kbb’s headline · ukuran prestasinya berbanding syarikat swasta kerana ia tidak diukur ... dalam...

In Malaysia, more than ninety percent of its total electrical power generation is from the

burning of fossil fuels in thermal power plant. The combustion of fossil fuels, i.e. coal, petrol,

diesel and natural gas, releases greenhouse gases such as carbon dioxide, water vapor and

other pollutants and harmful gases such as carbon monoxide, sulphur dioxide, nitrous oxide

and others.

The over production of these greenhouse gases and pollutants results in global warming,

which would melt the ice caps in the north and south poles, resulting in the rise of rise of sea

water level. Air pollution not only affects human health but also damages the environment

due to acid rain polluting rivers and destroying our fragile ecosystem.

The utility bills at Bukit Besi Campus exceeded one million Ringgit in 2016. Figure 1 below

shows the pattern of energy consumption for the last four years. As it is an academic institu-

tion, the energy consumption is closely related to students‟ presence at the campus. Between

January to July 2017, we succeeded in reducing our monthly electricity bill by approximately

ten percent (as compared to that in 2016) by limiting the operational hours of the air-

conditioning system only up to 6 pm.

Figure 1: KRBB Electricity Bill from 2014-2017

KBB’S HEADLINE Let’s Conserve Energy, Reduce Our Utility Bills

and Save the Environment

Written By: Nazri Mohamad

Faculty of Mechanical Engineering

It is estimated that by changing our habits and increasing awareness of energy conserva-

tion measures, we may be able to reduce our electricity bills easily by ten percent. The fol-lowing steps may help in reducing energy from the use of air-conditioning and electric equip-ment:

1) Turn off the AC unit when offices, classrooms and laboratories are vacant. 2) “Cold air” should not be wasted. Doors and windows should be closed when AC is in used.

In the situation where leakage through gaps at the door, we may want to be pro-active and seal the gap.

3) Increase the set-point temperature to 25oC.

4) Reduce the hours of using lights. Make sure lights are turned off whenever you leave your room.

5) Set the “sleep mode” to “on” whenever the computer is idle for more than 5 minutes. The necessary steps to realize this energy saving are easy to be carried out. However, collec-

tive effort by all lecturers, assistant engineers, staff in the administration offices and students are needed. Further savings can be realized by properly managing space utilization and re-

ducing the operating scheduled hours of the AC system. LET‟S SAVE THE WORLD FOR OUR FUTURE GENERATIONS.

Inside this edition:

OCTOBER, 2017 UiTM Cawangan Terengganu Kampus Bukit Besi

Let’s Conserve Energy, Reduce Our Utility Bills and Save the Environ-ment

1

Words From The Chief Editors: Keep Striving, Friends!

2

Live...Dream...Hope. 2

Kualiti Perkhidmatan dan Kaitannya

dengan Kepuasan Pelanggan di Sektor Perkhidmatan Awam: Satu Tinjauan Awal di Pejabat Daerah dan Tanah Bentong, Pahang.

3

Eclecticism in Language Teaching 4

Pollution of Environment Caused By Shipping Sector (Part 1)

4

Tekanan di Tempat Kerja dan Cara

Mengatasinya. 5

Peranan Teknologi Sebagai “Rakan”

di dalam Pengajaran 5

A Glance: Route to be a Profession-

al Engineer & My Internship Experi-

ence

6

The Implementations of Higher Or-

der Thinking Skills (HOTS) 7

Enhancing English Communication

Skills among Second Language

Learners.

8

Interesting Quotes To Be Cherished. 8

Paternoster 9

Cinta Kepada Allah Itu Fitrah Manu-

sia 9

Dialogical Teaching 10

Semester System, Credit Hours and

Students’ Learning Time. 10

Kesukarelawan dan Faedah-

faedahnya 11

10 Peraturan Am di dalam Makmal 11

Jalan-jalan Cari Makan di Pulau

Pinang. 12

BCube Editorial Board

Advisor:

Dr. Sarifah Fauziah Binti Syed Draman

Chief Editors:

Norkamruzita Binti Saadon (BM)

Halimaton @ Nor Ashikin Binti Mohd Yusof (English)

Editors (English)

Hanith Bin Iskandar

Editors (BM)

Hasmida Binti Mohd Noor Mardhiah Binti Abdullah

Layout

Nur Afriza Binti Baki

Live…Dream...Hope...

Assalamu‟alaikum wbr and good day,

Classes have begun, after the

longest semester break UiTM has ever

had!!! A little bit idiosyncratic but as

Winston Churchill said, “To improve is

to change; to be perfect is to change

often.”

In early 2017, a major change in

the class schedule was introduced at

UiTM, which involved all students,

from both diploma and degree programs. Semester one diploma stu-

dents attend an interim semester from June to August, and in Septem-

ber, all students, including semester one diploma students, register for

their classes and the semester continues until the end of January

2018….A minor adjustment was needed for both the academicians and

students, which we believe is an interesting observation…aforetime,

September was always a hectic month for everyone because this was

the month which assignments, tests, presentations and not to mention,

students‟ activities, were carried out. However, due to the new semes-

ter schedule, September becomes a springboard for everyone and eve-

rything…it is filled with introductions, adjustments and adaptations…

and most importantly, everyone seems more imperturbable.

The beginning of the second semester signals to the academicians

that they have a few months left to accomplish their annual work tar-

gets, which one of them is to join conferences and innovation competi-

tions so as to meet the key performance indicators (KPIs) of UiTM.

Some academicians at Bukit Besi Campus (KBB) have partici-

pated in conferences and also innovation competitions and they

managed to bring home the winning medals...and many will be

participating in one of the biggest events organized by UiTM Ca-

wangan Terengganu, which is known as International Innovation,

Invention and Design Competition and Conference (ICON) 2017.

This will be held on 28th September, 2017, at Kuala Terengganu.

We hope many medals will be brought back and the winnings would

cultivate and motivate more interests in research among Bukit Besi

academicians. We wish all the best for those who would be compet-

ing in ICON 2017 and let this event be a memorable one to all of

us!

Contributions of articles to be published in BCube have shown a

remarkable improvement. For this October Edition, BCube receives

the most number of articles as compared to our previous editions,

which seven Bahasa Malaysia articles and 10 articles written in

English have been submitted. Very impressive supports and we

thank you to all the writers!!! We hope the writing culture among

all the KBB academicians could be cultivated through BCube, our

one and only in-house bulletin.

Last but not least, something to ponder…as Abraham Lincoln said,

“Don‟t worry when you are not recognized, but strive to be worthy

of recognition.” Hence, keep striving, friends! To all BCube readers,

enjoy your reading!!!

Norkamruzita Saadon & Nor Ashikin Mohd Yusof

The Chief Editors

Life is a wonderful gift

Though leading it feels like racing down a deep dark cliff

We live by our code of ethics

Comes any evil urges we strongly resist

Stay alive and continue to exist.

Dreamers get to see beautiful glimpse

Dreaming as a fairytale princess and a prince

Unceasing daydreaming forever since

Day by day we try to convince

The dreamy reality can blossom in one piece.

Hope is definitely reassuring

Careful when hoping for something

Be sure to see the dangers awaiting

While being hopeful is enchanting

Feeling hopeless is really devastating.

Remember and please memorize

We must live a dreamlike life

For hope makes our dreams alive

Try living the life we visualize

Hopefully we get to watch tomorrow‟s sunrise.

Words From The Chief Editors: Keep Striving, Friends!

Written By: Noor Syazana Ngarisan

Faculty of Computer Science and Mathematics

Prestasi organisasi dalam sektor awam merupakan satu konsep yang

hangat diperbahaskan sehingga sekarang (Black, Briggs dan Keogh,

2001; Selvanathan, et al., 2016). Setiap pelanggan mempunyai hara-

pan dan penekanan yang berbeza terhadap prestasi organisasi

(Munasamy, Chelliah & Hor, 2010). Organisasi awam adalah sedikit unik

ukuran prestasinya berbanding syarikat swasta kerana ia tidak diukur

daripada segi penjanaan keuntungan. Sebaliknya, organisasi awam

yang cemerlang di mata pelanggan adalah organisasi yang mampu

memberi kepuasan kepada pelanggan bergantung kepada persepsi

pelanggan itu sendiri. Ia mungkin berbeza antara satu pelanggan

dengan pelanggan yang lain mengikut tahap dan penilaian diri mas-

ing-masing. Salah satu aspek yang sering digunapakai bagi mengukur

kepuasan pelanggan ialah aspek kualiti

perkhidmatan. Bagaimanapun, pengukuran

kecemerlangan ke atas perkhidmatan dan

kepuasan pelanggan sesuatu yang sangat

subjektif kerana perkhidmatan bukan seperti

produk yang dapat dilihat dan dipegang

dan mempunyai jisim nyata. Kebanyakan

perkhidmatan awam merupakan monopoli

yang sungguhpun begitu, mereka tetap perlu

memberikan perkhidmatan yang terbaik kepada pelanggan sesuai

dengan dasar kerajaan dan jika tidak mahu sebarang aduan

mengenai kualiti perkhidmatan yang teruk diajukan. Pejabat Daerah

dan Tanah Bentong yang merupakan perkhidmatan di bawah kera-

jaan Negeri Pahang terletak di pusat bandar Bentong dan mula

beroperasi semenjak dari tahun 1921. Kajian ini membincangkan

mengenai kaedah yang diguna pakai dalam mengukur kepuasan

pelanggan. Salah satunya adalah berdasarkan kualiti perkhidmatan.

