ctlhe07_monograf 2

2MONOGRAFPENGAJARAN & PEMBELAJARAN IPTA

K

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h Pe

ning

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Kualiti M

odal Insan

STRATEGI DAN KAEDAH

PENGAJARAN DAN PEMBELAJARAN........................

siri MONOGRAF

PENGAJARAN & PEMBELAJARAN IPTA

12-14 Disember 2007

Hotel Palace of the Golden Horses, Seri Kembangan, Selangor

STRATEGI DAN KAEDAH

PENGAJARAN DAN PEMBELAJARAN

2

C

Siri Monograf Pengajaran dan Pembelajaran IPTA

Koleksi eksklusif kertas kerja Persidangan Pengajaran dan Pembelajaran di

Peringkat Pengajian Tinggi 2007 (CTLHE07)

Monograf 1

Pembangunan Modal Insan

Monograf 2

Strategi dan Kaedah Pengajaran dan Pembelajaran

Monograf 3

Teknologi dan Inovasi dalam Pengajaran dan Pembelajaran

Monograf 4

Polisi dan Pengurusan Pengajaran dan Pembelajaran

Monograf 5

Isu Semasa dalam Pengajaran dan Pembelajaran Pengajian Tinggi

Buku Abstrak

Ke Arah Peningkatan Kualiti Modal Insan

ISBN 978-967-960-222-7

2007 Pusat Pembangunan Akademik (CADe), Universiti Putra Malaysia.

Semua Hakcipta Terpelihara.

Tiada bahagian terbitan ini boleh diterbitkan semula, disimpan untuk

pengeluaran atau ditukarkan ke dalam sebarang bentuk atau dengan

sebarang alat juga pun, sama ada dengan cara elektronik, gambar serta

rakaman dan sebagainya tanpa kebenaran bertulis dari penulis artikel

dan Pusat Pembangunan Akademik (CADe), Universiti Putra Malaysia

terlebih dahulu.

Diterbitkan oleh

Pusat Pembangunan Akademik (CADe)

Universiti Putra Malaysia

43400 UPM Serdang, Selangor, Malaysia

Tel: 603-8946 6112/6175

Fax: 603-89466043

Web: www.cade.upm.edu.my

Mohd. Majid Konting

Mansor Ahmad

Zaidan Abdul Wahab

Mohd. Kamil Yusof

Rusli Abdullah

Hamidah Meseran

Mohd. Farid Jaafar

Marzanah A. Jabar

Fatimah Sidi

Nor Azirawani Man

Juraidah Mohamad Amin

Lailawati Bakar

Muhammad Asrul Abd. Salam

Azura Adam

Nurhafizah Mat Sah

Hasmah Abdul Wahab

Saiful Ramadzan Hairani

Muhammad Khairuddin Yusuf

Mohd. Ridzuan Ishak

SIDANG EDITOR

Monograf

Persidangan Pengajaran dan Pembelajaran

di Peringkat Pengajian Tinggi 2007

Ketua Editor

Sidek Hj. Ab. Aziz

Sidang Editor

Editor Teknikal

i


Koleksi eksklusif kertas-kerja Persidangan Pengajaran dan Pembelajaran

di Peringkat Pengajian Tinggi 2007 (CTLHE07) di Hotel Palace of Golden

Horses, Seri Kembangan, Selangor, pada 12-14 Disember 2007.

Pembangunan Modal Insan

Strategi dan Kaedah Pengajaran dan Pembelajaran

Teknologi dan Inovasi dalam Pengajaran dan Pembelajaran

Polisi dan Pengurusan Pengajaran dan Pembelajaran

Isu Semasa dalam Pengajaran dan Pembelajaran PengajianTinggi

Ke Arah Peningkatan Kualiti Modal Insan (Buku Abstrak)

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PRAKATA

Siri Monograf Pengajaran dan Pembelajaran IPTA merupakan koleksi eksklusif kertas kerja Persidangan Pengajaran dan Pembelajaran Pering-kat Pengajian Tinggi 2007 (CTLHE07) yang berlangsung pada 12-14 Disember 2007 di Hotel Palace of Golden Horses, Seri Kembangan, Selan-gor. CTLHE07 dianjurkan bersama Universiti Putra Malaysia dan Majlis Ketua Pusat Pengajaran dan Pembelajaran Institut Pengajian Tinggi Awam Malaysia di bawah naungan Kementerian Pengajian Tinggi Malay-sia.

Pembangunan modal insan merupakan salah satu teras dalam Misi Nasional dan Rancangan Malaysia Kesembilan bagi meningkatkan keupayaan pengetahuan, kreativiti dan inovasi serta memupuk minda warga kelas pertama. Institut Pengajian Tinggi (IPT) merupakan saluran utama penjanaan modal insan negara yang berpendidikan, berkemahi-ran, kreatif, inovatif, bersikap progresif dan berfikiran kritis. Kini pelbagai inisiatif dan usaha penambahbaikan secara menyeluruh ke atas sistem penyampaian sistem pendidikan dan latihan, peningkatan kualiti sistem pengajaran dan pembelajaran secara holistik sedang giat dijalankan di peringkat IPT untuk melahirkan graduan yang berkualiti dan berdaya saing.

Usaha kerajaan adalah untuk mewujudkan universiti bertaraf antara-bangsa dan memastikan pendidikan dan latihan di peringkat tertiari berkualiti tinggi bagi memenuhi prospek kerja dan keperluan majikan. Kerajaan juga menyediakan lebih banyak peluang dan akses kepada pendidikan, latihan dan pembelajaran sepanjang hayat di semua pering-kat pendidikan. Inisiatif Hasil Pembelajaran merupakan langkah awal IPT bagi menyediakan pelajar kepada pengalaman pembelajaran dan pendi-dikan yang lengkap sebelum mereka bergelar graduan bagi menempuh alam pekerjaan. IPT turut berhasrat untuk menjana graduan yang memi-liki kemahiran yang komprehensif dan seimbang bukan sahaja dari sudut kualiti kognitif bahkan juga dari segi kemahiran insaniah yang merang-kumi pelbagai aspek insani seperti sikap dan akhlak.

Siri Monograf Pengajaran dan Pembelajaran IPTA dibahagikan kepada 6 bahagian iaitu:1. Pembangunan Modal Insan 2. Strategi dan Kaedah Pengajaran dan Pembelajaran3. Teknologi dan Inovasi dalam Pengajaran dan Pembelajaran4. Polisi dan Pengurusan Pengajaran dan Pembelajaran5. Isu Semasa dalam Pengajaran dan Pembelajaran Pengajian Tinggi6. Ke Arah Peningkatan Kualiti Modal Insan (Buku Abstrak)

Semoga penerbitan siri monograf ini dapat dimanfaatkan oleh semua pihak terutama dalam usaha kolektif menjana modal insan negara yang berkualiti serta melonjakkan kualiti pendidikan Malaysia ke peringkat global dan dapat bersaing di arena antarabangsa.

- EDITOR -

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PENGHARGAAN

Sekalung penghargaan kepada

Kementerian Pengajian Tinggi Malaysia (KPT) Naib Canselor, Universiti Putra Malaysia Timbalan Naib Canselor (Akademik dan Antarabangsa) Universiti Putra Malaysia Majlis Ketua Pusat Pengajaran dan Pembelajaran Institut Pengajian Tinggi Malaysia Puncak Niaga (M) Sdn Bhd Anjung Visi Solution Sdn Bhd Majlis Amanah Rakyat (MARA) Aniotek Sdn Bhd Universiti Pendidikan Sultan Idris Koperasi UPM Berhad Mavisco (M) Sdn Bhd Kospeta Printing Bhd

Setinggi penghargaan dan terima kasih kepada individu-individu yang terlibat secara langsung dan tidak langsung dalam usaha menerbitkan Siri Monograf Pengajaran dan Pembelajaran IPTA ini.

iv

Persidangan Pengajaran dan Pembelajaran di Peringkat Pengajian Tinggi 2007 KE ARAH PENINGKATAN KUALITI MODAL INSAN

KANDUNGAN

BIL TAJUK M/S

Sidang Editor

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ii

Prakata

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Penghargaan

iv

1) A Contextual Approach, using Problem-Based, to the Teaching and Learning Statistics in the Universiti Tun Hussein Onn Malaysia (UTHM) Nafisah Kamariah Md Kamaruddin, Wan Mohd Rashid Wan Ahmad, UTHM

1

2) Impact on the Implementation of Bilingualism in Science and Mathematics in Higher Education Mohini Mohamed, Aziz Nordin UTM

10

3) Hubungan Pengajaran Pensyarah dan Minat Pelajar dengan Kefahaman Konsep Moral: Kajian di UUM Mohamad Khairi Haji Othman, Abdull Sukor Shaari, UUM

19

4) Teachers Use of Questions in ESL Classrooms Kalyani a/p Rajoo, Institut Perguruan Darulaman

28

5) Gaya Pembelajaran, Kemahiran Generik dan Motivasi Pelajar Merentasi Bidang Sains Tulen, Kejuruteraan dan Sains Sosial di UTM Abdul Rahim Hamdan, Mohamad Najib Ghaffar, Azlina Kosnin, Jamaluddin Ramli, Mahani Mokhtar,UTM

39

6) Multiple Intelligence: The Reliability of MyMICA in Identifying Teaching and Learning Strategy Siti Rahayah Ariffin, Rusminah Musliman

52

7) The Importance of Law in Sports and Physical Education from A Pedagogic Perspective Zaidi Hassim, UKM

66

8) Tema-tema dalam Pembelajaran Bersepadu: Implikasi kepada Pengajaran dan Pembelajaran Ling Siew Eng, Siti Rahayah bt. Ariffin, Saemah bt Rahman Uitm, UKM

