdapat dalam korpus mengikut sususan frekuensi. Manakala aplikasi ‘kata kunci’ digunakan untuk mencari kata

kunci bagi setiap subkorpus dan membandingkan sesama subjek menggunakan ujian likelihood-ratio. Secara ringkas

kajian ini melibatkan proses seperti di dalam carta alir di bawah:

Carta alir 1: Proses pembinaan dan analisis korpus

Pembinaan Korpus

Kandungan Data

Korpus yang dibina meliputi data dari dua buah buku teks bagi subjek Fiqh dan Hadith. Tajuk dua buku tersebut dan

jumlah perkataan bagi setiap buku adalah seperti dalam Jadual 2 berikut:

Jadual 2

Tajuk Buku Teks dan Jumlah Perkataan

Subjek Tajuk Buku Jumlah Perkataan

Fiqh Al-Iqna’ 93,508

Hadith Al-Ahadith al-Mukhtarah min Fath al-Mubdi 31,049

Jumlah 124,557

(1) Proses Pembinaan Korpus

Pengumpulan data

Buku Teks 1 PDF MS Word Pengkodan

Buku teks 2

-----------------------------------------------------------------------------------------------------------------------------------------

(2) Proses Analisis Korpus Kekerapan perkataan

Dapatan Wordsmith Fail Plain Text

Kata kunci


Perbezaan jumlah perkataan yang jelas antara kedua buku teks tidak menjejaskan analisis perbandingan

kerana ia telah disetarakan dengan menggunakan ujian likelihood-ratio yang terdapat di dalam perisian Wordsmith

yang dipilih.

Langkah Pembinaan Korpus

Pembinaan korpus dalam kajian ini melibatkan 3 langkah:

Mengumpul data

Bagi membolehkan analisis korpus dilakukan secara saintifik menggunakan perisian komputer, pengkaji mesti

memastikan data disediakan dalam bentuk salinan lembut (softcopy). Oleh kerana pengkaji hanya mempunyai data

buku teks STAM dalam bentuk salinan keras (hardcopy), langkah ini melibatkan proses memindahkan teks-teks

tersebut ke dalam bentuk softcopy. Semasa proses pemindahan tersebut, banyak kesalahan ejaan berlaku dan ini

menuntut pengkaji melakukan proses suntingan berpandukan kepada teks asal.

Mengkod data

Sejauh mana proses mengkod data diperlukan adalah ditentukan oleh tujuan dan kemampuan perisian komputer

yang akan menganalisis korpus yang dibina. Ia penting dijelaskan supaya data yang dimasukkan ke dalam perisian

komputer dapat dianalisis dengan tepat berdasarkan ciri bahasa yang dikehendaki pengkaji. Bertitik tolak dari hal

ini, pengkodan data hanya melibatkan proses mengasingkan tambahan huruf di hadapan perkataan.

Dalam membincangkan hal ini, bahasa Arab secara umumnya merupakan bahasa yang kompleks dari

pelbagai aspek bermula dari sebutan hurufnya hingga kepada aspek tatabahasa, sastera dan ilmu linguistiknya.

Antara ciri bahasa Arab ialah kewujudan sambungan huruf tambahan di hadapan dan belakang perkataan seperti ال

dan sebagainya. Semua huruf bersambung ini akan merubah bentuk fizikal sesuatu perkataan لـ ,كـ ,بـ huruf ,المعرفة

itu. Memandangkan perisian yang digunakan menganalisis sesuatu perkataan mengikut sela di antara dua ruang

kosong, maka proses mengkod dilakukan dengan memisahkan huruf sambungan ini dari perkataannya. Contohnya

perkataan الحديث akan menjadi ال حديث dan perkataan فيكتب akan menjadi فـ يكتب setelah dipisahkan. Ini dilakukan

supaya perisian tersebut dapat menganggap perkataan الحديث dan حديث sebagai satu perkataan yang sama dan

dianalisis dalam satu entri.