Antara yang menjadi isu terbesar pelanggan mengenai kualiti perkhid-

matan awam adalah kualiti perkhidmatan yang ditawarkan tidak sep-

erti yang digembar-gemburkan dalam piagam pelanggan. Melalui

rekod Biro Pengaduan Awam seperti dalam ucapan Ketua Pengarah

Biro Pengaduan Awam, Jabatan Perdana Menteri, YH Dato Mahani

Tan Abdullah pada tahun 2015 di Kuala Lipis, sejumlah 304 kes aduan

telah dilaporkan di Pahang mengenai agensi atau sektor awam. Se-

hingga Ogos 2015, kategori aduan di bawah kelewatan atau tiada tin-

dakan diambil oleh agensi awam terbabit paling banyak diadukan iai-

tu 59.0 peratus. Antara yang menerima aduan termasuklah Pejabat

Tanah dan Daerah Bentong.

Oleh itu, objektif kajian ini adalah:

1. Mengkaji hubungan antara kepuasan pelanggan dengan kualiti

perkhidmatan yang ditawarkan;

a. Mengkaji hubungan antara kepuasan pelanggan dengan elemen

jaminan dalam kualiti perkhidmatan.

b. Mengkaji hubungan antara kepuasan pelanggan dengan elemen

kebolehpercayaan dalam kualiti perkhidmatan;

c. Mengkaji hubungan antara kepuasan pelanggan dengan elemen

fizikal nyata/ketara dalam kualiti perkhidmatan;

d. Mengkaji hubungan antara kepuasan pelanggan dengan elemen

empati dalam kualiti perkhidmatan;

e. Mengkaji hubungan antara kepuasan pelanggan dengan elemen

responsif dalam kualiti perkhidmatan; dan

2. Menyelidik faktor yang paling dominan antara kelima-lima elemen

dalam kualiti perkhidmatan kepada organisasi ini.

Kaedah yang digunapakai bagi mendapatkan maklumat berkaitan

penyelidikan adalah melalui borang soal selidik yang diedarkan secara

rawak kepada pelanggan yang datang ke Pejabat Tanah dan Daerah

Bentong. Daripada kajian ini, pihak pengurusan Tanah dan Daerah Ben-

tong boleh memperbaiki mutu perkhidmatan kepada pelanggan atau

yang berpotensi menjadi pelanggan kerana masih banyak ruang dan

rungutan daripada pelanggan yang datang ke

pejabat dengan memastikan pekerja sentiasa

ada diruang kaunter, sentiasa menepati masa

dalam memberikan perkhidmatan kepada

pelangan dan cekap dalam melayan kerenah

pelanggan. Pekerja di pejabat tanah dan dae-

rah perlu lebih proaktif dan lebih bersifat mesra

pelanggan serta cekap dalam menguruskan

hal-hal yang bersangkutan dengan urusan

tanah dan sebagainya.

Daripada aspek pengurusan, kajian ini juga dapat membantu dalam

membuat keputusan terutama untuk mencapai piawai pelanggan sep-

erti yang telah digariskan dalam objektif kualiti pejabat Tanah dan Dae-

rah Bentong penyelidik telah mencadangkan peningkatan perkhid-

matan yang berorientasikan pelanggan (COSE) kepada sektor awam

untuk memperbaiki kualiti perkhidmatan awam yang mencadangkan

lima tahap yang merangkumi penambahbaikan kepada kualiti di sektor

awam iaitu pengenalpastian pelanggan, soal selidik kehendak pelang-

gan, rekabentuk sistem perkhidmatan, perkhidmatan penghantaran dan

perkhidmatan pemulihan yang boleh diambil untuk memperbaiki kualiti

perkhidmatan dalam sektor awam terutama di Pejabat Tanah dan Dae-

rah Bentong. Jadi untuk mewujudkan kepuasan kepada pelanggan

yang menggunakan perkhidmatan di sektor awam terutama di Pejabat

Tanah dan Daerah Bentong, kualiti perkhidmatan adalah antara faktor

yang perlu diberi penekanan. Mewujudkan hubungan profesional yang

stabil dengan pelanggan pasti akan dapat memberikan pelanggan

apa yang diperlukan dan diinginkan.

Rujukan:

Black, S., Briggs, S. & Keogh, W. (2001). Service quality performance

measurement in public/private sectors. Managerial Auditing Journal.

16(7), pp. 400-405.

Munusamy, J., Chelliah, S. & Hor, W.M. (2010). Service Quality Delivery

and Its Impact on Customer Satisfaction in the Banking Sector in Ma-

laysia. International Journal of Innovation, Management and Technol-

ogy, Vol 1, No 4, pp 398-404.

Teks ucapan aluan YH Dato Mahani Tan Abdullah, Ketua Pengarah Biro

Pengaduan Awam, Jabatan Perdana Menteri, Program Mesra Tahun

2 0 1 5 , D a e r a h L i p i s , 2 0 O g o s 2 0 1 5

http://www.pcb.gov.my/bm/component/content/article/14-

data/1068-speeches-6

Kualiti Perkhidmatan dan Kaitannya Dengan Kepuasan Pelanggan di Sektor Perkhidmatan

Awam: Satu Tinjauan Awal di Pejabat Daerah dan Tanah Bentong, Pahang.

Penulis: Hasmida Mohd Noor, Noor Malinjasari Binti Ali, Siti Fatimah Mardiah Hamzah,

Nik Fazlin Hiryati Nik Jaafar dan Noor Afizah Mohd Paili


http://www.pcb.gov.my/bm/component/content/article/14-data/1068-speeches-6

http://www.pcb.gov.my/bm/component/content/article/14-data/1068-speeches-6

As practitioners of education, have you ever come across with the

term “eclectic” or “eclecticism” in teaching? There are many theories,

methods, techniques, approaches and tactics in language teaching.

The concern here is whether to stick rigidly to one method and one

method only. This is where “eclecticism” comes into the picture.

Eclecticism is not a method because it derives from the flexibility

the teacher needs to utilize in class and this flexibility is intertwined

with the adaptability in the classroom. In this sense, the teacher has

adequate space to elect and select among the varieties of approach-

es, methods, techniques and tactics where these bests fit the needs

to a given class at a time. Following this, classroom environment and

surrounding is very dynamics and because of this dynamism, eclecti-

cism becomes very significantly responsive in classroom language

teaching. In diverting from using a single specific method, eclectic is

a renowned label to teacher using techniques and activities from a

range of language teaching approaches and methodologies. In brief,

“eclecticism” has a mixture of approaches in one single teaching ses-

sion. The teacher decides what methodology or approach to use de-

pending on the aims of the lesson and the learners in the group.

Hence, “eclectic approach for teaching foreign language is com-

mendable when circumstances do not allow for the adoption of a sin-

gle method”(Billah, 2015).

Characteristics of Eclectic approach

Eclectic approach is not a rigid method. In looking at this, let us look

into characteristics proposed by Ali (1981:7 as cited in Mwanza,

2017):

Teachers are given a chance to choose different kinds of teach-

ing techniques in each class period to reach the aims of the

lesson.

There is flexibility in choosing any aspect or method that teach-

ers think suitable for teaching inside the classroom

Finally, it saves both time and effort in the presentation of lan-

guage activities.

Learners can see different kinds of teaching techniques, using

different kinds of teaching aids, that help to make lessons

much more stimulating and ensures better understanding of

the material on the other hand.

Solving difficulties that may emerge from the presentation of

the textbook materials

Finally, it saves both time and effort in the presentation of lan-

guage activities.

E x a m p l e o f E c l e c t i c a p p r o a c h

To understand the fundamental underlying eclecticism, let us

look at the following premise. The class starts with an inductive ac-

tivity with learners identifying the different uses of synonyms of

movement using a reading text. They then practice these using Total

Physical Respond (TPR) method. In another class the input is recy-

cled through a Task-Based Lesson, with learners producing the in-

structions for an exercise manual. In the classroom A typical lesson

might combine elements from various sources such as TPR and TBL;

the Communicative Approach, for example in communication gap

activities; the Lexical Approach, for instance focusing on lexical

chunks in reading; and the Structural-situational Approach, for ex-

ample establishing a clear context for the presentation of new struc-

tures. This is a basis of eclectic approach in language classroom

teaching.

To conclude, teachers know best of how to suite the needs of

students with he necessity of adopting mixture of approaches to es-

tablish what best represent situational of needs of students in the

classroom.

References :

Billah, M. (2015) Eclectic approach to teaching language, Daily Ob-

s e r v e r ( o n l i n e v e r s i o n )

http://www.observerbd.com/2015/02/13/72233.php

Mwanza, D.S. (2017) The eclectic approach to language teaching: its

conceptialisation and misconceptions, International Journal of Hu-

manities Social Sciences and Education (IJHSSE) Volume 4, Issue

2, February 2017, PP 53-67 ISSN 2349-0373 (Print) & ISSN 2349-

0381 (Online) http://dx.doi.org/10.20431/2349-0381.0402006

Eclecticism in Language Teaching Written By: Hanith Bin Iskandar

Academy of Language Studies

Shipping sector has Impacted the environment especially water-

ways and oceans. Environmental impact from the ship happens in three

different stages which are construction, operation, and disposal. Most of

the pollutions occur during the ship operation. For example, oil leaks

from tankers, emission of noxious gaseous from exhaust, cargo resi-

dues release from bulk carriers which lead to waterways, ports and

oceans pollution. Other than that, harmful algae and other aggressive

species also spread from ballast water.

There are four basic categories of wastes that generated by ship

according to the International Convention for the Prevention of Pollution

from Ships (Lethbridge, 1991). Those pollutions are an oily waste,

chemicals, sewage and garbage. Usually, some of the oil mixed with

much larger quantities of sea water, and also fuel residues and sludge.

Meanwhile, chemicals are generated from the noxious liquid substances

carried in bulk of parcel tankers, dry bulk carriers or in portable con-

tainers. Sewage and garbage are mostly produced by the passengers

and crews from various activities during its operation. In this paper, it

focuses on oily waste.