79


9) Implementation of Outcome-Based Education Delivery System at Pre-University Level Balbir Singh Mahinder Singh, Chong Fai Kait, Hasnah M Zaid UTP

90

10) Outcome-Based Curriculum: Its Implementation in the Teaching of English Language Proficiency Courses Shahrina Md. Nordin, Subarna Sivapalan, UTP

100

11) A PBL Approach for Acquiring Global Project Experiences in Architectural / Engineering / Construction Education Rahinah Ibrahim, UPM

111

12) Predicting Successful Completion of MBA Study Using e-Miner Izwan Nizal Mohd Shaharanee, Chooi-Leng Ang, UUM

125

13) Facilitating Graduate Level-Learning: A Case Study of the Newfoundland Strategy Normah Haji Omar, UiTM

134

14) Penilaian Kemahiran Teknikal Berasaskan Model Kompetensi bagi Sumber Guna Tenaga Menerusi Pendekatan Pendidikan Teknikal dan Vokasional di Malaysia Kahirol Mohd. Salleh, Nor Lisa Sulaiman, UTHM

148

15) Persepsi Pelajar terhadap Pembelajaran Akses Kendiri melalui Penggunaan Laman Web dan Kesannya terhadap Mata Pelajaran Sejarah Ahmad Rafaai Ayudin, Norhasni Zainal Abidin

158

16) Facilitator and Learners Understanding on Rogers Core Conditions of a Person Centered Counseling (And Learning) in the Student Centered Learning Environment Mansor b Abu Talib, UPM

167

17) Managing Diversity Training for Medical Students Harlina HS, Ruzanna Z, Juriza I, Siti Mariam B, Nabishah M UKM

176

18) Instilling Moral Values in Report Writing Course Hajah Siti Akmar Abu Samah, UiTM

180

19) Persepsi Pelajar terhadap Aktiviti di dalam Kelas Bahasa Arab: Tinjauan di USIM Lubna Abd Rahman, Wan Azura Wan Ahmad, Arnida A.Bakar USIM

189

20) Writing a Case as a Teaching Tool Zainal Abidin Mohamed, UPM

199


21) Analisis Gaya Pembelajaran Pelajar Baru Universiti Malaysia Terengganu Nur Amirah Amiruddin, Fauziah Abu Hasan Wan Abd Aziz Wan Mohd Amin, UMT

211

22) A Study of Visual Ability Based on Gender Differences with First -Year UiTM Chemistry Students Sharipah Ruzaina Syed Aris, Nesamalar V. Kantasamy Mashiah Domat Shaharudin, Badariah Abu Bakar, UiTM

223

23) Pembelajaran Kolaboratif: Bekerja Sebagai Satu Kumpulan atau Bekerja dalam Kumpulan? Wan Zah Wan Ali, Ahmad Fauzi Mohd.Ayub, Rosnaini Mahmud Mokhtar Hj.Nawawi, Rusli Abdullah, UPM

233

24) Penggunaan Kamus Arab-Melayu dalam Pengajaran dan Pembelajaran Bahasa Arab Tasnim binti Mohd Annuar, UDM

248

25) Knowledge and Interest on Traditional Medicine among UiTM Pharmacy Students Ibtisam Abdul Wahab, UiTM

258

26) Tahap Kefahaman Kemahiran Mereka Bentuk Eksperimen dan Kemahiran Mengeksperimen di Kalangan Pelajar Tahun Dua Program Pendidikan Fizik Merentas Jantina Noor Anita binti Ali, Shaharom bin Noordin, UTM

266

27) Board Game: Nun-Forecaster Fast Forward into the Corporate Future What Lies Ahead of You? Rozainun Abdul Aziz, UiTM

276

28) Pelaksanaan Kaedah SCL dalam Pengajaran dan Pembelajaran Kursus Kenegaraan Malaysia di Universiti Putra Malaysia dan Kesannya ke atas Gred Pencapaian Pelajar Zarina Muhammad, UPM

286

29) Pendekatan Pembelajaran Bahasa Arab Pelajar China di Xian International Studies University (XISU): Suatu Tinjauan di USIM Arnida A. Bakar, Lubna Abd. Rahman, Wan Azura Wan Ahmad USIM

297

30) Enhancing Environmental Engineering Curricula through Intensification of Field Course Sumiani Yussoff, Onn Chiu Chuen. UM

311

31) Freemind for the Teaching and Learning of Electrical Machines Mohd Fakhizan bin Romlie, UTP

321

32) Pengajaran Kursus Pemikiran Kritis Berteraskan Al-Quran di Peringkat Pengajian Tinggi: Satu Cadangan Mohd Fauzi Hamat, UM

332


33) Facilitating Graduate Level-Learning: A Case Study of the Newfoundland Strategy Normah Haji Omar, UiTM

344

34) Cikgu, Gambarajah Ini Menyusahkan Saya! Johari Surif, Nor Hasniza brahim, Mohammad Yusof Arshad UTM

357

35) The Impact of Coorperative Learning Method in Increasing Students Academic and Soft Skill Performance. An Exploratory Study in UMS Caroline Geetha, Vivin Vincent Chandran, UMS

371

36) Online Interaction: Quantitative versus Qualitative Approach Mohd Fadzli bin Ali, Gordon Joyes UTM, University of Nottingham

379

37) Explication of Tacit Knowledge in Higher Education Instituitional Research through the Criteria of Professional Practice Action Research Approach: A Focus Group Case Study at an Australian University

Edward Wong Sek Khin. UTAR

387

38) Implementation of Outcome-Based Education (OBE) in Universiti

Putra Malaysia: A Focus on Student Learning Outcomes (SLO) Mohd Ghazali Mohayidin, Turiman Suandi, Ghazali Mustafa Roselan Baki, Norfaryanti Kamaruddin, Nor Azirawani Man Azura Adam, Siti Norziah Abdullah, UPM

402

39) Program Peningkatan Profesional: Pemantap Pegawai Akademik Institusi Pengajian Tinggi Mansor Ahmad, Juraidah Mohamad Amin, Haryati Abdullah UPM

427

Persidangan Pengajaran dan Pembelajaran di Peringkat Pengajian Tinggi 2007

KE ARAH PENINGKATAN KUALITI MODAL INSAN

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A CONTEXTUAL APPROACH, USING PROBLEM-BASED, TO THE TEACHING AND LEARNING STATISTICS IN THE UNIVERSITI TUN

HUSSEIN ONN MALAYSIA (UTHM)

NAFISAH KAMARIAH MD KAMARUDDIN MOHD RASHID WAN AHMAD

Centre for Science Studies Universiti Tun Hussein Onn Malaysia (UTHM) [email protected]

Universiti Putra Malaysia 2007. Semua Hak Cipta Terpelihara. Prosiding Persidangan Pengajaran dan Pembelajaran di Peringkat Institusi Pengajian Tinggi (CTLHE07), The Palace of Golden Horses, Seri Kembangan, Selangor, 12-14 Disember 2007

ABSTRACT - The Mathematics Department, Centre for Science Studies in the Universiti Tun Hussein Onn Malaysia (UTHM) has adopted the contextual teaching and learning approach. In the contextual approach, by using the problem-based method, students engage in the problem-solving investigation that integrates skills and concept from many content areas. Students will be working in teams to perform tasks and the lecturer will facilitate them. Vygfotsky emphasized that cognitive development results from a dialectical process whereby a child learns through the problem-solving experiences shared with someone else, usually a parent or teacher but sometimes a sibling or peer. In addition, according to Vygotsky, when children were tested on tasks on their own, they rarely did as well as when they were working in collaboration with an adult as the process of engagement with the adult enabled them to refine their thinking or their performance to make it more effective[. This is what the social constructivism emphasizes on which meanings and understanding grow.The implementation of contextual approach in the UTHM is already more than four years; however there is no proper module of teaching and learning mathematics contextually. Thus, this research is to study the effectiveness of the contextual approach. This study will be conducted on the second year engineering students taking statistics. In this research, a quasi-experimental research design is used. The research instruments will consist of 2 sets of questionnaires, 3 quizzes and a standard test. Likert scale will be used as a form of measurement for the questionnaires. Solomons Four-Group Design will be used where the students will be divided into four groups: 2 control groups and 2 treated groups as shown in the attachment. This design allows the researcher to assess whether there is an interaction between the treatment and the pretest. This design combines two basic experimental designs.This research will produce a proper implementation of the contextual approach in the teaching and



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learning mathematics in higher learning institutions. Hence it will help students to learn mathematics and most importantly to apply it in their engineering subjects.

Keywords: Social Constructivism, Problem-based Learning, Contextual, Statistics

1.0 INTRODUCTION

In 1997, the Technical Education Department under the Ministry of Education, Malaysia, introduced the contextual approach in the teaching and learning mathematics, additional mathematics, physics, chemistry and biology in all Malaysian technical secondary schools. After one month of the implementation of this approach to selected technical schools, a pilot test was done to see the effectiveness of this approach. The students were divided into two groups: control and treated groups. The contextual groups used the contextual module, watched the contextual video and did the laboratory activities. After watching the video, the students started to realize the use of mathematics in real life situations. The students enjoyed the laboratory activities and they were more involved with the lesson. The students were more motivated because they started doing their homework given by the teachers. Weak students who did not like mathematics tended to appreciate mathematics. It seemed that the barrier between them and mathematics had been broken. A good student commented that she would still understand the concept by either method but she understood faster with the contextual approach. After a month, these two classes were given the same test. Due to the result of the study where the findings were very positive (11% increase in performance) and hence the implementation of the contextual learning in mathematics, additional mathematics, physics, chemistry and biology subjects in the year 1998 for all vocational /technical secondary schools[3]. Starting from the year 2001, the contextual approach has been used for learning and teaching applied mathematics in the Malaysian community college, Ministry of Education, so that students will be able to understand abstract concepts through concrete experiences.