Tanpa proses ini, kecatatan analisis akan berlaku kerana perkataan الحديث dan حديث serta perkataan فيكتب dan

akan dianalisis sebagai dua perkataan berbeza akibat dari bentuk fizikalnya yang berbeza. Ini bertentangan يكتب

dengan apa yang dikehendaki pengkaji. Namun, kewujudan fungsi lain dalam perisian Wordsmith yang mampu

menyenaraikan perkataan mengikut susunan abjad mengurangkan beban pengkaji untuk memisahkan semua

karektor perkataan kepada juzuknya. Justeru, hanya tambahan di bahagian hadapan perkataan sahaja dipisahkan.

Sementara tambahan pada bahagian belakang seperti perkataan tidak dipisahkan kerana كتابهم pada perkataan هم

keputusan susunan dapat juga dipaparkan mengikut abjad selain frekuensi.

Menyimpan data

Data yang telah dikod disimpan di dalam MS Word di dalam dua fail, pertama, fail yang diberikan tajuk al-Iqna’

dan kedua, bertajuk al-Ahadith al-Muthtarah fi Fath al-Mubdi. Oleh kerana perisian Wordsmith yang digunakan


dalam kajian ini tidak dapat memproses data dalam bentuk Word (*.docx), satu salinan data dipindahkan dalam

bentuk plain text (*.txt) dengan tajuk fail yang sama.

Pengecualian Perkataan

Seperti kelaziman dalam kajian teks, tidak semua perkataan dianalisis. Lebih-lebih lagi jika sesuatu kajian itu

melibatkan jumlah perkataan yang sangat besar. Justeru, hanya perkataan yang membawa erti signifikan kepada

objektif kajian sahaja akan dianalisis. Dalam kajian ini, perkara yang menjadi tumpuan adalah kosa kata penting dan

khusus dalam dua buku teks yang dikaji seperti yang telah dijelaskan.

Oleh itu, perkataan yang dianggap terlalu umum penggunaannya serta tidak dapat menggambarkan gaya

pengunaan perkataan yang signifikan telah dikecualikan. Ini termasuklah beberapa kategori perkataan seperti

penanda wacana dan kata penghubung. Kategori perkataan ini memang banyak terdapat dalam apa jua jenis buku

dan tidak memberikan banyak indikasi kepada gaya penggunaan perkataan. Atas alasan ini, hanya kategori kata

nama dan kata kerja diambil kira sementara huruf diabaikan.

Analisis dan Dapatan

Perbentangan dapatan dalam kajian ini dibahagikan kepada tiga komponen utama:

1. Kosa kata penting dalam buku teks 1 - al-Ahadith al-Muhktarah min Fath al-Mubdi

2. Kosa kata penting dalam buku teks 2 – al-Iqna’

3. Kosa kata khusus mengikut buku teks (kata kunci)

Kosa Kata Penting dalam Buku Teks 1 – Al-Ahadith Al-Muhktarah Min Fath Al-Mubdi

Dalam kajian ini perkataan yang paling kerap digunakan dianggap paling penting dan mesti difahami pelajar.

Kepentingannya dalam sesuatu subjek itu digambarkan melalui kekerapan penggunaannya. Selain daripada itu, kata

kunci bagi sesuatu subkorpus juga mesti difahami pelajar bagi penguasaan menyeluruh ke atas sesuatu subjek. Jadual

3 berikut menunjukkan senarai 30 perkataan paling kerap digunakan mengikut susunan.

Jadual 3

Senarai Frekuensi 30 Perkataan Teratas dalam Buku Teks 1

Bil Perkataan F % Bil Perkataan F % Bil Perkataan F %

0.15 60 رواية 21 0.25 98 حديث 11 2.36 914 هللا 1

0.14 55 كسر 22 0.24 92 قول 12 1.41 546 قال 2

0.14 53 مراد 23 0.22 87 فتح 13 0.69 269 صلى 3

0.14 53 يقول 23 0.20 79 نسخة 14 0.65 253 سلم 4

0.12 48 أول 25 0.20 77 قيل 15 0.49 189 تعالى 5


0.12 48 جنة 26 0.19 73 ضم 16 0.49 188 كان 6

0.12 45 رجل 27 0.18 68 سالم 17 0.40 156 رضي 7

0.12 45 مهملة 28 0.17 65 أمر 18 0.36 139 رسول 8

0.11 44 مثل 29 0.16 63 معنى 19 0.36 138 نبي 9

0.11 41 نفسه 30 0.16 61 يكون 20 0.27 104 صالة 10

Jadual 3 menunjukkan senarai kekerapan 30 perkataan yang paling kerap digunakan dalam buku teks 1 (al-