Nowadays, it is reported that a number of ships, especially

cruise lines, have been charged with environmental violations related to

bilge water issue. Bilge water is an accumulation of waste water at the

bottom compartment of a ship. Untreated bilge water can contain oil,

gasoline, solvents, detergents, chemicals and many more. It can nega-

tively affect the biodiversity, food, and pose threats to health when it

releases in coastal areas, oceans and waterways. Leaking oil from

engines, machinery areas and various activities in ship operation

often mixes with the bilge water. Normally, in a 24-hour operation,

a large ship will generate an average of 8 metric tons of oily bilge

water. Bilge areas need to be flushed out in order to maintain the

ship stability and eliminate the potential hazardous conditions from

these areas. Usually, a separator will be used to extract the accu-

mulated oil from the bilge water before it is flushed out. Then, the

extracted oil can be reused or discharged in port. (Copeland, 2008)

Ballast water plays an important role to stabilize and bal-

ance the ship in shipping operation. Though, it is also contributed

to the negative environmental issues. Generally, a large amount of

ballast water carries by cruise ships, large tankers, and bulk cargo

carriers. For instance, seawater is pumped out and pumped into

compartment hull during unloading and loading of containership

cargos. Typically, released ballast water contains several biological

materials, including plants, animals, viruses, and bacteria that can

cause wide ranging damage to the marine ecosystems. In addition,

this situation has toxicated the marine life, and affected the man-

kind as marine life provides a source of food. It can cause changes

in growth, distraction of hormone cycles, birth defects, and disor-

der to the immune system, resulting in cancer, genetic abnormali-

ties or even worse, death. Other than that, it is not surprising that

cholera disease also has been related to the ship operation.

Bibliography

Copeland, C. (2008). Cruise Ship Pollution: Background, Laws and

Regulations, and Key Issues.

Lethbridge, R. (1991). MARPOL 73/78 (International Convention for

the Prevention of Pollution from Ships).

Project aims to cut air pollution from ships in the Mediterranean.

(2016, December 18). Retrieved August 31, 2017, from

https://www.timesofmalta.com/articles/view/20161218/environ

ment/Project-aims-to-cut-air-pollution-from-ships-in-the-

Mediterranean.634222

Stokstad, E. (2015, January 14). Tests used to ensure ships don't

carry deadly cargo draw sharp criticism. Retrieved from

http://www.sciencemag.org/news/2015/01/tests-used-ensure-

ships-don-t-carry-deadly-cargo-draw-sharp-criticism

POLLUTION OF ENVIRONMENT CAUSED BY SHIPPING SECTOR (PART 1)

Nor Ain Abd. Rahman, Nik Mohd. Khairuddin Nik Ismail, Mohd. Azahari Johan.

Marine Technology, Faculty of Mechanical Engineering

Figure1: Air pollution from cruise ship.

(Times of Malta, 2016)

Figure 2: Ballast water discharged

harms organisms. (Stokstad, 2015)

Tekanan di Tempat Kerja dan Cara Mengatasinya

Oleh : Hasmida binti Mohd Noor

Fakulti Pengurusan Perniagaan

Setiap orang pasti mengalami tekanan di dalam kehidupan

masing-masing. Menurut Brief, Shuer dan Van Sell (1981), tekanan

akan dialami oleh setiap individu yang menghadapi permintaan yang

luar biasa, peluang dan halangan. Banyak faktor yang boleh me-

nyebabkan individu mengalami tekanan yang mana ia boleh diklasifi-

kasikan dalam dua faktor iaitu faktor kerja dan faktor peribadi.

Artikel ini akan membincangkan mengenai faktor kerja yang menjadi

isu utama di dalam setiap organisasi di mana ia memberi kesan ter-

hadap prestasi dan produktiviti setiap organisasi secara kese-

luruhannya.

Antara faktor kerja yang telah dikenalpasti menyebabkan

tekanan di tempat kerja adalah :

1. Permintaan kerja yang mana pekerja diarahkan melakukan terlalu

banyak kerja atau terlalu sikit.

2. Skop kerja yang tidak jelas menyebabkan pekerja tidak me-

mahami dengan jelas apa yang perlu dibuat dalam melaksanakan

kerja mereka terutamanya di kalangan pekerja baru.

3. Konflik kerja yang berlaku yang disebabkan oleh pekerja yang

mendapat arahan berbeza dari ketua yang berbeza dan perlu

diselesaikan dalam tempoh masa yang sama. Ia juga disebabkan

oleh pekerja yang terpaksa melakukan kerja yang bertentangan

dengan etika kerja atau prinsip dirinya.

4. Pekerja mengalami masalah dengan rakan sekerja yang tidak ma-

hu memberikan kerjasama yang baik dalam melaksanakan tugas

terutamanya apabila kerja tersebut perlu dilaksanakan dalam

kumpulan.

5. Persekitaran kerja yang memberikan tekanan kepada pekerja,

seperti persekitaran kerja yang sangat bising, tempat kerja yang

tercemar dan mungkin juga gangguan seksual yang dialami teru-

tamanya dikalangan pekerja wanita.

Tekanan boleh memberi kesan postif kepada prestasi pekerja.

Sebagai contoh,sekiranya pekerja mengalami tekanan pada kadar

sederhana, ia akan meningkatkan usaha dan kreativiti pekerja. Hasil-

nya, ia akan meningkatkan prestasi dan produktiviti organisasi.Tetapi

ianya boleh bertukar menjadi negatif yang mana ia akan menjejas-

kan prestasi pekerja sekiranya mereka merasa sangat tertekan.

Tekanan yang memberikan kesan negatif inilah yang perlu diberi per-

hatian dan diatasi oleh setiap majikan kerana ia akan menyebabkan

pekerja kemurungan, peningkatan kadar kemalangan di tempat kerja

dan pekerja bermasalah disiplin yang akhirnya menjejaskan produk-

tiviti syarikat.

Ada pelbagai cara yang boleh dilakukan oleh majikan untuk menga-

tasi stress di kalangan pekerja seperti yang telah dicadangkan oleh

pelbagai penulis dalam artikel dan jurnal.

Antaranya adalah :

1. Pencegahan tekanan di mana potensi tekanan untuk berlaku

diminimakan. Majikan boleh mewujudkan persekitaran kerja yang

selamat dan fleksibel di mana majikan boleh menyediakan suasana

kerja yang seimbang di antara kerja dan keluarga. Selain itu

majikan juga memastikan kerja yang diberikan kepada pekerja

bersesuaian dengan personalitinya, sentiasa menyediakan latihan

yang diperlukan oleh pekerja dan memberikan maklumbalas setiap

kali menilai prestasi mereka.

2. Melaksanakan pengurusan tekanan terutamanya apabila tekanan

di kalangan pekerja berada di tahap membimbangkan. Majikan

perlu mengenal pasti apakah tanda-tanda tekanan di kalangan

pekerja dan cuba mengawalnya supaya pekerja boleh mengekal-

kan prestasi kerja. Antara yang boleh dilakukan oleh majikan ada-

lah memberi latihan pengurusan masa, latihan berterusan berkai-

tan dengan bidang pekerjaan, menjelaskan matlamat organisasi di

kalangan pekerja. Selain itu majikan juga boleh menyediakan

khidmat kaunseling bagi membantu pekerja menyelesaikan masa-

lah.

3.Majikan juga boleh melaksanakan program yang meningkatkan

kesihatan fizikal dan mental di kalangan pekerja. Di antaranya

adalah membuat program senaman bersama staf secara berkala

dan menganjurkan kempen kesihatan seperti kempen larangan

merokok dan kempen pengurusan berat badan.

Majikan yang mampu menyediakan persekitaran kerja yang

positif akan menyebabkan pekerja merasa gembira, sentiasa berse-

mangat dan mengurangkan tekanan di kalangan mereka. Apabila

pekerja gembira dan bersemangat, mereka akan meningkatkan pres-

tasi kerja dan akhirnya meningkatkan produktivi sebuah organisasi.

Adakah and a merasa tertekan?

Rujukan:

Brief, A.P., Shuer, R.S & Van Sell, M. (1981). Managing Job Stress, Boston:

Little Brown.

“Marahkan tikus rengkiang dibakar.” Itulah perumpamaan yang

boleh kami gunakan bagi menggambarkan isu “teknologi” di dalam

pengajaran dan pembelajaran (P&P). Takutkan keburukan yang diba-

wa oleh teknologi, ramai yang sanggup mengambil langkah untuk

mengelak dari menggunakannya di dalam P&P, tanpa menyedari ba-

hawa banyak kebaikan yang dilepaskan begitu sahaja. Teknologi tid-

ak seharusnya dijadikan “penyebab utama” di dalam membin-

cangkan apa-apa isu sosial yang berlaku. Teknologi tetap teknologi,

di mana ianya sentiasa di bawah “kuasa” manusia. Manusialah yang

wajar dipersalahkan. Teknologi, sekiranya digunakan dengan bijak,

mampu menjadi “rakan” di dalam P&P.

Melalui pengalaman kami di dalam bidang pengajaran, teknologi

dapat membantu memudahkan tugas kami sebagai pendidik.

Bagaimanakah itu? Penggunaan teknologi yang sedia ada membantu

kami menyediakan bahan pengajaran yang terkini. Penggunaan In-

ternet membolehkan kami mencari maklumat-maklumat terkini un-

tuk disampaikan kepada para pelajar. Contohnya, penggunaan

Google Chrome, salah satu contoh pelayar web yang terkenal pada

masa kini, membantu kami mencari apa-apa maklumat pengajaran

dengan hanya satu klik sahaja. Betapa mudah tugas untuk menye-

diakan bahan pengajaran yang terkini, bukankah begitu?