From 1998 to 2000 more than 80% of the UTHM intake was from Malaysian Technical Secondary Schools. Thus it is the UTHMs obligation to introduce this program as a continual process in higher learning institutions. In 2002, the contextual approach in the teaching and learning mathematics was introduced in the Centre for Science Studies in UTHM. The implementation of contextual approach in UTHM is already more than four years; however there is no proper module of the teaching and learning mathematics contextually and there is no proper experimental research that has been done to study whether this method has been effective. Thus, this research is to study the effectiveness of the contextual approach.



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2.0 LITERATURE REVIEW

2.1 Contextual Learning

The contextual learning means one that incorporates examples that are drawn from everyday experiences in personal, societal and occupational life which provide concrete hands-on applications of material to be learned[3]. In the first project by the Ohio State University College of Education and Bowling Green State University, the definition of the contextual teaching and learning was developed as the conception of the teaching and learning that helps teachers relate subject matter content to real world situations and motivates students to make connection between knowledge and its applications to their lives as family members, citizens, and workers; and engage in the hard work that learning requires[4]. The contextual approach was introduced for students technical and career preparation or Tech Prep by the Center for Occupational Research and Development, Texas, USA. The contextual approach is one of the Tech Prep elements.

In the contextual approach, by using the problem-based method,

students engage in the problem-solving investigation that integrates skills and concept from many content areas. Students will be working in teams to perform tasks and the lecturer will facilitate them. Vygfotsky emphasized that cognitive development results from a dialectical process whereby a child learns through problem-solving experiences shared with someone else, usually a parent or teacher but sometimes a sibling or peer[1]. In addition, according to Vygotsky, when children were tested on tasks on their own, they rarely did as well as when they were working in collaboration with an adult [2]. He added that it was always the case that the adult was teaching them how to perform the task, but the process of engagement with the adult enabled them to refine their thinking or their performance to make it more effective [2].

2.2 Contextual Learning Key Elements

2.2.1 Develop Subject Matter CONTENT

Students learn best if we can relate to their past experiences. According to constructivism, students construct their own knowledge by testing ideas based on prior knowledge and experiences, applying these ideas to new situation, and integrating the new knowledge gained with preexisting intellectual constructs[3].

2.2.2 Involve Students in DOING

According to Kolbs Experiential Learning Theory, the students learn best by thinking and doing[5]. In the contextual



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approach, the lab activities or mathematical experiments help students to study by this method. The old way of teaching is a one-way communication. We cannot assume students accept and understand everything that is taught by the teacher. By looking at the notes that the students copied from the blackboard, we can see that certain students copied differently from what was given to them and that means they understand the concept wrongly. By using the lab activities or mathematical experiments in the contextual approach, it helps them to understand the concept better as the concept of experiential learning explores the cyclical pattern of all learning from Experiences through Reflection and Conceptualizing to Action and on further Experience[5].

2.2.3 Make The CONNECTION Between Context and Practice According to.Kolb and Hull in the Center of Curriculum

Development, Malaysian Ministry of Education (2001), the contextual approach makes the learning connect with all kinds of experiences in social, culture, physical and psychological contexts[6]. This theory encourages educators to choose or generate surrounding that get good learning outcomes. The uses of motivational video programs take students into workplace and demonstrate the use of mathematics on the job. Through the video presentation and the class discussion, students associate and recognize the mathematical skills needed in the rapidly changing workplace. After watching the video, the students started to realize the use of mathematics in real life situations. Studies done by Zaidi in KUiTTHO shown that the technical students agreed that the application of multimedia using simulation, illustration with video attracted their attention during the lesson and this approach was able to motivate them to focus on the lessons[7]. In addition, the research done by Baharudin and NurHaiza who used Learning Styles Questionnaires (LSQ) by Honey & Mumford , reflector is the main learning style for the technical teachers and students[8] [9]. The teaching and learning activities which were effective for this group were to stimulate them by watching video or giving them time to think before react, giving conclusion without pressure which was being focused in the contextual approach.

2.2.4 Practice Cooperative Learning The contextual approach helps students to learn in a

group where this approach will encourage them to ask questions, discuss and solve problems together. Students will practice cooperative learning while the teacher serves as a guide. According to Zahariah et all, cooperative learning promoted positive relations among students and there was a tendency to be more cooperative among the peer members in discussing and solving problems[10]. The main goal for schools is



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to prepare the students for work. Thus it is important that the students work together because in real life situations they have to work with other workers. They will learn to do things in a working environment. They will need to communicate with each other and this will increase their communication skills. Cooperative learning helps learners acquire the curriculum the basic cooperative attitudes and values[11]. However cooperative learning does not mean students achieve better academically as in Messier research, the overall achievement scores were higher in the traditional lecture-based groups (control) than the cooperative lecture groups (treatment) [12].

2.2.5 Carry out Learning in Workplace Setting, Where Possible Workplace lab activities created by business and

industry focus on measurement and computation, and help students to develop critical thinking skills. Students relate the formulas and theories that are taught in the classroom to their everyday lives or their future jobs. If we can bring students to the real life atmosphere let say a company then they can see the real thing. However if we cannot, we need to simulate the workplace. In the experiment besides making them understand the concept, the students also work in environment or group projects that simulate the workplace. This is a good practice because there is a lot of complain from companies that the students who graduated from higher learning institution cannot perform well in the workplace. In the contextual approach, by using the problem-based method, students engage in the problem-solving investigation that integrate skills and concept from many content areas or by using the project-based learning, students work autonomously to construct their own learning, and culminate in realistic products[13].

2.2.6 Problem-based Learning

There are also many definitions of the problem-based learning (PBL). Fogarty defined PBL as a curriculum model designed around real-life problems that are ill-structured, open-ended, or ambiguous. In problem based learning students go through many stages which are defining the problem, gathering known facts, generating questions, hypothesizing, eventually generating alternatives, advocating solutions and justifying recommendations[14].

Many researchers have found out that PBL is very

effective and helps the students, not only in understanding the concepts but also in developing themselves. According to Vygotsky in Cole, understanding is social in origin[15]. In addition, in a study by Acar et al., they found that PBL provided the basis



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for the development of systems engineers[16]. Sometimes students are not able to connect what they learn in class with the real world. PBL will be a good method of learning as the creation of most PBL classes is built around the delivery of the real-world learning experience to the students[17]. Traditional method is a one-way method of teaching and the students are expected to just accept what the teacher teaches. However in PBL, there is a connection between the teaching method and the depth and complexity of the learning, as the students may be expected to reach the level of analytically complex comprehension through the problem-based work that is not done in the traditional method of teaching[18].

The success of this method will depend on many

aspects such as the experience of the lecturers, the implementation of PBL, the evaluations of the students performances, etc. This variation in PBL design would occur as the use of PBL is increasing[19]. Lecturers should be aware of the problems that may occur when implementing PBL. For example, the students would get a lot of information all at once and found difficulty to plow through the concepts or the introductory application with less theory makes the computation more difficult[20].

3.0 SCOPE

This reasearch will focus on the contextual approach, using problem-

based, in the teaching and learning statistics for the second year degree engineering students, UTHM As it is important that the students know the importance of statistics and the application of statistics in engineering, this research will focus on statistics subject. The duration of this research is 3 years.

4. 0 OBJECTIVES OF THE RESEARCH

The objectives of this research are as follow:

1. To determine whether using statistics video clips embedded in power point presentations in learning statistics help students to understand the statistics concepts

2. To determine whether using the mathematical lab using SPSS in

learning statistics helps students to understand the statistics concepts

3. To determine whether the class activities using problem-based

learning helps students to understand the statistics concepts.

4. To determine whether there is a significant difference between the test result of the contextual group with the non-contextual group.



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5.0 METHODOLOGY

In this research, a quasi-experimental research design is used. The research instruments will consist of 2 sets of questionnaires, 3 quizzes and a standard test. The 1st set of questionnaires which will consist of 5 main sections : Background, Teaching and learning approach, Video, Class activities, Statistics lab. The 2nd set of questionnaires will consist of 3 main sections: creativity, criticality and team working. Likert scale will be used as a form of measurement. Before the questionnaires are given to the respondents, a pioneer test will be done where ten degree students will be randomly selected to answer the questionnaires. The pioneer test is to find the value of the Alpha-Cronbach, that is to determine the validity of the questionnaires. Solomons Four-Group Design will be used where the students will be divided into four groups: 2 control groups and 2 treated groups as shown in the attachment. This design allows the researcher to assess whether there is an interaction between the treatment and the pretest. This design combines two basic experimental designs.

Solomons Four-Group Design : R Group A Pretest Treatment Posttest R Group B Pretest No Treatment Posttest R Group C Treatment Posttest R Group D No Treatment Posttest

The study will focus on the teaching and the learning that provide concrete hands-on application of materials to be learned. It will investigate whether the contextual approach in using mathematics lab, statistics video clips embedded in power point presentations and class activities is effective, that is, the degree technical students are able to understand the mathematics concepts and apply the concepts in their engineering subjects.