Ahadith al-Muhktarah min Fath al-Mubdi). Ia menunjukkan bahawa perkataan yang paling kerap diulang adalah نبي

tidak dianalisis عليه Perkataan .253 سلم dan 914 هللا ,268 صلى ,sebanyak 138 kali نبي dengan perkataan صلى هللا عليه وسلم

kerana ia dari kategori huruf yang diabaikan. Dari aspek kata kerja, kata kerja قال (telah berkata) merupakan

perkataan yang paling kerap digunakan dengan 546 kali. Ini bertepatan dengan ciri hadith yang dipindahkan dari

satu generasi ke satu generasi melalui pertuturan sebelum zaman pembukuannya. Variasi lain bagi kata kerja ini juga

terdapat di dalam senarai iaitu قول (pengucapan), يقول (berkata) dan قيل (telah dikatakan) dengan 92, 72 dan 53

frekuensi. Sementara itu, kewujudan perkataan كسر ,ضم ,فتح dan مهملة menunjukkan bahawa buku ini amat mengambil

berat terhadap ketepatan sebutan perkataan terutama perkataan yang jarang ditemui. Ia bukan sahaja diletakkan baris

secara fizikal tetapi dinyatakan jenis barisnya dalam bentuk perkataan.

Jadual 4

Senarai Frekuensi Kata Nama Selepas 30 Perkataan Pertama dalam Buku Teks 1


0.07 27 ترك 21 0.08 32 شيء 11 0.10 39 رحمة 1

0.07 27 أهل 22 0.08 31 دنيا 12 0.10 38 ناس 2

0.07 26 أرض 23 0.08 30 اسم 13 0.09 36 خير 3

0.07 26 صفة 24 0.08 30 مسجد 14 0.09 36 مسلم 4

0.07 26 ميم 25 0.08 30 يوم 15 0.09 36 معجمة 5

0.07 26 نساء 26 0.07 29 أكثر 16 0.09 33 أحدكم 6

0.06 25 نبوة 27 0.07 29 القرآن 17 0.09 33 حال 7

0.06 24 راء 28 0.07 28 بنت 18 0.09 33 سنة 8

0.06 24 مرأة 29 0.07 28 حق 19 0.09 33 همزة 9

0.06 24 واحد 30 0.07 28 نصب 20 0.08 32 سكون 10

Jadual 4 menunjukkan senarai kekerapan kata nama selepas 30 perkataan pertama dalam buku teks 1. Ia

menunjukkan bahawa perkataan yang membawa maksud baris dan kaedah menyebut huruf sesuatu perkataan seperti

yang telah dibincangkan masih kerap digunakan. Ia diwakili oleh kekerapan penggunaan perkataan سكون ,همزة ,معجمة

huruf ميم dan راء. Perkataan-perkataan ini muncul antara perkataan yang kerap digunakan kerana ia terdapat dalam

hampir semua subtajuk berbanding kebanyakan kata nama lain yang digunakan mengikut topik perbincangan sesuatu

hadith.

Jadual 5

Senarai Kekerapan Kata Kerja Selepas 30 Perkataan Pertama dalam Buku Teks 1


0.04 14 يتكلم 21 0.05 21 أجيب 11 0.10 39 قالت 1

0.03 13 يدل 22 0.05 21 يجوز 12 0.09 34 جمع 2

0.03 13 يكن 23 0.05 19 ذهب 13 0.08 31 كانت 3

0.03 12 جعل 24 0.05 19 سمعت 14 0.07 28 ذكر 4

0.03 12 كانوا 25 0.05 18 أنزل 15 0.07 28 قالوا 5


0.03 12 مات 26 0.05 18 خرج 16 0.07 26 قلت 6

0.03 12 يجب 27 0.05 18 يدخل 17 0.07 26 يقال 7

0.03 12 يحل 28 0.04 16 يقل 18 0.06 25 يحتمل 8

0.03 12 يرد 29 0.04 15 تكون 19 0.06 24 فعل 9

0.03 11 تعلم 30 0.04 14 سمع 20 0.06 22 رضى 10


menunjukkan bahawa pada frekuensi di antara 39 bagi perkataan قالت (telah berkata) dan frekuensi 11 bagi perkataan