Dengan penggunaan teknologi, kami mampu menyediakan bahan

pengajaran yang menarik, di mana ianya dapat memotivasikan para

pelajar untuk belajar dan pengajaran juga akan menjadi lebih efektif.

Sebagai contoh, penggunaan video pendek di dalam YouTube dan

Khan Academy, mampu menarik para pelajar untuk lebih fokus di

dalam pembelajaran mereka dan mereka akan lebih mudah untuk

memahami dan mengingati dengan adanya kombinasi mendengar

dan melihat di dalam pembelajaran. Tambahan lagi, dengan

menggunakan aplikasi-aplikasi yang menarik, seperti Explain Every-

thing, Socrative, Educreations dan lain-lain, pengajaran akan men-

jadi lebih menarik, bersesuaian dengan minat pelajar-pelajar di za-

man kini yang lebih cenderung terhadap penggunaan teknologi di

dalam kehidupan mereka.

Teknologi juga membantu kami mengenali pelajar-pelajar kami

dengan lebih mudah dan cepat. Adalah amat penting bagi seseorang

pendidik untuk mengenali pelajar-pelajarnya kerana setiap pelajar

mempunyai gaya pembelajaran yang berbeza. Pengunaan teknologi,

seperti penggunaan aplikasi-aplikasi Whatsapp Messenger dan Tele-

gram, membantu kami berkomunikasi dengan pelajar-pelajar dengan

lebih mudah. Melalui interaksi ini, kami dapat mengenali pelajar-

pelajar dengan lebih dekat lagi dan ini memudahkan kami untuk

membantu pelajar-pelajar, terutama mereka yang lemah. Seperkara

lagi, kami dapati bahawa teknologi mampu mengurangkan jurang di

antara kami dan pelajar-pelajar yang pemalu serta pendiam. Mereka

mampu berinteraksi dan bertanya soalan dengan lebih terbuka lagi

melalui aplikasi seperti Whatsapp Messenger dan Telegram. Inilah di

antara kebaikan teknologi yang sangat kami hargai.

Secara kesimpulannya, teknologi wajar diterima sebagai “rakan” di

dalam pengajaran. Teknologi tidak boleh disalahkan di dalam apa jua

masalah sosial yang melanda negara kita kerana penggunaan

teknologi itu adalah di dalam kawalan manusia. Manusialah yang

menentukan “hitam putih”nya teknologi itu. Tepuk dada, tanyalah

selera. Jom kita gunakan teknologi dengan bijak!

Peranan Teknologi Sebagai “Rakan” di dalam Pengajaran

Ditulis Oleh: Norkamruzita Saadon dan Nor Ashikin Mohd Yusof

Fakulti Kejuruteraan Kimia dan Akademi Pengajian Bahasa


I have served Faculty of Chemical Engineering (FKK) since

2011 as a part-time-full-time lecturer and joined this faculty as a

permanent lecturer at the end of 2015. I realize upon the appoint-

ment, I will solely involve in a so-called „restless life‟, yet I believe

this position will always drive me even further in my career growth.

When I got a chance to undergo industrial training during last se-

mester break, it was actually the most unanticipated news that I

had ever received in my six years life as a lecturer. To some, it

might be a great way to occupy the longest semester break we

have ever had, but to me it was completely an exhilarating chance

to experience which later would benefit my faculty and me person-

ally.

To emphasize, this industrial training is an important

requirement to permit me sitting for the Professional Interview (PI)

and qualifying myself for Professional Engineer (PE) or also known

as Ingeniur (Ir.). Generally, for engineering lecturers, there are

three routes for us to pursue Ir. There are either through Board of

Engineers Malaysia (BEM), Institution of Engineers Malaysia (IEM),

or Institution of Chemical Engineers (IChemE). After several studies

and considerations over my current position and situation, I have

chosen to attend the program through IEM, particularly the Log

Book Training Schemes (LBTS).

The LBTS program requires me to have working exposure

for at least three (3) years after graduation with an accredited en-

gineering degree. The exposure must be approved experiences in

planning, design, execution or management of work as stipulated

and relevant to an engineer profession. I ought to complete a year

of formal training in industry and the balance of two years only in-

volve my essential tasks as a lecturer. The industrial training should

accordingly be mentored by a PE who will facilitate my preparation

for candidacy of the PI and PE. My mentor is Ir. Nik Mohd Sapawi

Nik Salleh, the Director of Processwell Engineering Sdn. Bhd who

has a very wide experience ranging from process design, process

safety, and operation support and troubleshooting.

The industrial training commenced at ARMADA TPCE Sdn.

Bhd (ATPCE), Kerteh from 11 June 2017 until 31 August 2017, ap-

proximately about two and a half months. This company generally

provides consultancy and integrates design services in the up-

stream or downstream level, particularly in the oil and gas industry.

Their premium client is Peninsular Malaysia Operation (PMO), which

is one of three domestic regions of PETRONAS Carigali Sendirian

Berhad (PCSB). They are also energetically looking and bidding for

any open tender project especially around the east coast area.

At ATPCE, besides the administrative and management de-

partment, there are five core-engineering disciplines which are

working together. They are Process, Mechanical, Electrical, Struc-

ture/Civil, and Instrument engineering. In each main discipline,

they consist of a lead engineer, a senior engineer, an engineer, a

designer, and a draughtsman. The operation manager had assigned

me under the process engineering department whereby I was di-

rectly supervised by the lead process engineer, as well as guided by

the process engineers. Fortunately, we were from the same univer-

sity alumni hence the learning progress went so much better than I

had expected. I thoroughly enjoyed catching up on all the tasks and

the knowledge shared.

During my training at this company, I gained a lot of valua-

ble experience especially in brownfield engineering. The brownfield

engineering refers to the project of expansion, revamping or ser-

vices on an existing facility. I got the chance to go through their

few projects, which were provision of facilities improvement, provi-

sion of detail engineering design, and development process of haz-

ard analysis (PHA) revalidation. All the projects were mainly for

Petronas platforms.

Being there, I had practiced the engineering knowledge that

I possessed besides improving my interpersonal skills. I obtained

particular skills directly in the aspects of field development, the

conduct of process studies and conceptual design, project planning

and scheduling, learning the techniques of acquiring and managing

projects, timesheet reporting, and documentation of Hazard and

Operability Study (HAZOP). I also got the opportunity to join few

meetings, which involved a client and vendors. Besides, some new

engineering terms that I acquired were tie-in-point, tie-in-package,

shutdown package, rig-down/up, caisson, „goose neck‟, Safety Op-

erability Limit (SOL), Material Take Off (MTO) and many more. Most

significantly, I finally managed to interpret the Piping and Instru-

mentation Diagram (P&ID), even though it was so difficult for me to

understand its whole process during my first month of the training!

Only Allah knows it!

Despite my training took place at the company where men

monopolized it, I managed to adapt with the surrounding fast as

well as getting along with the co-workers and the community. I al-

ways gave my best to ensure that I learned something new every

day and went home with satisfaction. I had volunteered working in

a team, involved myself actively in both official task and leisurely

activity, learning and sharing knowledge as well as skills with the

other co-workers. Besides, I had actively involved in their weekly

Tajweed class, which was held during lunch hour.

From my observation in these two months, I can emphasize

that active participation is vital in all disciplines we are involved in

an organisation. Survival ability and life-long learning attributes will

make us sustain in every field we work in. Being open and more

interactive are also essential to let our colleagues share their

knowledge with us. Sharing sessions (sometimes just via chat

groups; WhatsApp, Telegram, IMU or Messenger) would be a help-

ful medium to discuss about anything and everything, from leisure

activities to challenges that someone may be confronting in certain

tasks.

Above all, this short-term-period internship has given

me the chance to explore more the challenges and excitement on

the other side of engineering world. I am very grateful to all Arma-

das‟ members for letting me to be closer to them, which from that

the knowledge transfer was accomplished. I cannot wait to share all

the information I gained to my dear students in the next semester!

Lastly, I hope my little experience will inspire and motivate all the

readers to do more in our daily-lecturer-life. Dear colleagues, if you

are still figuring out what to do if your faculty is under-load of ATA,

please volunteer “to do internship” and this should be your top pri-

ority!

“So go ahead and be a trendsetter. Start the trend that will moti-

vate your future generations,” Ir. Zainab Binti Kayat, Process Engi-

neer.

Bibliography:

http://www.myiem.org.my/content/log_book_training_scheme_lbts

_http://www.atpce.com/

JURUTERA, The Monthly Bulletin of The Institution of Engineers, Ma-

laysia.

A Glance: Route to be a Professional Engineer & My Internship Experience

Written By: Nurul „Uyun Binti Ahmad

Faculty of Chemical Engineering

Happy ATPCE Family Leisure activity: ‘Durian Party’ Day Attending client-consultant-vendor meeting

The Implementations of Higher Order Thinking Skills (HOTS)

Written By: Amiruddin Bin Ab. Aziz

Faculty of Computer Science and Mathematics

Higher Order Thinking Skills (HOTS) is the important ele-

ment needs to be practiced in the STPM syllabus in order to ac-

commodate the local university needs of students with critical

thinking which is instructed by the Ministry of Education nowadays.

According to Langer (1991), students of today need to ascertain

the types of critical thinking skills required in order to use the re-

cent communication technologies that they meet daily in their eve-

ryday living and in entry-level jobs. Rajendran (2004) also empha-

sizes the need for students to make prediction, propose solution,

create, judge ideas, express opinions make choices and decision

and solve everyday life-like problems.

The characteristics of HOTS are critical, logical, reflec-

tive, metacognitive and creative thinking. These characteristics

need to be applied to teachers and lecturers in teaching methodol-

ogy. In order to do HOTS in school, the teachers must shift the

teaching methodology from chalk and talk delivery to more hands-

on and minds-on teaching and learning activities with the advance

technique or method such as using multimedia. The table below

shows HOTS versus Routine Teaching (Yen et al, 2015).