Independent t-test is used with the achievement test as the independent

variable for the Grouping Variable and the students marks as the dependent variable for the Test Variable. All data will be collected through the questionnaire survey and 3 quizzes on these technical students after they do the class activities, watch the mathematics video and they do the mathematical lab. The treated groups will do all the three activities that are contextually design while the 2 control groups will do all the 3 activities that is non-contextually design. After they do all the activities, a common test will be given to all students. This research will produce a proper implementation of contextual approach in the teaching and the learning mathematics in higher learning institutions and the research findings will indicate whether the technical students understand mathematics concept better by using the contextual approach

Frequency and percentage will be used to answer the first three research questions. Inference statistics will be used to study the effectiveness of understanding mathematical concept using contextual approach. The research hypothesis is as below:

Ho : control = treated



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Ha : control treated

An observations of the activities and interview will be also carry out to complement the quantitative study.

CONCLUSION

This research will produce a proper implementation of contextual approach in the teaching and the learning mathematics in higher learning institutions. Hence it will help students to learn mathematics and most importantly to apply it in their engineering subjects.

REFERENCES

[1] Funderstanding (2001). Vygotsky and Social Cognition. http://www.funderstanding.com/vygotsky.cfm. Retrieved 12 July, 2007.

[2] Atherton J. S. (2005). "Learning and Teaching". http://www.learningandteaching.info/learning/constructivism.htm. Retrieved 12 July, 2007.

[3] First Tech Prep National Convention, organized by Technical Education Department, Malaysian Ministry of Education in September, 1997.

[4] National Conference on Teacher Quality, Department of Education. Washington D.C., USA in January, 2000.

[5] Kolb, D. A. Experiential Learning : Experience As The Source of Learning and Development. (Englewood : Prentice Hall, 1985).

[6] National Conference on Teacher Quality, Department of Education. Washington D.C., USA in January, 2000.

[7] Mohd Zaidi Abdul Hamid and Nafisah @ Kamariah Md Kamaruddin A Survey Of The Application Of Multimedia In The Process Of Teaching And Learning In Kuittho, Malaysia.4th International Conference On Technology In Teaching And Learning In Higher Education. Beijing, China : 2005.

[8] Baharuddin Aris, Jamaluddin Hj Harun, Noraffandy Yahya, and Zaidatun Tasir, Teknologi Pendidikan : Modul Pembelajaran Johor (Univeristi Teknologi Malaysia, 2000).

[9] Nurhaiza Abd Wahab and Nafisah @ Kamariah Md Kamaruddin.). Learning Styles Of Form Four Electrical Engineering Students In Three Technical Schools In Malaysia. 3rd International Seminar on Learning and Motivation. Universiti Utara Malaysia, Malaysia, 2005.

[10] Zahariah Mohd Zain, Geetha Subramaniam, and Arlinah Abd Rashid. 2004. Cooperative Learning in an Economic Classroom. INCULT 2004 : International Conference on University Learning & Teaching. UiTM Shah Alam, Malaysia. Unpublished.

[11] Borich G. D., Effective Teaching Methods. (New Jersey : Prince-Hall Inc., 1996).

[12] Messier, William P. Traditional Teaching Strategies verses Cooperative Teahcing Strategies : Which Can Improve Achievement Scores in Chinese Middle Schools? US-China Education Review, ISSN1548-6613,Volume 2, No1(Serial No.2). Jan 2005,USA.



9

[13] Berns, Robert G and Erikson, Patricia. (2001). Contextual Teaching and Learning. The Higlight Zone : Research @ Work No . 5. The National Centers for Career and Technical Education, USA.

[14] Fogarty, Robin ( 1997). Problem-based Learning & Other Curriculum Models for the Multiple Intelligences Classroom. SkyLight Training and Publishing Inc.

[15] Cole, Michael and Wertsch, James V. (2001). Beyond the Individual-Social Antimony in Discussion of Piaget and Vygostky. http://www.massey.ac.nz/%7Ealock/virtual/colevyg.htm. Retrieved 12 July, 2007.

[16] Acar, B. S. and Newman, I. A. "Students as Tutors Learning Problem-Solving Skills by Tutoring PBL", International Journal Engineering Education, Vol, 19, No.5, pp 712-716 (2003).

[17] Cockayne, W., Feland III, J. M. and Leifer L. (2003)Using the Contextual Skills Matrix for PBL Assessment. International Journal Engineering Education, Vol, 19, No.5, pp 701-705.

[18] De Graaff, E. and Kolmos, A. Characteristics of Problem-Based Learning. International Journal Engineering Education, Vol, 19, No.5, pp 657-662.

[19] Zolin, R., Fruchter, R. and Levitt, R. (2003). Reaslism and Control: Problem-Based Learning Programs as a Data Source for Work-Related Research. International Journal Engineering Education, Vol, 19, No.6, pp 788-798.

[20] Nasr, K and Thomas, C. (2004). Student-centered, Concept-embedded Problem-based Engineering Thermodynamics. International Journal Engineering Education, Vol, 20, No.4, pp 660-670.



10

IMPACT ON THE IMPLEMENTATION OF BILINGUALISM IN SCIENCE AND MATHEMATICS IN HIGHER EDUCATION

MOHINI MOHAMED AZIZ NORDIN

Department of Science and Mathematics Education, Universiti Teknologi Malaysia [email protected] [email protected]


ABSTRACT - Understanding bilingualism in science and mathematics education and developing a principled instruction is a pressing issue in Malaysian system of education. With the implementation of government policy of teaching science and mathematics in English starting from year 2003, an increasing number of students are affected with this policy. It is vital to examine the view of instructors from tertiary level, who are bilingual themselves, about their views in the implementation of this policy. An initial study has been undertaken to examine the view of instructors from two public universities in Malaysia. A total of 175 respondents comprise of professors, associate professors and lecturers from eleven faculties participated in the research. It is important to gather theoretical and practical information from a variety of societal context in order to empower educators to see possibilities beyond their own constraints and to be able to perform their role appropriately. In the context of Malaysia, even though the dilemma was due to governmental initiatives, it is important to raise the consciousness of the bilingual educator and to liberate their view of bilingual education beyond a simple governmental definition or a single societal perspective. Keywords: Bilingualism, Science and Mathematics Education, Current Issues In Higher Education



11

1.0 INTRODUCTION

Globalization is impacting on education system in many countries throughout the world. One aspect of this process is the language usage in the teaching of science and mathematics. This is particularly true in the context of Malaysia. The phenomenon where knowledge, value, principle and curricular developed in a local context gaining a global adherence is perceived as being an inevitable outcome. (Clarkson,. 2004). At the beginning of the 1970s, the main medium of instruction of Malaysian school system was changed from English to Malay, the national language. This was done in some way for political reason and motivated by the call of patriotism and moving away from colonial influence. However from 2003 onwards, the government has launched a reform in education system where all first year primary, secondary and Malaysian matriculation college has to use English in teaching science and mathematics as well as related subjects. The level that started to be affected with this policy were year 1 in primary school, form 1 in lower secondary schools and form 6 for higher secondary and matriculation level. The level that were affected increased gradually and culminated to all level affected by year 2008 including the tertiary level. Public university in Malaysia has mandated that English is to be used as a medium of instruction for all science and mathematics related courses starting from semester 1 for 2005/6 session and all first year courses beginning 2006/7 session. The implementation of this policy brings obvious ramification in the teaching of mathematics in higher education. 2.0 ENGLISH AS GLOBAL ISSUES IN SCIENCE AND MATHEMATICS

EDUCATION

Students are required to take English exam as a compulsory requirement for entrance to public university. MUET (Malaysian undergraduate English Test) result for new entry student for the 2007/8 intake at one public university which can be considered as a typical sample for other public university indicated that most students scored below the satisfactory level in English competency. From the population of 2916 new students intake at a public university, about 72.7% has a score of band 1, 2 and 3. (FIGURE 1)



12

FIGURE 1: MUET score for 2007/8 students intake

Courtesy of Centre for Teaching & Learning, Universiti Teknologi Malaysia (2007)

After four years of implementation of the policy, it is obvious that the

incoming students that were admitted to university and other higher institution still have low proficiency in English. This scenario sends alarming signal and brings the Malaysian education system in great turmoil. The greatest dilemma of Malaysian education system has been its inability to understand the ethno linguistic complexity of bilingual education and its impact on student, classroom and society in such a way as to enable teacher and instructor to make informed decision about practice in classroom setting. There is a need in Malaysian education system for information about sociolinguistic and psycholinguistic issues that surround bilingualism in science and mathematics education. It is important to gather theoretical and practical information from a variety of societal context in order to empower educators to see possibilities beyond their own constraints and to be able to perform their role appropriately. In the context of Malaysia, even though the dilemma was due to governmental initiatives, it is important to raise the consciousness of the bilingual educators and to liberate their view of bilingual education beyond a simple governmental definition or a single societal perspective (Baker, 1996). A common assumption is that mathematics is a universal language and as such mathematical symbols cut across nations, ethnicity and cultures with different languages. However a study by Aziz et al (2000) showed that there is a strong correlation between test score in science and mathematics with English test score. The result indicated that student with high proficiency in English were more likely to achieve high scores in their science and mathematics test. In other word, the findings revealed that students with low proficiency in English are

51

544

1526

667

127

10

200

400

600

800

1000

1200

1400

1600

1800

1 2 3 4 5 6

UTM



13

somewhat deprive of achieving high score in science and mathematics. This raise the issues of equity and language gap which is tantamount to creating performance gap in education. 3.0 RESEARCH METHODOLOGY

The data for the research were collected from two public universities in Malaysia. A total of 175 respondents comprise of professors, associate professors and lecturers from eleven faculties had participated in the research. Questionnaires were used as the instrument for data collection and later analyzed using SPSS (Statistical Package for social science) software. The statistics used in the research were frequencies and percentages. 4.0 FINDINGS

The study indicated that some of the reasons behind the use of English in classroom setting for most of the respondent in order of importance were as below:

a. contributes to the internationalization of the university b. is necessary for competition in the job market c. is meaningful for Malaysian students, since it provides training in

an internationalized context d. makes it possible for students from many cultures to learn

together There is an innate wish among the respondents to contribute to the

internationalization of their university by conducting their courses in English (Table 1). By doing so, the respondents feel that they can provide platform in enhancing the proficiency of English among their student. The reason for using English can be seen as utilitarian in nature because they hope by acquiring and mastering English among their students can improve their prospect in the job market. The government is exerting effort to make Malaysia as the center of learning in the world map. In line with this aspiration, public universities has received enrollment from international students from various countries especially from the Middle East and Africa. The respondents feel that it is important to conduct their course in English in order to facilitate the students from different countries and cultures to learn together with the local students.