.merupakan perkataan yang dianggap umum dan rata-rata pelajar peringkat STAM memahaminya (mengetahui) تعلم

Walaupun begitu, dalam proses P&P yang sedang berjalan, para guru masih perlu memastikan semua pelajar

memahami maksud perkataan-perkataan tersebut. Selain daripada itu, kewujudan perkataan seperti قلت ,قالوا ,ذكر ,قالت,

yang membawa maksud ‘menyatakan sesuatu’, mengukuhkan dapatan sebelum ini bahawa topik يتكلم dan يقال

perbincangan dalam pengajian hadith berkisar tentang ucapan Rasulullah yang disampaikan melalui perantaraan

lidah. Sementara kewujudan perkataan رضى (telah diredhoi) dengan 22 frekuensi adalah disebabkan variasi ejaan

yang digunakan pada huruf ي (ya). Dalam kebanyakan keadaan di dalam buku ini, perkataan يرض dieja

menggunakan huruf ي dengan dua noktah di bawahnya tetapi terdapat 22 frekuensi dieja tanpa noktah. Frekuensi

yang lebih banyak bagi perkataan ini menggunakan dua noktah terdapat dalam jadual 3 dengan 156 frekuensi.

Kosa Kata Penting dalam Buku Teks 2 – al-Iqna’

Jadual 6

Senarai Kekerapan 30 Perkataan Teratas dalam Buku Teks 2


0.12 146 حد 21 0.16 188 قتل 11 0.48 583 هللا 1

0.12 146 خبر 22 0.15 179 ولد 12 0.47 568 قال 2

لأو 13 0.46 551 كان 3 0.12 143 عتق 23 0.14 173

0.12 140 قاله 24 0.14 172 دية 14 0.34 407 تعالى 4

0.12 140 يمين 25 0.14 166 تنبيه 15 0.28 337 قوله 5

0.12 139 أولى 26 0.13 162 يكون 16 0.19 233 مال 6

0.11 135 زوج 27 0.13 156 خالف 17 0.17 200 سلم 7

0.11 134 حق 28 0.13 151 يجب 18 0.17 200 طالق 8

0.11 131 أصل 29 0.12 150 حكم 19 0.16 193 صلى 9

0.11 128 مصنف 30 0.12 149 قطع 20 0.16 192 ذكر 10

Jadual 6 menunjukkan senarai kekerapan 30 perkataan tertinggi di dalam senarai kekerapan bagi buku teks

2 (al-Iqna’). Jadual menunjukkan bahawa perkataan yang paling kerap diulang adalah هللا dengan dengan 583

frekuensi atau 0.48% dari jumlah keseluruhan perkataan. Oleh kerana perbincangan buku ini berkaitan hukum-

hakam, kewujudan kata kerja قال (telah berkata) menunjukkan bahawa setiap hukum yang dibincangkan banyak

mengaitkan ayat al-Quran. Sementara perkataan-perkataan lain seperti مال (harta), قتل (membunuh), دية (diat), ولد

(anak lelaki), زوج (suami) dan يمين (sumpah) menunjukkan tajuk-tajuk perbincangan dalam buku ini berkaitan

jenayah, wasiat dan perkahwinan. Berbeza dengan buku teks 1, perkataan-perkataan khusus yang merujuk kepada

tajuk tertentu berada pada 30 perkataan tertinggi. Sedangkan perkataan khusus pada buku 1 banyak terdapat pada

frekuensi yang lebih rendah. Ini adalah disebabkan tajuk-tajuk yang dibincangkan dalam buku teks 2 lebih besar

berbanding buku 1. Oleh itu kekerapan penggunaan perkataan yang sama adalah lebih tinggi.