Table 1: HOTS versus Routine Teaching

The second strategy in the Malaysian science curricu-

lum is to develop students‟ reasoning abilities by emphasizing Sci-

ence process skills, manipulative skills, critical and creative think-

ing skills that have been introduced into the new Malaysian Sci-

ence Curriculum (Malaysia, Curriculum Development Centre,

2001). These skills are important in teaching approaches such as

inquiry and problem solving through a Thinking Skill Thinking

Strategies (TSTS) framework by Malaysian, Curriculum Develop-

ment Centre. According to Malaysian Curriculum Development

Centre (2001), the conceptual framework of TSTS is divided into

creative thinking and critical thinking. Creative thinking is the abil-

ity to generate and assimilate new genuine ideas. The new and

genuine ideas generated are products of the individual‟s aspiration

and a collection of existing ideas. Critical thinking is the ability to

evaluate and rationalize the existing and new ideas. This critical

and creative thinking goes to thinking strategy such as strategy to

conceptualize, solve the problems and make the decisions.

According to Jones and Haynes (1999), “the teaching

of thinking skills may be included in the curriculum in a variety of

ways. They may be taught as skills within their own right under

the label of critical thinking. They may be taught as a reflective

exercise on how thinking occurs within and across the subject dis-

ciplines. They may be taught within a program of philosophy for

children. Or they may be taught as a particular way of encounter-

ing and comprehending the subject disciplines (the framework ap-

proach)”. Swartz and Perkins (1989) exemplified the description of

various infused thinking skills lessons as “reliability, causal expla-

nation and the use of evidence for inference.” Standard subject

content is restricted in the infusion approach so that these ap-

proaches are highlighted. As a result, students become conscious

of them and thus gain a „metacognitive awareness‟ which extends

to cover a range of different thinking skills, depending upon teach-

er‟s choice”. Based on the above statement, the teaching of think-

ing skills is the best method in teaching methodology in classroom

process and surely this element might vary throughout the above

programs until the PhD level in higher education.

The other strategy is education reforms by the govern-

ment which is Malaysian Smart School. According to Nooraini and

Khairul (2014), the Malaysian Smart School concept which was

introduced in 1997 is set to bring a whole new paradigm into the

national education system. Malaysian Smart School (MSS) was one

of the seven flagship applications that part of Malaysia‟s Multime-

dia Super Corridor Project which is announced by the government.

This concept changes the mindset of student practices in both pri-

mary and secondary schools, moving away from memory based

learning to education that involves thinking, creativity and caring

skill. Ng et al. (2009) in the research concluded that the MSS pro-

ject “signifies a dramatic change in the local educational system

whereby information technology is utilized in every aspect of edu-

cation and students are required to take much greater responsibili-

ties of their own learning”. The research found that the MSS pro-

ject has brought the level of education to the higher level such as

diploma, degree program and also this project will be carried out

on PhD level because the students‟ greater responsibilities lie on

their own learning and thinking skills in their studies.

Another method to implement the HOTS in teaching

methodology is School Based Assessment System (SBA) which is

introduced by the Ministry of Education in year 2012. Before this,

the school had practiced the centralized examination system. The

SBA is the combination of centralized exam and school based as-

sessment. However, the SBA system practiced centralized exami-

nation in different form. According to Nooraini and Khairul (2014),

teachers under SBA system are expected to have greater opportu-

nities to understand their students because they are empowered to

come up with personalized classroom instructions and teaching

methodology and techniques. Through this SBA system, students

need to achieve the thinking skills and creative thinking to solve

the problems in the examination question.

For the conclusion, there are many ways or strategies

and process flow in order to do the element in Higher Order Think-

ing Skills so that the HOTS element can be introduced in the be-

ginning of a diploma and degree program. There are strategies

started from primary and secondary school in teaching methodolo-

gy in order to produce the students have the higher order of think-

ing skills, creative thinking, reflective, logical and also metacogni-

tive. These ways are the process flow in teaching and learning

style nowadays. Surely, these methods must be mastered by the

teachers and lecturers so that they accommodate to share the

knowledge to the students. In addition, this teaching methodology

is very useful until the PhD level.

REFERENCES

Jones, M., & Haynes, B. T. (1999). Teaching thinking skills: Map-

ping the arguments for curriculum choices revisited. Paper pre-

sented at the Australian Association for Research in Education

Conference, Adelaide. Retrieved from http://www.google.com

Langer, J. A. (1991). Literacy and schooloing: A sosiocognitive

perspective, In Hiebert Elfrieda, (Ed.), Literacy for a diverse

society: Perspectives, practices and policies, New York: Teach-

ers College Press.

Malaysia, Curriculum Development Centre (2001). Thinking skill in

Teaching and Learning. Perniagaan Rita Sdn. Bhd.

Nooraini, O. & Khairul. A. M. (2014). Thinking Skill Education and

Trasformational Progress in Malaysia. International Education

Studies; Vol. 7, No. 4. Published by Canadian Center of Science

and Education.

Ng, L. Y.,Kamariah, A. B.,Roslan, S., Wong, S. L.,Rahman, M. A.,&

Zabariah, P. (2009). Self-Regulated Learning In Malaysian

Smart Schools: The Environmental And Personal Determinants.

Working Paper, Universiti Sains Malaysia.

Rajendran, N. (2002, June). Using Constructivist approach to the

teach higher-order thinking skills: Transforming teaching prac-

tice to facilitate mindful learning. Paper presented at the 10th

International Conference on Thinking. Retrieved from

http://www.nsrajendran.com/documents/articles/harrogate200

2.pdf.

Swartz, R. J.,& Perkins, D. N. (1989). Teaching Thinking: Issue

and Approaches. Cheltenhem, Australia: Hawker Brownlow Edu-

cation.

Yen, T. S., Siti, H. H. (2015). Efective Teaching of Higher-Order

Thinking (HOT) in Education. The online Journal of Distance Ed-

ucation and e-Learning, Vol. 3, Issue 2.

HOTS Routine Teaching

Not routine/not fully known in advance Routine/outcome planned in advance

Complex Clear purpose and goal

Yields multiple solutions/viewpoints Yields converging outcomes

Involves process of making meaning Seeks certainty

Involves process of making meaning Involves process of doing

Is effortful, requires mental work Is judged by outcome rather than effort


http://www.google.com

http://www.nsrajendran.com/documents/articles/harrogate2002.pdf

http://www.nsrajendran.com/documents/articles/harrogate2002.pdf

Have you ever wondered what makes a second language learner

feels disappointed in learning and acquiring English Communication

Skills? Have you ever noticed that there are learners who have learned

English as their second language for so many years and yet, they are unable

to speak fluently and accurately in English? They feel frustrated when they

have to use English to communicate because they realized that they are

incapable to deliver their message well. This could be a disheartening expe-

rience for any teacher (that includes us!) to see a student struggling to con-

vey his messages in his presentation, which is conducted in English.

Throughout our teaching experience in using English as the medi-

um of communication in our classes, we noticed that there is one factor

which could really help in improving a second language learner’s commu-

nication skills, and that factor is SELF-CONFIDENCE. Why self-

confidence? The answer is simple…Communication skill is a productive

skill, which requires a learner to produce the language which he is learning.

“Producing” requires a learner to use the language in his communication

and this is a daunting task to most second language learners since they

have to deliver their message in a jiffy and this takes a lot of guts because

the learners need to think fast for the appropriate words to be used so that

their message will be delivered and understood. If a learner is confident, he

is in the saddle of overcoming any obstacle which could hinder him to use

the language.

Thus, it is undisputable that self-confidence is one of the factors

which could help learners to communicate well in English. How could

learners develop their self-confidence? Here are some suggestions which

are based on our few years of experiences in teaching:

1. Expand the vocabulary

To be able to speak confidently, second language learners need to

broaden their vocabulary so that they have words to express their ideas.

However, this takes some times and perseverance would definitely help in

this. How could learners enrich their vocabulary? There are a few ways,

such as:

a. Read English text or material

Reading will definitely help second language learners to enlarge their

vocabulary. They can read from any source, like from books, newspapers,

magazines, advertisements and in today’s digital world, life is much easier

to access any reading materials which are available online for free.

Through reading, learners are able to discover many new words, which

they can apply in their communication. When the learners know what to

say, they will deliver the message easily without any struggling and stum-

bling. Most importantly, they help themselves to develop their self-

confidence to use the language.

b. Watch good English movies

English movies contribute a great help in enriching any second lan-

guage learner’s vocabulary. By watching the movies, the learners are ex-

posed to many new words in expressing themselves. However, learners

need to be selective in the movie so that their objective in broadening their

vocabulary through watching English movies is achieved. The genre of the

movies could be used in selecting a movie for the purpose of learning Eng-

lish words.

c. Listen to English songs.

English songs, which have beautiful, good and many new words,

could help in broadening any second language learners’ English vocabu-

lary. The words heard from an interesting song will easily be remembered

because the music makes the learning fun and effective. Apart from learn-

ing new words from the lyrics, the learners have the opportunity to im-

prove on their pronunciation. However, a proper selection of an English

song needs to be carried out first so that the intention to widen the Eng-

lish vocabulary is not neglected.

2. Positive Attitude

Having a positive attitude is among the best ways to build up self-

confidence to communicate in English among second language learners.

After a few years of teaching, we noticed that learners with positive atti-

tude could develop their self-confidence and hence, they are able to over-

come certain obstacles which could deter them from using English when

they are conversing. Some of the common hindrances which are frequent-

ly faced by our students are shyness, nervousness and apprehensiveness.

Once the learners believe that they “can do it”, they can build up their in-

trinsic motivation and hence, possess self-confidence.