TABLE 1: Positive views

Items on positive views M Disag Ag

1. contributes to the internationalization of the university 2.81

10

(6.17) 152

(93.83) 2. makes it possible for students from many

cultures to learn together 2.73

18 (11.39)

140 (88.61)

6. is meaningful for Malaysian students, since it provides training in an

2.73

11 (7.43)

137 (92.57)



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internationalized context 8. is unavoidable given the prevalence of

the English language 2.21

32 (30.48)

73 (69.52)

10. is necessary to compete with the world 2.69

16 (10.60)

135 (89.40)

11. is necessary for competition in the job market

2.80

11 (6.79)

151 (93.21)

Despite the low English proficiency among Malaysian university students, their instructors strongly feel that Malaysian students are able to compete internationally. However, there are negative arguments as well, such as, Malaysian students are more passive than other international students namely Africans, Bosnian or other Asian students (Table 2 and Table 3). Given their low English proficiency, 81.25% of the respondent viewed that Malaysian students have insufficient training in stating their opinion in English. Naturally, the student who has a good command of English tend to dominate the class discussion. However, this seem to be an elite group because less than 10 percent of Malaysian population has good command of English and are comfortable in using it as a form of communication(Johari et al., 2006). TABLE 2: Positive views for courses taught in English M Disag Ag

1. It is livelier than a regular course 1.84

30 (44.12)

38 (55.88)

5. It is exciting since there are many different opinions

2.07

13 (15.48)

71 (84.52)

12. Malaysian students can compete internationally

2.50

6 (4.58)

125 (95.42)

TABLE 3: Negative views for courses taught in English

M Disag Ag

2. Malaysian students are more passive than other Asian Students

1.87

37 (41.57)

52 (58.43)

3. Malaysian students are more passive than other non-Asian foreign students (Africans, Bosnians, etc)

1.84

35 (38.46)

56 (61.54)

4. It is difficult since the needs of the students are diverse

1.64

34 (36.96)

58 (63.04)

5. It is exciting since there are many different opinions

2.07

13 (15.48)

71 (84.52)

6. It is difficult to find teaching material since there are few English publications that share your viewpoint

1.16

122 (91.73)

11 (8.27)

7. The students whose first language is English tend to dominate the discussions

2.16

26 (22.61)

89 (77.39)



15

10. Malaysian students have insufficient training in stating their opinion in English

2.24

24 (18.75)

104 (81.25)

11. Malaysian students have insufficient training in explaining about their country to non-Malaysians

1.87

39 (40.21)

58 (59.79)

The study also give evidence that university instructor prefers to write papers in English (Table 4). The main reason is because they perceived that the paper written in English will be read more widely in the world (Table 5). Writing in English for bilingual instructor is of course not without its hurdle. Admittedly, they have difficulties in writing articles in correct grammatical sentences and it became a common challenge for most English learner. TABLE 4: Writing and publishing papers

ITEM 15 Freq %

1. I write almost all of my papers in English but I also try to publish in Malay

117

66.86

2. I write mostly in Malay, but I also try to publish in English 32

18.29

3. It is not necessary to publish in English in my area 4 2.29

4. Other (Please explain: ______________________)

19

10.86

TABLE 5: Reasons for preference to write in English

ITEM 16 Freq %

1. The paper will be read more widely in the world that way 125 71.43

2. There are not that many academic journals in the national

language in which I can publish 55

31.43

3. People that write in English are more highly considered

even within the country 35

20.00

4. Other (Please explain: ________________________) 67

38.29

5.0 IMPLICATIONS

Unlike the situation that occurs in some western countries, bilingual education in Malaysia is not the needs of minority students but the massive population of student. English is the second language of almost all of the students while their first language maybe Malay, Mandarin or Tamil. How can instructors meet the language development needs of these students while at the same time providing all of them the opportunity to fully develop their science and mathematics knowledge at the requirement level? There is no immediate,



16

absolute or universal answer. All university programs have to be adapted according to the local context.

Students need access to multicultural environment, appropriate use of first language and use effective English method of content instruction as well as opportunity to show their competence in a variety of ways. In an active integrated learning environment, the development of language proficiency, thinking skills and science and mathematics knowledge are all intertwined. In the beginning, the use of instruction time for mathematics might be insufficient because of the emphasis of language development. However one can imagine a range of instructional emphasis as in FIGURE 1.

FIGURE 2: A continuum of instructional emphasis Situations arise in which end of the continuum maybe appropriate for an instructional emphasis in bilingualism education. And as a continuum, there is not always a clear demarcation between the language focus and the content focus. The concurrent approaches, the switching back and forth in one lesson between two languages are the most common approach. Concurrent approach is actually a skill that needs to be developed. The rationale for the skilled use of concurrent approach is to make the lesson comprehensible to all students and is accessible in an intellectually challenging ways. However, because of the primacy of language as a vehicle for cognitive and academic development, how it is used in the bilingual classroom can have a significant impact on the question of the learning environment. The following is a summary of recommendations brought forth from this study:

Implementation of bilingualism should be grounded in the context of socio cultural, economic and ideological realities

Instead of focusing on deficiencies, instruction should build on the background and interests that student brings to classroom.

Bilingualism instruction has to provide a balance and integrated environment in developing thinking skills, science and mathematics knowledge as well as language proficiencies.

Concurrent approach or a skilled use of both languages may become a part of teaching process in science and mathematics instruction.

Instructional emphasis

Use of science and mathematics to

develop English

Use of English to develop science and mathematics



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6.0 CHALLENGES

This initial study emphasized that the implementation of bilingualism in science and mathematics raise several dilemmas and issues. The instructors need to cope in situations where they will not have full control of their situation. Intake of students to public university who are low proficiency in English compelled instructors to switch back and forth from their mother tongue to English. Instead of being frown upon, this practice could create opportunities for bilingual learners to flourish. There is a need to shift to other socio cultural perspective in countering the obstacles of bilingualism in science and mathematics learning. A socio cultural perspective shift away from deficiency models of bilingual learner and instead focuses on describing the resources bilingual students use to communicate mathematically (Moschkovich). By refusing to shift to socio cultural perspective, may result in designing instructional policy that neglects the experiences and competencies of student that they bring to science and mathematics classroom. If all we see are students, who dont speak English, mispronounce English words, incapable to discuss in English, instruction will focus on this deficiencies. If, instead, we learn to recognize the science and mathematical ideas this student express in spite of their accents, code-switching, or missing vocabulary, then instruction can build on students competencies and resources. How to implement socio cultural perspective in order to better understand the processes underlying bilingualism in learning science and mathematics needs further exploration. CONCLUSION

Understanding the complexity of bilingual science and mathematics education and developing a framework for bilingual education in science and mathematics instruction is a pressing practical issue in Malaysia. When the government mandated the policy of using English in teaching science and mathematics, there followed an unquestioned aggressiveness on the part of some administrator of schools and higher education institutions in implementing the rule. An increasing number of students who enter public university will have to face the dilemma of learning science and mathematics and other related courses entirely in English. It is crucial for teachers and educators to make an informed decision and performed an appropriate role in supporting bilingualism in a changing classroom setting. ACKNOWLEDGEMENT

I would like to appreciate and extend my gratitude to Research Management Center of Universiti Teknologi Malaysia for the full support of this research. I am also indebted to Professor Rosnani Hashim for her help in distributing and analyzing the data from various faculties at International Islamic University of Malaysia.



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REFERENCES [1] Barwell, R. & Clarkson, P. Researching Mathematics Education in

Multilingual Contexts: Theory, Methodology and the Teaching of Mathematics. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, vol. I (pp.227-256) (2004)

[2] Clarkson, P.C. Teaching Mathematics in Multilingual Classrooms: The Global Importance of Contexts. In I.P.Cheong, H.S.Dhindsa, I.J.Kyeleve & O.Chukwu (Eds.), Globalisation Trends in Science, Mathematics and Technical Education (pp.9-23). Brunei Darussalam: Universiti Brunei Darussalam (2004)

[3] Clarkson, P.C. Language, Logical Thinking and Communication in

School Mathematics: Whose Responsibility. In H.S.Dhindsa, L.S.Bee, P.Achleitner & M.A.Clements (Eds.), Studies in Science, Mathematics and Technical Education (pp.99-116). Brunei Darussalam: Universiti Brunei Darussalam (2003)

[4] Clarkson, P.C. & Atweh, B. More Perspective on The Impact of Globalisation on Mathematics Education in Higher Education in Australia. In L.Bragg, C.Campbell, G.Herbert & J.Mousley (Eds.), Mathematics Education Research: Innovation, Networking, Opportunity (pp.238-245). Geelong, Vic.: Mathematics ducation Research Group of Australia (2003)

[5] Ester J. de Jong Effective Bilingual Education: From Theory to Academic Achievement in a Two-Way Bilingual Program. Bilingual Research Journal, vol. 26 (1) (2002)

[6] Moshkovich, Judith To appear in N.Nassir and Cobb (Eds.) Diversity, Equity, and Access to Mathematical Ideas. Teacher College Press (In press)