Jadual 7

Senarai Kekerapan Kata Nama Selepas 30 Perkataan Pertama dalam Buku Teks 2



0.07 90 يوم 21 0.09 109 أهل 11 0.10 122 شهادة 1

0.07 89 أربعة 22 0.09 108 سيد 12 0.10 120 شرط 2

0.07 88 أمة 23 0.09 107 أحد 13 0.10 118 ثاني 3

0.07 87 كفارة 24 0.09 107 حر 14 0.10 117 نكاح 4

0.07 87 نسب 25 0.09 103 رجل 15 0.10 115 آخر 5

0.07 87 نصف 26 0.08 101 واحد 16 0.10 115 عدم 6

0.07 82 آية 27 0.08 99 سواء 17 0.09 113 ثالثة 7

0.07 82 كالم 28 0.08 93 إسالم 18 0.08 112 شيء 8

0.07 80 قصاص 29 0.08 93 رقيق 19 0.09 111 ظاهر 9

29 وطء 20 0.09 111 نفسه 10 0.06 76 أكثر 30 0.08


menunjukkan bahawa perkataan yang digunakan pada peringkat ini banyak menjurus kepada tajuk-tajuk yang

dibincangkan. Namun begitu terdapat juga beberapa perkataan lebih umum dan tidak menjurus kepada mana-mana

tajuk seperti أكثر (lebih banyak), شرط (syarat), ثاني (kedua), آخر (yang lain), ثالثة (tiga), شيء (sesuatu) dan sebagainya.

Perkataan-perkataan ini biasanya sudah difahami pelajar di peringkat STAM kerana ia banyak digunakan dalam

pelbagai tajuk dan situasi.

Jadual 8

Senarai Kekerapan Kata Kerja Selepas 30 Perkataan Pertama dalam Buku Teks 2


0.04 50 يحل 21 0.06 74 يثبت 11 0.11 127 مر 1

0.04 49 وجب 22 0.06 71 يكن 12 0.10 123 كانت 2

0.04 46 أعتق 23 0.06 70 تقبل 13 0.10 120 يجوز 3

0.04 46 يأتي 24 0.06 68 يقطع 14 0.09 113 قيل 4

0.04 44 سبق 25 0.05 61 يحرم 15 0.09 108 خرج 5

0.03 42 يسقط 26 0.05 60 رواه 16 0.09 105 رضي 6

0.03 41 تجب 27 0.05 59 حرم 17 0.08 97 مات 7

0.03 40 يكفي 28 0.05 59 يقول 18 0.07 90 يشترط 8

0.03 39 تقدم 29 0.04 54 يعتق 19 0.07 90 يصح 9

0.03 39 صرح 30 0.04 54 يقتل 20 0.06 74 ذكره 10

Jadual 8 mempamerkan senarai kekerapan kata kerja selepas 30 perkataan pertama dalam buku teks 2. Ia

menunjukkan bahawa kata kerja yang digunakan tidak merujuk kepada mana-mana tajuk kecuali pada perkataan

yang merujuk kepada penebusan kesalahan dan (membunuh) يقتل dan (menebus) يعتق ,(telah menebus) أعتق

pembunuhan dalam tajuk jenayah dalam Islam. Sementara perkataan lain seperti يجوز (boleh), يحرم (haram), يحل

(halal), وجب (telah wajib), تجب (wajib), يصح (sah), حرم (telah mengharamkan) dan يشترط (mensyaratkan) lebih

merujuk kepada perkataan berkaitan hukum sesuatu perkara. Ini menunjukkan bahawa perbincangan dalam buku-

buku fiqh Islami menekankan kepada perkara hukum-hakam walau apa jua tajuk yang dibincangkan iaitu jenayah,

perkahwinan dan wasiat dalam konteks buku teks 2 ini.