Therefore, self-confidence is vital in English communication skills

and as academicians, we need to open up “the doors” to help our learners

to build up their self-confidence.

Enhancing English Communication Skills among Second Language Learners.

Written By: Nor Ashikin Mohd Yusof & Norkamruzita Saadon

Akademi Pengajian Bahasa dan Fakulti Kejuruteraan Kimia

INTERESTING QUOTES TO BE CHERISHED.

The goal of education is not to increase the amount of knowledge but to create

the possibilities for a child to invent and discover, to create men who are capa-

ble of doing new things (Jean Piaget) Source: https://www.brainyquote.com/quotes/jean_piaget_751077?src=t_education

The way we communicate with others and with ourselves ultimately determines

the quality of our lives (Tony Robbins) Source: https://www.brainyquote.com/quotes/tony_robbins_147783

Life is like riding a bicycle. To keep your balance, you must keep

moving (Albert Einstein)

Source: https://www.success.com/article/17-quotes-about-living-a-beautiful-life

Saya masih ingat pada hari ulangtahun kelahiran sahabat saya

di mana kami menyambutnya dengan meriah. Walaupun dis-

ambut secara sederhana, ia tetap menampakkan keakraban

kami semua. Setiap orang pasti akan melahirkan azam seiring

dengan peningkatan usia . Apabila diajukan soalan mengenai

azam sahabat saya itu, jawapan yang diberikannya adalah

ingin menjadi seorang yang lebih baik. Saya pun terfikir,

bagaimanakah yang dinamakan baik itu dan apakah cara un-

tuk kita jelaskan tentang kebaikan itu? Apakah ciri-cirinya dan

apa yang perlu dilakukan untuk menjadi orang yang baik?

Seorang yang baik adalah orang yang berusaha untuk

mem"baik"kan orang lain atau dalam erti kata lain membawa

orang menjadi baik bersama-sama kita. Jadi bagaimana

caranya? Caranya tidak lain dan tidak bukan adalah dengan

membawa manusia kembali kepada PenciptaNya dan me-

mandu mereka ke jalan yang benar. Tiada yang maha baik

selain dari Allah. Maka kita harus berusaha mendekatinya

dengan apacara sekalipun.

Di dalam diri manusia ada satu aset yang dinamakan "Aset

Fitrah". Aset ini adalah lumrah dalam kehidupan manusia. Ianya

datang bukan atas kehendak manusia tetapi atas kehendak

Allah jua yang meletakkan aset ini dalam setiap diri manusia.

Antara contoh Aset Fitrah adalah konsep ketuhanan. Setiap

manusia pasti mempunyai fitrah untuk bertuhan, tidak kiralah

ianya dari agama Islam, Kristian, Hindu, Buddha dan agama

lain. Mereka yakin bahawa adanya suatu kuasa yang lebih be-

sar dari mereka yang menciptakan alam ini. Mari kita selongkar

sirah Nabi Ibrahim seperti yang termaktub dalam Al-Quran, "

Dan ingatlah ketika Nabi Ibrahim berkata kepada bapanya

Aazar: Patutkah ayah menjadikan berhala-berhala sebagai tu-

han-tuhanmu? Sesungguhnya aku melihat kamu dan kaummu

dalam kesesatan yang nyata. Dan demikian Kami perlihatkan

kepada Nabi Ibrahim Kebesaran dan Kekuasaan Kami di langit

dan di bumi supaya menjadilah dia dari orang-orang yang

percaya dengan sepenuh-penuh yakin. Maka ketika dia be-

rada pada waktu malam yang gelap, dia melihat sebuah bin-

tang (bersinar-sinar) lalu dia berkata: Inikah tuhanku? Kemudian

apabila bintang itu terbenam, dia berkata pula:Aku tidak suka

kepada yang terbenam dan hilang. Kemudian apabila

dilihatnya bulan terbit (menyinarkan cahayanya), dia berka-

ta:inikah Tuhanku? Maka setelah bulan itu terbenam berkatalah

dia: Demi sesungguhnya, jika aku tidak diberikan petunjuk oleh

Tuhanku, nescaya menjadilah aku dari kaum yang

sesat.” (Surah An-An'am, 76-79).

Jadi, tanyalah diri sendiri, mengapakah Allah merakam kis-

ah ini di dalam Al-Quran? Kisah ini bukanlah untuk dijadikan

cerita kanak –kanak tetapi untuk dijadikan tauladan kepada

kita bahawasanya dalam diri manusia itu ada fitrah untuk men-

gagungkan Allah. Namun apabila kita telah mengenal Allah,

tahu kehebatan dan keagungan Allah, kita masih lagi boleh

alpa. Seolah-oleh kita telah berlaku zalim pada fitrah untuk ber-

tuhan. Ramai yang lupa bahawa mereka ada Allah yang senti-

asa bersama mereka. Biarpun seluruh dunia membenci mereka

namun Allah tetap menyayangi diri mereka dan sentiasa bersa-

ma mereka ketika susah dan senang. Walau seluas lautan dosa

mereka kepada Allah namun Allah itu Maha Pengampun yang

sentiasa dan akan mengampunkan diri mereka.

Selepas mengenal tuhan maka Aset Fitrah yang se-

terusnya akan hadir iaitu inginkan kebaikan. Ya sahabat, fitrah

manusia inginkan kebaikan,walau sejahat mana dirinya pasti

ada sekelumit kebaikan dalam hatinya. Itulah fitrah yang Allah

berikan kepada semua makhluk ciptaanNya. Dengan ke-

baikan dalam dirinya, maka dia terpanggil untuk membaikkan

orang lain dengan mendekatkan diri kepada Allah atau

berdakwah kepada yang Esa. Dia tidak mahu merasai ke-

baikan seorang diri, dia merasakan syurga itu terlalu besar un-

tuk dirinya seorang, maka tanpa berfikir panjang dia akan ber-

susahpayah untuk menjadikan orang sekelilingnya baik, biarpun

terpaksa menempuh cabaran seperti pertelingkahan, kutukan,

cacian dan sebagainya namun azamnya tidak pernah luntur

untuk membaikkan orang lain.

Sebagai konklusinya, orang yang baik adalah orang yang

berusaha mengenal Allah dan membawa manusia mengenali

Allah untuk kebaikan, kerana Allah itu maha baik. Men-

dekatkan diri kepada yang baik akan menjadikan kita orang

yang baik juga. Carilah Allah dan kembalilah kepadaNYA.

Apakah maksud paternoster? Jika anda

membuat carian di internet melalui Google atau ma-

na-mana enjin carian tentang paternoster ini, saya

percaya maklumat pertama di bahagian paling atas

enjin carian akan memaparkan semua maklumat

berkenaan sebuah perkampungan nelayan yang ter-

letak di Afrika Selatan. Walaubagaimanapun, itu

bukanlah tajuk yang ingin diketengahkan di sini.

Paternoster yang ingin saya perkenalkan di sini ada-

lah sebuah sistem pengangkutan menegak (vertical

transportation system) yang sangat popular

digunakan di dalam bangunan sekitar separuh per-

tama abad ke 20.

Paternoster adalah lif penumpang yang

terdiri daripada beberapa kereta lif (lift car) yang

disambungkan secara rantaian (chain) . Selalunya

paternoster direka untuk kapasiti dua orang setiap

kereta. Kesemua kereta lif bergerak perlahan da-

lam gelung ke atas dan ke bawah (contoh pada

Gambar 1, ada lima kereta lif bergerak keatas dan ada lima

kereta lif bergerak ke bawah) di dalam bangunan tanpa

henti. Jika penumpang ingin turun di tingkat tertentu, maka

penumpang perlulah keluar sebaik sahaja kereta lif sampai

di tingkat tersebut secara penuh sebelum sebahagian badan

penumpang berada di tingkat yang lain. Kedengaran seperti

bahaya bukan?

Sejajar perkembangan teknologi dan atas sebab kesela-

matan, pembinaan Paternoster yang baru telah dihentikan

sekitar pertengahan tahun 1970an.

Anda ingin tahu bagaimana paternoster berfungsi

dan mengapa ianya dikatakan bahaya? Sila tonton video di

pautan di bawah, saya yakin anda semua akan setuju

dengan apa yang saya perkatakan.

Video Paternoster : https://www.youtube.com/watch?

v=6o7K4ZW0pXc

Gambar 2: Contoh Paternoster

Paternoster

Ditulis Oleh: Muhammad Faiz Bin Mohd Mazelan

Fakulti Kejuruteraan Mekanikal

Ditulis oleh: Mohd Saufi Md Zaini

Fakulti Kejuruteraan Kimia


Cinta Kepada Allah Itu

Fitrah Manusia

Dialogical teaching is a form of teaching method which involves

interaction between teacher and student. It is different from the

traditional method of teaching, where teachers present and the stu-

dents listen and absorb. Dialogic teaching emphasizes the two-way

communication between students and teachers in a collaboratively

negotiation through expressing ideas. Through the dialogue, teach-

er can stimulate the students in developing their own

ideas and extend the students‟ thinking to increase

their understanding (Muntner, 2008).

This will also help to overcome their misunderstand-

ing as the teachers are engaging with them and at the

same time students can explore the limit of their own

understanding. According to Robin (2008), in his book

Towards Dialogic Teaching, “Dialogic teaching comes in

many ways as to increase the relationship between lan-

guage, learning, thinking and understanding”. Robin

(2008) believed that dialogical teaching does not come from a sin-

gle set of teaching method but as an approach and a professional

outlook, concerning not only the technique but also the classroom

relationship that fostered. Through the balanced of power between

teachers and students, both parties will discover new ways of con-

structing and conceiving the knowledge.