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HUBUNGAN PENGAJARAN PENSYARAH DAN MINAT PELAJAR DENGAN KEFAHAMAN KONSEP MORAL

MOHAMAD KHAIRI HAJI OTHMAN ABDULL SUKOR SHAARI

Fakulti Sains Kognitif dan Pendidikan,Universiti Utara Malaysia


ABSTRAK - Pengetahuan dan kefahaman moral akan menimbulkan kesedaran dan penghayatan kepada pelajar tentang pelbagai isu moral yang seterusnya menguasai dan mempengaruhi amalan dan tindakan seseorang. Pensyarah merupakan faktor terpenting dalam mempengaruhi persepsi dan kefahaman pelajar tentang moral. Kertas kerja ini akan membincangkan hasil kajian yang berkaitan dengan hubungan pengajaran pensyarah dan minat pelajar dengan kefahaman konsep moral. Kajian ini dijalankan melalui kaedah tinjauan dengan mengedarkan soal selidik kepada 305 orang pelajar Universiti Utara Malaysia. Fokus utama kajian ini adalah untuk mengenal pasti tahap kefahaman moral dalam kalangan pelajar dan adakah terdapat hubungannya dengan pengajaran pensyarah dan minat pelajar. Hasil kajian mendapati secara keseluruhannya, kefahaman konsep moral responden kajian ini didapati adalah tinggi dan dimensi agama menunjukkan tahap kefahaman yang paling tinggi berbanding dimensi-dimensi lain. Dapatan kajian juga menunjukkan terdapat hubungan yang signifikan antara pengajaran pensyarah dan minat pelajar dengan kefahaman konsep moral dalam kalangan responden. Walaupun begitu, masih ada perkara yang perlu diperkemaskan bagi meningkatkan lagi mutu pengajaran dan pembelajaran kursus-kursus berkaitan etika dan moral di IPTA khususnya untuk merealisasikan agenda negara dalam aspek pembangunan modal insan. Sehubungan itu, implikasi dan cadangan juga turut diperbincangkan dalam kertas kerja ini untuk dikongsi bersama.

1.0 PENGENALAN

Dalam sistem pendidikan di negara kita penumpuan terhadap dasar pendidikan untuk melahirkan insan yang baik, menyeluruh dan bersepadu dari segi jasmani, emosi, rohani dan intelek adalah jelas berdasarkan apa yang tersurat pada Falsafah Pendidikan Kebangsaan. Elemen akhlak dan moral adalah merupakan salah satu unsur yang penting dalam memastikan hasrat Falsafah Pendidikan Kebangsaan ini tercapai. Al-Attas (1980) dan Ashraf (1985)



20

telah menegaskan bahawa pembangunan insan yang baik adalah menjadi matlamat yang utama di dalam sistem pendidikan negara. Menurut mereka, insan yang baik dengan sendirinya akan melahirkan warganegara yang baik manakala warganegara yang baik tidak semestinya melahirkan insan baik. Pendidikan akhlak dan moral adalah amat penting kepada mereka khususnya di kalangan generasi muda. Oleh itu, setiap pelajar perlu memahami, menghayati dan mengamalkan kesemua prinsip-prinsip akhlak dan moral.

Dalam era globalisasi ini, amalan nilai dan akhlak telah menjadi begitu kompleks dan ini telah menimbulkan persoalan dan mungkin mengelirukan tentang apakah yang dianggap baik dan betul dalam pemikiran dan tingkahlaku pelajar. Dalam media sering memaparkan situasi di mana pelajar-pelajar terlibat dalam kegiatan yang bukan hanya membahayakan nyawa dan kemuliaan sendiri tetapi juga orang lain seperti gengsterisme, buli-membuli, mencuri, kehamilan, pelacuran, dadah dan sebagainya. Ini semuanya akibat mereka yang tidak menghiraukan tentang akhlak dan moral yang baik.

Sesungguhnya penampilan manusia yang berakhlak dan bermoral merupakan sesuatu yang diharapkan oleh masyarakat. Tanpa ada kefahaman yang sebenar tentang konsep akhlak dan moral sudah tentu ia amat sukar untuk dihayati dan diamalkan dalam kehidupan. Dalam hal ini, para pelajar perlu mempunyai kefahaman yang mantap terhadap konsep akhlak dan moral seterusnya dapat berakhlak mulia dan bermoral pada setiap masa dan dimana jua.

2.0 PENYATAAN MASALAH

Masyarakat sering membincangkan tentang masalah keruntuhan akhlak terutama dalam kalangan remaja khususnya para pelajar di sekolah dan di institusi pengajian tinggi. Remaja sering dikatakan tidak berakhlak, tidak pandai membuat pertimbangan dan pelbagai lagi ciri negatif (Lihanna, 2001). Masalah sosial yang melibatkan golongan remaja dengan budaya lepak, curi, dadah, bohsia dan sebagainya telah didedahkan kepada kita setiap hari menerusi akhbar, radio dan televisyen. Mengikut kenyataan Napsiah (Berita Harian, 3 Februari 1993) dalam Azizi dan Yusof (2001) bilangan remaja yang rosak akhlak masih tinggi. Pada tahun 1988 sebanyak 3, 978 kes dicatatkan, 4,111 kes pada tahun tahun 1989, 3,763 kes pada tahun 1990 dan 2658 kes sehingga Oktober 1996. Selain daripada itu, pihak Kementerian Pelajaran Malaysia telah mengakui bahawa terdapat 76, 300 pelajar di negara ini terlibat dalam pelbagai masalah disiplin termasuk juga kegiatan samseng (Utusan Malaysia, 3 September 2003).

Tidak dapat dinafikan lagi masalah keruntuhan akidah dan sosial seperti gejala murtad, keruntuhan akhlak, zina, rogol, serta kegagalan remaja untuk melaksanakan tuntutan asas sebagai seorang insan telah menimbulkan pelbagai pandangan dan persepsi di dalam masyarakat terhadap sejauhmana kefahaman konsep akhlak dan moral dalam kalangan remaja.

Pendidikan akhlak dan moral adalah penting kerana ianya dapat membantu pelajar merungkai pelbagai situasi dan isu moral yang mungkin mereka hadapi dalam kehidupan harian mereka. Kepentingan mata pelajaran ini menjadi lebih ketara memandangkan peningkatan gejala sosial dalam kalangan remaja kini. Walaupun beberapa pendekatan dan langkah telah diambil oleh



21

pihak berwajib termasuk menerapkan nilai murni merentas kurikulum, masalah gejala sosial dalam kalangan remaja masih tidak dapat dibendung secara berkesan (Asmawati, Rahyl & Abdul Rahman, 2001).

Dalam kajian Ab. Halim dan Zarin (2001) yang bertujuan melihat persepsi pelajar terhadap konsep akhlak mendapati ada responden yang mendefinisikan orang yang berakhlak adalah individu yang mempunyai dan mengamalkan sifat-sifat mulia yang tidak menghubungkaitkan definisi-definisi tersebut dengan nilai-nilai keagamaan yang menjadi teras akhlak di dalam Islam. Keadaan ini mungkin timbul disebabkan kefahaman mereka yang menganggap orang yang berakhlak sama dengan orang bermoral. Kekeliruan ini harus segera diperbetulkan kerana nilai-nilai akhlak dalam Islam adalah berteraskan kepada al-Quran dan Sunnah yang bersifat tetap, universal dan tidak berubah-ubah. Manakala nilai-nilai moral pula berasaskan kepada pemikiran rasional, tidak tetap dan berubah-ubah mengikut suasana dan masa.

Kajian Ab. Halim dan Zarin l (2002) juga mendapati sejumlah kecil responden tidak dapat menghubungkaitkan keimanan kepada Allah (s.w.t) serta ilmu agama yang ada pada seseorang dengan kepentingan pelaksanaan nilai-nilai akhlak dalam kehidupan mereka. Maka, definisi-definisi mereka kurang menepati konsep akhlak dalam Islam kerana ilmu, keimanan dan pelaksanaan perlu disepadukan bagi menyempurnakan ketaqwaan dan kepatuhan kepada Allah dan kesempurnaan keimanan seseorang individu.

Sementara itu Asmawati, Rahyl dan Abdul Rahman (2001) dalam kajiannya mendapati kebanyakan responden kurang memahami dengan tepat makna moral yang mana dapatan menunjukkan bahawa 83.6% responden menyatakan orang bermoral ialah orang yang sentiasa mematuhi peraturan dan undang-undang masyarakat dan 79.9% menyatakan orang bermoral ialah orang yang berkelakuan baik dalam semua situasi.

Begitu juga kefahaman yang tidak jelas tentang aspek penerapan nilai-nilai murni dan proses pengajaran dan pembelajaran juga wujud dalam kalangan guru-guru baru dan lama (Pusat Perkembangan Kurikulum, 1992).

Dapatan-dapatan ini memberi gambaran tentang kefahaman terhadap akhlak dan moral dalam keadaaan yang bermasalah dan faktor pengajaran pensyarah dan minat pelajar memainkan penting dalam kefahaman berkaitan dengan konsep etika dan moral. Justeru, kertas kerja ini cuba ingin mengenengahkan dapatan kajian berkaitan dengan kefahaman konsep moral di kalangan mahasiswa dan adakah faktor pengajaran pensyarah dan minat pelajar mempengaruhi kefahaman konsep moral di kalangan responden.

2.1 SOALAN KAJIAN

1. Apakah tahap kefahaman pelajar terhadap konsep moral?

2. Adakah terdapat hubungan antara pengajaran pensyarah dan minat pelajar dengan kefahaman pelajar terhadap konsep moral?