Kosa kata khusus mengikut buku teks (kata kunci)

Jadual 9

Analisis Perbandingan Antara Bukut Teks 1 dan 2


Bil Al-Ahadith kepada Al-Iqna’ Al-Iqna’ kepada al-Ahadith

Perkataan F (Al-

Ahadith)

F (Al-

Iqna’)

Kata

Kunci

Perkataan F (Al-

Iqna’)

F (Al-

Ahadith)

Kata

Kunci

96.20 0 172 دية 914.64 583 914 هللا 1

83.44 1 166 تنبيه 317.32 568 546 قال 2

79.97 0 143 عتق 263.45 26 139 رسول 3

71.69 11 233 مال 240.08 193 269 صلى 4

71.58 0 128 مصنف 204.83 200 253 سلم 5

69.23 1 140 أب 182.26 59 138 نبي 6

002 طالق 147.51 105 156 رضي 7 9 63.04

59.83 0 107 حر 136.96 5 60 رواية 8

53.33 5 149 قطع 131.05 41 98 حديث 9

53.24 9 179 ولد 127.92 13 68 سالم 10

5076 2 117 نكاح 113.27 23 73 ضم 11

50.32 0 90 يشترط 108.96 62 104 صالة 12

48.38 3 122 شهادة 92.36 51 87 فتح 13

46.46 5 135 زوج 87.79 10 48 جنة 14

45.17 6 140 يمين 85.73 4 39 رحمة 15

Jadual 9 menunjukkan keputusan perbandingan antara buku teks 1 dan 2 dari dua perspektif, pertama,

perbandingan buku 1 kepada buku 2 dan kedua, perbandingan buku 2 kepada buku 1. Dua analisis ini dijalankan

serentak bagi menjelaskan perkataan yang menjadi kata kunci bagi setiap buku teks. Pada analisis pertama (buku 1

kepada buku 2), didapati bahawa penggunaan ungkapan قال نبي/رسول هللا صلى هللا عليه وسلم paling banyak digunakan

dalam buku teks 1 dan menjadi kata kunci bagi buku tersebut. Begitu juga dengan perkataan رواية (riwayat) dan حديث

(hadith) yang merujuk secara langsung kepada perbincangan aspek hadith. Berbanding buku teks 2, buku teks 1

lebih mementingkan sebutan sesuatu perkataan dengan tepat. Ini dibuktikan dengan kewujudan perkataan ضم dan

.yang merujuk kepada baris bagi perkataan-perkataan tertentu فتح

Bagi analisis kedua (buku 2 kepada buku 1), didapati bahawa semua perkataan yang menjadi kata kunci

merujuk secara khusus kepada tajuk-tajuk yang dibincangkan dalam buku teks 2. Ini tidak termasuk perkataan مصنف

(penulis) dan تنبيه (perhatian). Penggunaan yang banyak pada perkataan pertama adalah disebabkan buku ini telah

diberikan penerangan oleh ulamak lain terhadap matan Abu Syuja’. Perkataan ini digunakan apabila penulis buku

merujuk kepada pemilik asal matan sepanjang perbahasannya. Pada perkataan kedua, penulis menggunakannya

pada setiap permulaan tajuk kecil baru bagi memberi peringatan tentang peri pentingnya tajuk yang sedang

dibincangkan. Justeru, para guru perlu memberikan perjelasan yang secukupnya tentang maksud perkataan-

perkataan ini kepada pelajar dalam proses P&P.

Kesimpulan

Hasil dari pembinaan korpus dan analisis frekuensi perkataan dalam dua buku teks STAM adalah seperti berikut:

1. Kejayaan membina korpus ke atas dua buah buku teks di peringkat STAM sebagai projek awal memungkinkan

pembinaan korpus yang lebih menyeluruh bagi mencakupi semua buku teks di peringkat tersebut yang

bejumlah 19 buah semuanya bagi 12 subjek. Korpus yang dibina boleh diprogramkan agar boleh dimuat turun

di makmal komputer di setiap sekolah menengah bagi pelajar mempelajari dan membuat kajian tentang

penggunaan bahasa Arab diperingkat STAM bukan sahaja untuk mengetahui aspek kosa kata dan kata kunci

tetapi juga aspek morfologi, sintaksis, gaya bahasa dan sebagainya.