Furthermore, dialogical teaching is also assisting the teachers to

precisely diagnose students‟ needs, create effective learning tasks

and evaluate their progress. The teaching process is different from

the traditional method and Robin (2008), had divided the process

into:

Interactions:which encourage students to generate their own ideas

Questions: which harness their thinking in detecting problem

Answers: which are obtained from generated discussion and inter-

action

Discussion and argumentation: which probe and challenge ra-

ther than unquestioningly accept

Classroom organization: which make all the above

possible.

These types of application are conducted in the class-

room in order to create environment where the students

can exchange views and information openly, explore is-

sues, test ideas and tackle problems.

To summarize, dialogical teaching is proven to enhance

the students‟ understanding in a specific topic, enrich

students‟ way of thinking whether in detecting a problem or solving

it and foster their critical thinking. These processes involve many

steps and require cooperation from both parties of the teacher and

students. Although the result will be remarkable, the teacher must

attain full control of classroom environment and organization to en-

sure the successful of the teaching method.

References

Muntner, M. (2008). Teacher-Student Interactions: The Key To

Quality Classrooms. The University of Virginia Center for Ad-

vanced Study of Teaching and Learning (CASTL).

Robin, A. (2008). Towards Dialogic Teaching. York: Dialogos, 4th

edition.

What are semester system and credit hours and how are they

related to the amount of time students required to spend in ac-

quiring their diploma certificate?

The semester system is based on the US Education system. The se-

mester system emphasizes continuous assessment (quizzes, assign-

ment, tests and exam) which implies students are driven to strive con-

tinuously throughout the semester. This continuous assessment is re-

flected in their performance indicator called GPA, the Grade Point Aver-

age, for a given semester, as well as the CGPA, that is the Cumulative

GPA.

In Malaysia, UiTM is one of the earliest tertiary institutions adopting the

semester system, and in doing so, we have relinquished ourselves from

the British system. It was believed the semester system would reduce

failure rate as it will prevent procrastination towards the end of the

year in the preparation for the “do or die” final exam in the British sys-

tem.

Another attractive aspect of the semester system in the engineering

training, is the possibility of imparting engineering skills through as-

signments. Systematic and well-planned assignments during the four-

year program will enable gradual development of engineering skills.

These skills are difficult to be imparted in classrooms as they require

practice and repetitions to master the skills.

Credit Hours and Student Training [Learning] Time (SLT)

The four-year engineering program is rigorous. Students are ex-

pected to acquire strong understanding and knowledge of the engineer-

ing sciences, mathematical and computational skills and other relevant

engineering skills. The ideal achievement of an engineering program is

given by the following American Board of Engineering and Technology

(ABET) design requirement:

“According to ABET, students must be prepared for engineering

practice through a curriculum culminating in a major design ex-

perience based on the knowledge and skills acquired in earlier

course work and incorporating appropriate engineering stand-

ards and multiple realistic constraints. Engineering design is the

process of devising a system, component, or process to meet

desired needs. It is a decision-making process (often iterative),

in which the basic Science, Mathematics, and the Engineering

Sciences are applied to convert resources optimally to meet

these stated needs.”(Rashid, 2013).

The four-year full-time programs are usually divided into eight semes-

ters (of fourteen weeks each). The total credit hours per semester is

between sixteen to eighteen. In most cases each subject is given three

credit hours, although there are instances in which subjects are given a

weightage of two or four credit hours.

A three-credit hour subject requires a total learning time (both in class

and also outside class hours) of approximately 120 – 130 hours during

the 14 weeks (of a semester). This translates to approximately 42

hours for each given credit hour per semester. For students taking 18

credit hours (a semester), the total learning time a week shall be (18 x

42) / 14 = 54 hours weekly.

A FULL-TIME student pursuing engineering degree should spend Mon-

day to Friday, 8 a.m to 5 p.m. at the university and additional two

hours at night. This will give approximately a total of 50 hours weekly.

In addition, during the weekend at least 4 hours should be spent in the

preparation for the following week.

AND YES, THIS SHOULD START FROM THE FIRST WEEK, ALL THE

WAY TO THE FOURTEENTH WEEK.

To quote a professor teaching “Introduction to Engineering” sometimes

ago, he said,

“If you devote the above amount of time and you have a good capabil-

ity, then you are an “A” student; if you have average capability, then

you are a “B” student; and if you are a poor student (of course you

meet the minimum entry requirement) then you are a “C” student.”

That is how serious engineering education is since it prepares the world

for those who are responsible for the opening up of the frontiers of

space, developing the smart phones as well as weapons of mass de-

structions.

Reference:

Rashid, M.H.(June 22, 2013).The Process of

Outcome-Based Education-Implementation,

Assessment and Evaluations. ASEE Interna-

tional Forum.

Dialogical Teaching

Written By:Mohamad Zamin bin Mohamad Jusoh


Semester System, Credit Hours and Students’ Learning Time.

Written By:Siti Nur Amalina Aznam, Matzaini Katon, Asiah Ab Rahim, Nazri Mohamad


Frasa kesukarelawan telah menjadi satu tular dewasa ini di dalam

laman-laman sosial. Frasa ini kerap muncul di dada-dada akhbar, dan

meniti di bibir-bibir kepimpinan satu organisasi kecil mahupun kepimpi-

nan negara. Telah banyak pertubuhan-pertubuhan agensi bukan kera-

jaan (NGO) berorientasikan sukarelawan telah ditubuhkan dan

dibangunkan bak cendawan tumbuh selepas hujan. Pertubuhan–

pertubuhan seperti 1M4U, Persatuan Belia Islam Nasional (Pembina), Ha-

luan, Yayasan Salam Malaysia, Muslim Volenteer Club, Aman Palestin

dan Aqsa Syarif telah memainkan peranan dan mempopularkan kerja-

kerja sukarelawan ini kepada masyarakat Malaysia umumnya. Komuniti

Universiti Teknologi MARA (UiTM) Cawangan Terengganu, Kampus Bukit

Besi juga tidak ketinggalan dalam arus kepesatan pertumbuhan badan-

badan yang berorentasikan kerja-kerja sukarelawan ini seperti kelab

Youth Organization University Re-Establish Society ( YOURS) dan Unit Koku-

rikulum Siswa-Siswi Pertahahanan Awam (Kor SiSPA).

Definisi kesukarelawan (volunteerism) ini adalah suatu amalan yang

dikerjakan oleh seseorang dengan menyumbang masa, tenaga dan ke-

mahiran tanpa mengharapkan sesuatu keuntungan kepada dirinya.

Mengikut kamus dewan edisi keempat, sukarelawan ini membawa mak-

sud seseorang yang mengerjakan sesuatu dengan sukarela tanpa seba-

rang paksaan dan kelayakan-kelayakan tertentu (Dewan Bahasa dan

Pustaka, 2017). Sikap tolong menolong antara satu sama lain, melakukan

sesuatu kerja tanpa mengharapkan balasan duniawi dan kesudian da-

lam melakukan sesuatu bukan hanya untuk kepentingan diri sendiri, teta-

pi untuk masyarakat umumnya merupakan antara elemen penting di

dalam budaya kesukarelawan. Justeru itu, budaya kesukarelawan ama-

tlah dipuji dan dituntut dalam ajaran Islam. Ini dapat dizahirkan dalam

saranan Allah didalam Al-Quran, surah Al-Maidah, ayat 2; “Hendaklah

kamu tolong-menolong untuk membuat kebajikan dan bertaqwa".

Berdasarkan definisi dan maksud kesukarelawan yang dinyatakan di

atas, kerja-kerja kesukarelawan ini seolah-olahnya tidak membawa seba-

rang faedah kepada individu yang mengamalkannya. Tetapi, pada

hakikatnya, kesukarelawan ini memberikan pelbagai faedah yang besar

kepada pengamalnya. Lebih banyak ilmu dan pertolongan di-

sumbangkan dan dikongsikan oleh seseorang individu kepada individu

lain, lebih banyak ilmu dan peluang yang diperolehi dalam bentuk yang

mungkin berbeza. Hal ini telah dijanjikan oleh Allah dalam firmanNya;

“Sesungguhnya orang-orang yang bersedekah baik lelaki mahupun per-

empuan dan meminjamkan kepada Allah pinjaman yang baik, nescaya

akan dilipat-gandakan (ganjarannya) kepada mereka; dan bagi mereka

pahala yang banyak.” (wordpress, t.t.).

Kerja kesukarelawan ini memberi kesan yang positif kepada perhub-

ungan komuniti kita walaupun kerja yang dilaksanakan dianggap kecil.

Ia secara tidak langsung membentuk jaringan masyarakat majmuk yang

kuat dan toleransi. Melalui kerja-kerja amal yang dikerjakan, secara tidak

langsung, telah mengembangkan jaringan sosial, menambah kenalan

dari latar belakang yang berbeza dan menambah baik kemahiran

komunikasi kita. Aktiviti kesukarelawan adalah aktiviti yang paling berke-

san untuk memperolehi rakan yang baru walaupun dari latar belakang

yang beza. Ia akan menjadikan perhubungan lebih berkembang dan

berkualiti. Dunia kesukarelawan ini akan membantu diri seseorang dalam

meningkatkan kemahiran sosial dan keyakinan diri. Ini kerana, dunia

kesukarelawan ini memerlukan seseorang berjumpa, dan berhubung

dengan orang lain yang mempunyai minat yang sama.

Disamping itu, kesukarelawan juga memberi faedah yang besar

kepada kesihatan fizikal dan emosi kita seperti membantu mengawal

tekanan, kemarahan dan kesedihan. Perhubungan sosial yang terbentuk

melalui aktiviti kesukarelawan ini memberi kesan yang mendalam di da-

lam kesejahteraan psikologi kita dan membantu di dalam mem-

bangunkan sistem sokongan padu di dalam diri kita. Tidak terlalu

keterlaluan jika dikatakan bahawa kesukarelawan ini memberi kegembi-

raan kepada individu yang mengamalkannya.