22

3.0 METODOLOGI KAJIAN

Kajian ini berbentuk kuantitatif dengan menggunakan kaedah tinjauan berdasarkan soal selidik yang dijawab oleh responden. Populasi sasaran penyelidik ialah semua pelajar Universiti Utara Malaysia yang mengambil kursus Sains Pemikiran dan Etika Semester Kedua Sesi 2005/2006 iaitu seramai 1327 orang pelajar. Sampel kajian ini adalah seramai 305 orang pelajar yang dipilih secara rawak mudah.

Kajian ini akan menggunakan borang soal selidik sebagai instrumen. Ia dibentuk berpandukan adaptasi daripada kajian-kajian lepas. Instrumen Kefahaman Moral mengandungi 4 item bagi setiap dimensi. Soalan-soalan ini dibentuk dan diubahsuai berpandukan kajian oleh Arlene (1980), Nageswararav (1991) dan Nur Surrayyah (1999). Instrumen aspek pengajaran pensyarah Sains Pemikiran dan Etika terdiri 9 item dan aspek minat terhadap kursus Sains Pemikiran dan Etika atau Pendidikan Moral juga terdiri 9 item. Soalan-soalan dibentuk dan diubah suai berpandukan kajian Ab. Halim dan Khadijah (2003) dan Haryati (2004). Item-item tersebut menggunakan skala Likert yang terdiri daripada empat pilihan jawapan iaitu 1 = sangat tidak setuju, 2 = tidak setuju, 3 = setuju dan 4 = sangat setuju.

Kajian rintis telah dijalankan terhadap 40 orang pelajar minor Pendidikan Moral Fakulti Sains Kognitif dan Pendidikan Semester Kedua Sesi 2005/2006. Data daripada kajian rintis tersebut digunakan untuk menentukan tahap kebolehpercayaan instrumen dan memantapkan item-item soal selidik. Ujian Cronbach Alpha dijalankan dan didapati nilai alpha bagi setiap bahagian item berada di atas 0.7 dan ini menunjukkan instrumen tersebut mempunyai kebolehpercayaan yang boleh diterima untuk menjalankan kajian ini.

Data kajian sebenar dikumpulkan dan dianalisa dengan menggunakan perisian Statistical Packages for Social Science (SPSS). Statistik deskriptif digunakan untuk melihat frekuensi, peratus dan min. Ujian Korelasi Pearson digunakan untuk menentukan hubungan pengajaran pensyarah dan minat pelajar terhadap kursus Sains Pemikiran dan Etika dengan kefahaman moral.

4.0 DAPATAN KAJIAN

Tahap kefahaman pelajar terhadap konsep moral

Berdasarkan Jadual 1, tahap kefahaman pelajar terhadap konsep moral secara keseluruhannya adalah tinggi iaitu berada pada min 3.22 (SD = .31). Seterusnya, Jadual 1 menunjukkan kefahaman responden dianalisis mengikut setiap dimensi. Dimensi Agama menunjukkan min yang paling tinggi (min = 3.57, SD = .46), diikuti dimensi tradisi (min = 3.27, SD = .41) dan dimensi universal (min = 3.01, SD = 51). Min yang paling rendah mengikut dimensi ialah dimensi relatif (min = 3.01, SD = .40)



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Jadual 1 : Ringkasan Statistik Deskriptif Kefahaman Konsep Moral

Mengikut Dimensi dan Keseluruhan

Bil. Item Min S.D.

Dimensi Agama 4 3.57 .46

Dimensi Tradisi 4 3.27 .41

Dimensi Universal 4 3.02 .51

Dimensi Relatif 4 3.01 .40

Konsep Moral Keseluruhan

16 3.22 .30

Hubungan antara pengajaran pensyarah dan minat pelajar dengan kefahaman konsep moral.

Daripada Jadual 2 dibawah, dapatan menunjukkan terdapat hubungan yang positif dan signifikan antara pengajaran pensyarah dengan kefahaman moral (r=0.33, p



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5.0 PERBINCANGAN

Secara keseluruhannya tahap kefahaman konsep moral dalam kalangan responden adalah tinggi iaitu min 3.22. Kajian ini juga mendapati kefahaman konsep moral mengikut dimensi menjelaskan bahawa dimensi agama menunjukkan tahap kefahaman yang tinggi, diikuti dimensi tradisi, dimensi universal dan yang terakhir dimensi relatif. Dapatan kajian ini bersesuaian sebagaimana pendapat (McGregor, 1977) menjelaskan bahawa moraliti bererti nilai-nilai yang bersifat mutlak dan tatahukum, peraturan dan kod-kod nilai-nilai moral yang tetap. Selain itu, dapatan menunjukkan kefahaman moral dimensi agama adalah tinggi berbanding dimensi-dimensi lain dan ini selari dengan pandangan Peters (1973) yang menjelaskan bahawa kod-kod nilai moral dan peraturan yang bersifat tetap merupakan garis panduan untuk tingkahlaku bermoral dalam masyarakat. Peters (1973) juga menyatakan bahawa konsep moraliti seumpama ini pada hakikatnya berasal daripada ajaran dan dogma agama, malah kadangkala pendidikan moral sering dihubungkaitkan dengan pendidikan agama yang tidak boleh dipersoalkan kewibawaannya.

Sementara itu, dalam melihat perkaitan antara pengajaran pensyarah dengan kefahaman konsep moral. Dapatan kajian ini menjelaskan bahawa terdapat hubungan yang signifikan antara pengajaran pensyarah dengan kefahaman konsep moral (r = 0.33, p



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bahasa Inggeris tingkatan dua. Ini menjelaskan bahawa semakin pelajar minat terhadap sesuatu kursus atau mata pelajaran akan meningkatkan kefahaman dan pencapaian pelajar dalam kursus yang dipelajari.

Aspek yang agak penting dalam meningkatkan minat pelajar dalam pembelajaran adalah suasana persekitaran yang memberangsangkan dan suasana pembelajaran yang kondusif. Isahak dan rakan (1988) menyatakan tempat atau bilik darjah perlu strategik dan jauh dari sebarang gangguan seperti kebisingan, pertembungan kelas dan lain-lain. Pelajar perlu diberi suasana kelas yang berlainan dari biasa dan bersesuaian dengan tajuk yang akan dibincangkan pada hari itu. Tindakan ini akan lebih membantu mempercepatkan pemahaman pelajar terhadap isi pelajaran disamping menimbulkan semangat baru dalam diri pelajar. Dapatan kajian Noorlia (2000) menjelaskan bahawa pelajar boleh belajar dengan baik dalam pelbagai situasi pembelajaran dan pelajar lebih cenderung untuk belajar dengan suasana pembelajaran pelbagai cara.

KESIMPULAN

Hasil kajian ini diperlihatkan tahap kefahaman konsep moral adalah baik dan dimensi agama menunjukkan tahap kefahaman yang paling tinggi berbanding dimensi-dimensi lain, justeru program dan projek-projek berbentuk keagamaan haruslah diperhebatkan lagi oleh semua pihak ke arah meningkatkan dan memantapkan moral di kalangan pelajar.

Selain itu, dapatan kajian juga menunjukkan terdapat hubungan yang signifikan antara kepentingan kursus Pendidikan Moral atau Sains Pemikiran dan Etika serta minat pelajar dengan kefahaman konsep moral, justeru kursus seperti ini perlu diberi perhatian serius dan diwajibkan kepada semua pelajar sebagai teras universiti.

Dapatan kajian ini juga menjelaskan bahawa pengajaran pensyarah mempunyai hubungan yang siginifikan dengan kefahaman konsep moral dalam kalangan pelajar. Justeru, para pensyarah haruslah meningkatkan keprofesionalisme ke tahap yang lebih tinggi. Para pensyarah hendaklah sentiasa mengamalkan amalan pendekatan pengajaran yang lebih baik , berkesan dan bersifat andragogi. Siri bengkel berkala perlu diadakan bagi tenaga pengajar untuk tujuan mengemaskini pengetahuan pengkuliahan, bahan bacaan dan mempertingkatkan kefahaman tentang ilmu berkaitan strategi pengajaran yang berkesan atau aspek pedagogi dan andragogi.

BIBLIOGRAFI

[1] Ab. Halim Tamuri dan Zarin Ismail. (2001). Persepsi pelajar muslim terhadap konsep akhlak. Kertas Kerja Persidangan Kebangsaan Pendidikan Moral Dalam Dunia Globalisasi, Fakulti Pendidikan Universiti Malaya, 23 25 Mei.

[2] Ab. Halim Tamuri dan Zarin Ismail. (2002). Pendidikan akhlak dalam KBSM : Persepsi pelajar terhadap konsep akhlak. Prosiding Wacana



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Pendidikan Islam (Siri 1) : Kurikulum Bersepadu Pendidikan Islam Menghadapi Cabaran Era Globalisasi. Bangi : Fakulti Pendidikan, Universiti Kebangsaan Malaysia.

[3] Ab. Halim Tamuri dan Khadijah Abdul Razak. (2003). Pengajaran akhlak di sekolah menengah : Persepsi pelajar-pelajar. Prosiding Wacana Pendidikan Islam (Siri 3) : Perkaedahan Pengajaran Pendidikan Islam : Antara Tradisi dan Inovasi. Bangi : Fakulti Pendidikan, Universiti Kebangsaan Malaysia.

[4] Abdul Rahim Abdul Rashid. (2001). Nilai-nilai murni dalam pendidikan : Menghadapi perubahan dan cabaran alaf baru. Kuala Lumpur : Utusan Publications & Distributors Sdn. Bhd.