2. Namun beberapa isu mungkin timbul semasa proses pembinaan korpus dari aspek pengkodan data kerana sifat

bahasa Arab yang agak kompleks. Bagi membolehkan analisis mendalam dilakukan ke atas korpus yang

dibina, proses pengkodan data haruslah melibatkan proses perletakan tatabahasa (grammatical tagging) bagi

setiap perkataan yang terdapat dalam korpus agar perisian yang digunakan semasa menganalisis data dapat

membezakan antara setiap perkataan terutama yang mempunyai bentuk fizikal yang sama. Adalah hampir

mustahil untuk melakukan proses ini secara manual kerana sesuatu korpus mungkin mengandungi berjuta

perkataan. Oleh itu pendekatan proses ini secara automatik harus diterokai dengan lebih mendalam.

3. Dapatan dari analisis korpus menunjukkan bahawa perkataan-perkataan yang kerap digunakan dan berada di

senarai frekuensi yang tinggi adalah merujuk kepada jenis perbincangan di dalam buku-buku yang dikaji.

Dalam buku teks 1, perkataan seperti قال dan نبي/رسول هللا صلى هللا عليه وسلم di antara perkataan yang paling kerap

digunakan. Situasi yang sama berlaku dalam buku teks 2. Perkataan-perkataan yang berada di senarai tertinggi

merujuk kepada skop perbincangan tentang hukum-hakam seperti perkataan ولد ,زوج ,دية dan يمين. Ia seterusnya

menjadi kosa kata penting dalam tajuk perkahwinan, wasiat dan jenayah di dalam buku tersebut.

4. Kewujudan perkataan yang merujuk kepada baris dalam buku teks 1 seperti مهملة ,كسر ,فتح ,ضم dan جمةمع

menunjukkan bahawa ia amat mengambil berat tentang ketepatan sebutan beberapa perkataan penting kerana

kesalahan sebutan akan membawa kepada kesalahan maksud. Ini berbeza dengan buku teks 2 yang tidak

menekankan ciri ini. Sebaliknya buku teks 2 banyak merujuk kepada penulis Matan Abu Shuja’ dengan

kekerapan yang tinggi pada penggunaan perkataan مصنف. Selain daripada itu, pada setiap permulaan subtajuk,

penulis buku ini banyak memulakannya dengan perkataan تنبيه yang untuk menarik perhatian pembaca.

5. Dari aspek kata nama, dapatan menunjukkan bahawa buku teks 1 amat mementingkan ketepatan sebutan

sesuatu huruf seperti yang telah dijelaskan. Sementara situasi yang berbeza di dalam buku teks 2, di mana kata

nama yang kerap digunakan sama ada lebih menjurus kepada tajuk yang dibincangkan atau bersifat umum.

Dalam proses P&P subjek tersebut, perkataan yang menjurus kepada tajuk-tajuk tertentu mesti diberi

keutamaan untuk difahami tanpa mengabaikan pemahaman perkataan umum.

6. Dalam aspek kata kerja, dapatan menunjukkan bahawa buku teks 1 didominasi oleh perkataan-perkataan yang

membawa maksud ‘berkata dan bercakap’ dalam pelbagai variasi. Ini sesuai dengan sifat hadith yang

disebarkan melalui percakapan sebelum penulisannya. Dalam buku teks 2, kata kerja-kata kerja yang kerap

digunakan tidak merujuk kepada mana-mana tajuk yang dibincangkan kecuali beberapa perkataan. Sebaliknya,

kata kerja yang merujuk kepada perkataan hukum dan umum kepada semua tajuk fiqh lebih banyak digunakan.

7. Analisis kata kunci bagi kedua-dua buku teks menunjukkan bahawa buku teks 1 banyak merujuk kepada

ucapan hadith Rasulullah s.a.w kerana ia menjadi topik utama perbincangan. Sementara dalam buku teks 2,

perkataan-perkataan yang menjurus kepada sesuatu tajuk fiqh yang dibincangkan menjadi kata kunci buku

tersebut.

8. Proses P&P bagi dua subjek ini harus menekankan kepada pemahaman pelajar terhadap perkataan-perkataan

penting yang kerap digunakan. Perkataan yang mesti diberi lebih keutamaan ialah perkataan yang menjurus

kepada sesuatu tajuk walaupun kekerapan penggunaanya bukan pada kedudukan tertinggi. Selain daripada itu,

perkataan-perkataan yang menjadi kata kunci sesuatu subjek juga harus diberi penekanan sewajarnya.

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