Kerja-kerja berkaitan kesukarelawan juga secara tidak langsung

memajukan karier seseorang. Kita akan bertemu dengan orang-orang

yang lebih berpengalaman dalam sesuatu bidang. Selain pengalaman

yang diperolehi melalui aktiviti-aktiviti yang dijalankan, pengkongsian

ilmu di antara individu yang berpengalaman tersebut mampu me-

nyumbang kepada kemajuaan kerjaya. Kerja sukarelawan ini secara tid-

ak langsung menyediakan peluang dan jalan untuk kita mengamalkan

kemahiran-kemahiran penting yang sering digunakan di tempat kerja

seperti kemahiran bekerja berpasukan, kepimpinan, kemahiran berkomu-

nikasi, penyelesaian masalah, perancangan projek, pengurusan sumber

manusia, pengawalan kos dan lain-lain.

Kesukarelawan juga menawarkan peluang untuk menceburkan diri

di dalam bidang yang baru tanpa memberikan komitmen yang besar

pada jangka panjang. Sebagai contoh, anda berminat dengan ilmu-

ilmu perubatan. Justeru itu, anda boleh merancang kerja-kerja kesu-

karelawan di hospital atau di rumah-rumah orang tua. Melalui media ini,

anda akan memperoleh lebih ramai orang yang berkaitan di sekeliling

anda dan lebih banyak ilmu yang berguna dapat diperolehi melalui ker-

ja-kerja yang dilaksanakan.

Tidak dapat dinafikan bahawa pada asasnya kerja-kerja kesukarela-

wan ini berlandaskan keikhlasan dan ingin membantu tanpa

mengharapkan sebarang balasan dalam bentuk kewangan mahupun

material. Namun, terdapat banyak kelebihan-kelebihan dan faedah-

faedah yang boleh diperolehi apabila kita menceburkan diri dalam

dunia kesukarelawan.

Rujukan

Dewan Bahasa dan Pustaka (2017). Lamanweb rasmi Dewan Bahasa

dan Pustaka. Diakses daripada

http://prpm.dbp.gov.my/cari1?keyword=sukarelawan

Wordpress (t.t). Keistimewaan Orang Bersedekah. Diakses daripada

https://rahsiasedekah.wordpress.com/bersedekah-menyebabkan-

kita-kaya/

Kesukarelawan dan Faedah-faedahnya

Penulis: Mohd Faizul Idham Bin Mohd Zulkipli


1. Pelajar diwajibkan memakai jaket atau „ lab coat‟ (jaket

fakulti) dan berkasut yang menutup kaki . Pemakaian

selipar adalah dilarang ketika berada di dalam makmal.

2. Pelajar hendaklah membaca, memahami, dan mematuhi

prosedur serta peraturan keselamatan umum dalam

makmal di dalam manual makmal.

3. Pelajar tidak dibenarkan masuk ke dalam makmal tanpa

kebenaran daripada pensyarah atau pembantu jurutera.

4. Pelajar diwajibkan memakai alat pelindung diri (Personal

Protective Equipment) sebelum memulakan eksperimen

terutamanya yang berkaitan dengan bahan kimia dan radi-

asi. Sila dapatkan nasihat daripada pensyarah atau pem-

bantu jurutera.

5. Pelajar dilarang melakukan aktiviti atau bekerja secara

bersendirian .

6. Pelajar tidak dibenarkan makan, minum atau merokok di

dalam makmal. Pelajar juga dilarang bermain telefon bim-

bit atau berlari didalam makmal.

7. Pelajar dilarang menjalankan eksperimen dengan tangan

yang basah, dalam keadaan mengantuk atau dibawah

pengaruh ubat untuk mengelakkan daripada kejadian yang

tidak diingini berlaku. Pelajar juga dilarang menyentuh

sebarang alatan yang tidak biasa digunakan. Sila dapatkan

nasihat dan pertolongan daripada pensyarah atau pemban-

tu jurutera.

8. Pelajar hendaklah memastikan sambungan litar dan

peralatan adalah betul sebelum menghidupkan bekalan

kuasa dan membuka suis. Pastikan suis ditutup, soket di-

tanggalkan daripada plug, dan kawasan di tempat kerja

dibersihkan sebelum meninggalkan makmal.

9. Pelajar mestilah meletakkan kembali peralatan atau kom-

ponen ke tempat asal dengan baik dan teratur selepas

melakukan eksperimen.

10. Maklumkan kepada pensyarah atau penolong jurutera

sekiranya berlaku kemalangan atau peralatan makmal tid-

ak berfungsi, rosak atau pecah.

10 Peraturan Am di dalam Makmal Disumbangkan Oleh: Mohd. Arzaimiruddin Bin Ariffin

Fakulti Kejutruteraan Mekanikal


Pulau Pinang terkenal dengan ‘street food’. Oleh itu, jika anda ke Pulau Pinang, tidak sah sekiranya anda tidak mencuba beraneka

jenis makanan di sana contohnya nasi kandar, tosai, pasembur, cendol, char kuey teow, laksa penang dan banyak lagi. Di sini,

penulis akan memberi sedikit maklumat berkenaan dengan lokasi makanan yang sedap dan popular mengikut pengalaman dan

pandangan peribadi penulis ketika berkunjung di Pulau Pinang. Tidak semua tempat penulis sempat berkunjung, namun, di-

harapkan sedikit sebanyak dapat membantu para pembaca, terutamanya mereka yang menggemari makanan dan dikenali se-

bagai ‘food hunter’. Sila muat turun aplikasi waze pada telefon pintar anda untuk memudahkan perjalanan dan carian!

Jalan-jalan Cari Makan di Pulau Pinang.

Sumbangan: Mohd Arzaimuruddin Bin Ariffin


NASI KANDAR BERATUR ORIGINAL

Lokasi: Georgetown | Jalan Kapitan Keling |

Latitude: 5°25'0.38"N

Longitude: 100°20'15.37"E

Waktu operasi: 10:00 Malam – 9:00 Pagi

Catatan: Menu nasi kandar, harga sederhana

dan servis cepat walaupun terpaksa beratur Pan-

jang. Harga sederhana bergantung kepada jenis

lauk yang diambil.

RESTORAN KAPITAN

Lokasi: Georgetown | Lebuh Chulia |



Waktu operasi: 24 jam

Catatan: Menu disyorkan adalah nasi bri-

yani, roti naan dan tosai. Harga sederhana

bergantung kepada pilihan.

NASI KANDAR LINE CLEAR

Lokasi: Georgetown | Penang Road |



Waktu operasi: Buka 24 jam. Tutup setiap hari

Selasa.


bergantung kepada jenis lauk yang diambil.

NASI KANDAR DEEN‟S MAJU

Lokasi: Georgetown | Jalan Gurdwara |



Waktu operasi: 2:30 Petang – 11:00 Malam


dan servis cepat walaupun terpaksa beratur

panjang.

LAKSA JANGGUS

Lokasi: Balik Pulau |




Catatan: Menu terkenal ialah Laksa Penang

dan harga berpatutan. Lebih mudah

sekiranya menggunakan waze untuk da-

tang ke sini.

TEOCHEW CHENDUL

Lokasi: Georgetown | Lebuh Keng Kwee |



Waktu operasi: 10:30 Pagi – 7:00 Petang

Catatan: Rasa cendol asli yang sedap dan harga

berpatutan.

D'HERITAGE PENANG COFFEE, CHOCO-

LATE & HERBAL PRODUCT

Lokasi: Teluk Bahang |



Waktu operasi: Waktu disyorkan berkunjung

pada 9:30 Pagi – 6:00 Petang

Catatan: Aneka minuman kopi dan coklat.

ROTI BAKAR HUTTON LANE

Lokasi: Georgetown | Bersebelahan pagar

IPK Pulau Pinang; Lokasi sementara

kerana penambahbaikan bangunan sedang

dijalankan di lokasi asal



Waktu operasi: 4:30 Pagi – 1:00 Petang

Catatan: Roti bakar (pakai arang), half

cook egg, teh tarik dan kopi „O‟. Harga

berpatutan.

Lokasi asal: Georgetown | Hutton Lane |



SANY CHAR KOEY TEOW

Lokasi: Bayan Lepas | Bersebelahan Tokong

Ular)



Waktu operasi: 4:00 Petang – 3:00 Pagi

Catatan: Menu Char Koay Teow. Harga seder-

hana bergantung kepada pilihan seperti char

koay teow udang, kerang, atau ketam.

PASEMBUR @ PADANG KOTA LAMA

Lokasi: Georgetown | Padang Kota Lama



Waktu operasi: waktu disyorkan berkun-

jung pada 7:00 Petang – 12:00 Malam

Catatan: Menu Pasembor, satay, kerang

bakar, pelbagai jus buah-buahan dan ban-

yak lagi. Apabila anda duduk di meja, an-

da akan dikerumuni pekedai-pekedai un-

tuk menawarkan makanan dan minuman.

Jangan panik, rileks dan pilih mengikut

selera anda.

APAM BALIK STATION @ BATU FER-

RINGHI

Lokasi: Batu Ferringhi | Bersebelahan Holiday

Inn Resort Penang




Catatan: Aneka apam balik. Harga bermula

dari RM1 dan bergantung kepada pilihan.

GEORGETOWN WHITE COFFEE

Lokasi: Georgetown | Berdekatan KOMTAR &

Prangin Mall



Waktu operasi: Waktu disyorkan berkunjung pa-

da 3:00 Petang – 10:00 Malam

Catatan: Aneka kopi dan roti bakar, telur sapa-

ruh masak. Harga sangat berpatutan.

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