[5] Abu Seman Sareh Mat Isa. (1997). Penentu pencapaian mata pelajaran sains dan matematik di kalangan pelajar Tingkatan 4 di Daerah Padang Terap. Tesis Sarjana Sains Pengurusan, Universiti Sains Malaysia.

[6] Abu Zahari Abu Bakar. (1988). Memahami psikologi pembelajaran. Petaling Jaya : Penerbit Fajar Bakti.

[7] Al-Attas, Syed Muhammad al-Naquib. (1980). The concept of education in Islam. Kuala Lumpur : ABIM

[8] Arlene Bastion. (1980). Moral education : A survey of teachers perception in selected schools. Tesis Sarjana Pendidikan, Fakulti Pendidikan Universiti Malaya. (Tidak diterbitkan).

[9] Ashraf, Syed Ali. (1985). New horrizon in muslim education. Cambridge : The Islamic Academy.

[10] Asmawati Suhid, Rahyl Mahyuddin dan Abdul Rahman Mad Aroff. (2001). Persepsi pelajar institusi pengajian tinggi terhadap Pendidikan Moral. Kertas Kerja Persidangan Kebangsaan Pendidikan Moral Dalam Dunia Globalisasi, Fakulti Pendidikan Universiti Malaya, 23 25 Mei.

[11] Azizah Lebai Nordin. (1999). Guru pendidikan Islam yang berkesan. Masalah pendidikan, Jilid 22.

[12] Azizi Hj. Yahaya dan Yusof Boon. (2001). Program pemulihan akhlak wanita : sejauhmanakah keberkesanan pusat perlindungan wanita membantu proses pemulihan. Kertas Kerja Persidangan Kebangsaan Pendidikan Moral Dalam Dunia Globalisasi, Fakulti Pendidikan Universiti Malaya, 23 25 Mei.

[13] Cantrell, R.P. (1977). Teacher knowledge, attitudes and classroom teaching correlations of student achievement. Journal of Educational Psychology, Vol. 69, 172-179.

[14] Crow, I. D & Crow, L. (1980). Psikologi pendidikan untuk perguruan (terj) Habibah Alias. Kuala Lumpur : Dewan Bahasa dan Pustaka.

[15] Haryati Borham. (2004). Mata pelajaran tasawwur Islam : Minat dan keberkesanannya terhadap pelajar-pelajar Sekolah Menengah Kebangsaan di Daerah Petaling Jaya, Selangor. Disertasi Sarjana Pengajian Islam, Akademi Pengajian Islam Universiti Malaya. (Tidak



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diterbitkan).

[16] Hopkins, D. & Stern, D. (1996). Quality teachers, quality school : International perspectives and policy implications. Teaching & Teacher Education, 12 (5).

[17] Isahak Haron & rakan. (1988). Asas-asas dalam amalan pedagogi. Kuala Lumpur : Utusan Publication & Distributors Sdn. Bhd.

[18] Kementerian Pendidikan Malaysia : Pusat Perkembangan Kurikulum. (1992). Laporan Pengesahan Awal Perlaksanaan KBSM.

[19] Lihanna Borhan. (2001). Persepsi nilai etika dan idealisme remaja Malaysia. Kertas kerja Persidangan Kebangsaan Pendidikan Moral Dalam Dunia Globalisasi, Fakulti Pendidikan Universiti Malaya, 23 25 Mei.

[20] McGregor. (1977). Moral Education. Dlm. Wong, F.H.K. (ed.). Readings in Malaysian education. Kuala Lumpur : Penerbit Universiti Malaya.

[21] Nageswararav Ramamoorthy. (1991). Persepsi guru-guru sekolah rendah terhadap pendidikan Moral di Daerah Klang dan Kuala Langat. Tesis Sarjana Pendidikan, Fakulti Pendidikan Universiti Malaya. (Tidak diterbitkan).

[22] Noorlia T. Goolamally. (2000). Hubungan antara gaya belajar dengan pencapaian Matematik dan pencapaian akademik di kalangan pelajar. Tesis Sarjana Pendidikan, Fakulti Pendidikan Universiti Malaya.

[23] Nur Surrayyah Madhubala Abdullah. (1999). The understanding of moral education among form four Moral education teachers in the federal territory. Tesis Master of Science, Universiti Putra Malaysia. (Tidak diterbitkan)

[24] Nur Surrayyah Madhubala Abdullah, Izah Isa dan Zakaria Kasa. (2001). Perceptions of pre-service teachers from the Faculty of Educational Studies on the need for Moral education. Kertas kerja Persidangan Kebangsaan Pendidikan Moral Dalam Dunia Globalisasi, Fakulti Pendidikan Universiti Malaya, 23 25 Mei.

[25] Rohayi Mohd Majzub dan T. Subahan Mohd Meerah. (1993). Satu tinjauan sahsiah dan tingkah laku pendidik yang berkaitan dengan embelajaran. Jurnal Pendidikan, 15, 125-135.

[26] Peters. R. S. (1973). Reason and compassion. London : Routledge and Kegan Paul.

[27] Sufean Hussin. (1989). Pengajaran nilai dalam kurikulum. Petaling Jaya : Fajar Bakti Sdn. Bhd.

[28] Utusan Malaysia, (September 3, 2003).



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TEACHERS USE OF QUESTIONS IN ESL CLASSROOMS

KALYANI RAJOO

Language Department, Darulaman Teacher Training Institute, 06000 Jitra, Kedah. kelly_rajoo @yahoo.com Universiti Putra Malaysia 2007. Semua Hak Cipta Terpelihara. Prosiding Persidangan Pengajaran dan Pembelajaran di Peringkat Institusi Pengajian Tinggi (CTLHE07), The Palace of Golden Horses, Seri Kembangan, Selangor 12-14 Disember 2007

ABSTRACT - Oral questions play a significant role in the language classroom. Despite arguments that classroom questions do not reflect questions that are asked in real conversations outside the classroom and whether language teaching methodologies need the sort of interaction produced by questions (Chaudron, 1988), language teachers regard questions as an effective tool to initiate the target language and to help students learning by providing them opportunities to practice the target language. This paper reports on a qualitative study exploring the use of display and referential questions and their effect on students responses. The aim of the study was also to investigate the use of probing questions to follow-up and extend the students responses. Data was collected from 2 ESL classrooms in a teacher training institute by means of classroom observations. This paper discusses the results of the study and concludes with recommendations for ESL teachers on ways of utilizing questions effectively in the language classroom.

1.0 INTRODUCTION

One of the aims of teaching English as a second language (L2) is to facilitate opportunities for second language learners to use the language for oral communication and maximize opportunities for language acquisition to take place. In the classroom, teachers have long used questions to stimulate student thinking, facilitate student learning, and to initiate teacher-student interaction. Using questions and answers to challenge assumptions, expose contradictions, and to lead to new knowledge and wisdom is an undeniably powerful teaching approach. Thus the technique of questioning forms an integral part of instruction in the classroom.

Gall (1984) claimed that 80% of all school time is devoted to questions and answers. Brown and Edmonson (cited in Borich, 1992) found that an average of 100 to 150 questions per class hour were asked in the typical elementary and secondary classrooms. Teachers teaching at all grade levels regard the act of asking questions as an effective way of transferring factual knowledge and conceptual understanding, as well as to facilitate the learning process. Teacher-pupil interaction in the classroom is usually by means of the



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teacher eliciting pupils responses through questioning. Ferris (cited in Basturkmen, 2001), found that 79% of students considered in-class questions as the category of talk most often required in courses of study. Such perceived usefulness of questions has led to its widespread use as a contemporary teaching technique in the classroom. However, research by Gall (1970) and Stubbs (1983) indicate that through questioning, teachers dominate the available talking time in the classroom, thus limiting pupils opportunities to participate. Good and Brophy (1987) contend that discussions initiated by questions are parrot-like and boring with teachers asking a question, students giving a response, and the teacher redirecting or asking another question and so forth.

Related studies on the relationship between teachers questions and students responses in L2 classrooms have been inconclusive and contradicting findings have been reported. Both Brock (1986) and Nunan (1987) claimed that the use of referential questions elicited longer responses. Nunan also argued that despite the learners insufficient proficiency in L2, there was an increase in length and complexity of students turns. These findings were, however, contradicted by Wu (1993) who argued that irrespective of their type, an overwhelming number of responses to the questions solicited restricted responses. In fact, Wu takes the position that referential questions were less effective as a means of eliciting response. However, Wu cited factors like cultural values, students attitudes and interpersonal variables on answering behaviour as possible reasons for students reluctance in responding to questions

Using these studies as a point of departure, the present study was intended to investigate teacher questions and student responses in two ways: (1) the initial questions that were asked by the teachers and the responses the questions elicited, and (2) the probing questions used by the teachers to follow through the students responses to enable them go beyond their initial responses. A comparison was also made to find out if the use of probing questions could improve student responses in terms of language output. Hence, this study sought to answer the following research questions:

1. What are the types of questions asked by teachers in the ESL classroom?

2. What type of student responses are initiated by the questions? 3. What types of probing questions are used by teachers to enable

students to extend and improve their responses? 4. Do responses elicited by the probing questions indicate an

improvement to the students initial responses?

2.0. THE FRAMEWORK OF QUESTIONS

This study adopted Long and Satos Model (1983) where teacher questions are categorized using the terms referential and display. A referential question refers to a question to which the response is not known by the teacher. In asking this question, an information gap exists between the teacher and student. On the other hand, a display question is a question to which the asker knows the answer and the purpose of this question is to get students to demonstrate some previously-learned knowledge. The terms display and



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referential are commonly referred to in research (Brock, 1986; Nunan, 1987; Wu, 1993) on teachers use of questions in L2 classrooms. However, based upon the findings in these studies, the researcher felt that classifying teacher questio

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