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A SURVEY ON UTM TESL UNDERGRADUATES’ READING PREFERENCE: BETWEEN HYPERTEXTS AND BOOKS DAYANG MAS MULIANY BINTI ABANG ABU BAKAR UNIVERSITI TEKNOLOGI MALAYSIA

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A SURVEY ON UTM TESL UNDERGRADUATES’ READING

PREFERENCE: BETWEEN HYPERTEXTS AND BOOKS

DAYANG MAS MULIANY BINTI ABANG ABU BAKAR

UNIVERSITI TEKNOLOGI MALAYSIA

UNIVERSITI TEKNOLOGI MALAYSIA

BORANG PENGESAHAN STATUS TESIS♦

JUDUL: A SURVEY ON UTM TESL UNDERGRADUATES’ READING PREFERENCE:

BETWEEN HYPERTEXTS AND BOOKS

SESI PENGAJIAN: 2007/2008

Saya DAYANG MAS MULIANY BINTI ABANG ABU BAKAR (HURUF BESAR)

mengaku membenarkan tesis (PSM/Sarjana/Doktor Falsafah)* ini disimpan di Perpustakaan Universiti Teknologi Malaysia dengan syarat-syarat kegunaan seperti berikut:

1. Tesis adalah hakmilik Universiti Teknologi Malaysia2. Perpustakaan Universiti Teknologi Malaysia dibenarkan membuat salinan untuk tujuan pengajian

sahaja.3. Perpustakaan dibenarkan membuat salinan tesis ini sebagai bahan pertukaran antara institusi

pengajian tinggi4. **Sila tandakan ( )

SULIT (Mengandungi maklumat yang berdarjah keselamatan atau kepentingan Malaysia seperti yang termaktub didalam AKTA RAHSIA RASMI 1972 )

TERHAD (Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasi/badan dimana penyelidikan dijalankan)

TIDAK TERHAD Disahkan oleh

__________________________ _____________________________ (TANDATANGAN PENULIS) (TANDATANGAN PENYELIA)

Alamat Tetap: Nama Penyelia 1192 BELAKANG MASJID MUTTAQIN, PUAN ADLINA ABDUL SAMADJALAN DATO’ LUNDANG, 15200 KOTA BHARU, KELANTAN.

Tarikh: 30 APRIL 2008 Tarikh: 30 APRIL 2008

CATATAN: * Potong yang tidak berkenaan** Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak

berkuasa/organisasi berkenaan dengan menyatakan sekali sebab dan tempoh tesis ini perlu dikelaskan sebagai SULIT dan TERHAD.

# Tesis dimaksudkan sebagai tesis bagi Ijazah Doktor Falsafah dan Sarjana secara penyelidikan atau disertai bagi pengajian secara kursus dan penyelidikan atau Laporan Projek Sarjana Muda (PSM)

ii

A SURVEY ON UTM TESL UNDERGRADUATES’ READING

PREFERENCE: BETWEEN HYPERTEXTS AND BOOKS

DAYANG MAS MULIANY BINTI ABANG ABU BAKAR

A thesis submitted in fulfillment of the

requirements for the award of the degree of

Bachelor of Science and Education (TESL)

Faculty of Education

Universiti Teknologi Malaysia

May 2008

iii

“I declare that this thesis entitled “A Survey on UTM TESL

undergraduates’ reading preference: between hypertexts and books” is the

result of my own research except as cited in the references. The thesis has not

been accepted for any degree and is not concurrently submitted in candidature of

any other degree”.

Signature :

Name : Dayang Mas Muliany Binti Abang Abu Bakar

Date : 30 APRIL 2008

iv

“I hereby declare that I have read this thesis and in my opinion this thesis

is sufficient in terms of scope and quality for the award of the degree of Bachelor

of Science and Education (TESL).”

Signature :

Name of Supervisor : Puan Adlina Binti Abdul Samad

Date : 30 APRIL 2008

v

To my beloved

Late Father Abang Abu Bakar Bin Abang Mantali,

Mother Dayang Hasnah Binti Abang Masuu’di,

Father in Law Abdul Hadi Bin Mat,

Mother in Law Hamidah Binti Awang Mat,

And family members,

To my dearest

Husband Ahmad Azhan and daughter Nurhanni Salsabila,

All of you

Are the loves of my heart.

vi

ACKNOWLEDGEMENT

Thank to God Almighty, with His power and blessing, I am able to

complete this thesis although there are always obstacles to overcome.

First of all, I would like to show my gratitude to my supervisor. This thesis

would not have been possible without the support, patience, many fruitful

decisions and encouragement of Puan Adlina Abdul Samad.

Secondly to my beloved husband Ahmad Azhan and my daughter

Nurhanni Salsabila, thank you for the unconditional love and understanding.

Thirdly to my late father, we have gone through sweet times and also hard

times but for me all of the times and moments I have spend with you are always

the best moments in my life. You inspired me to be the best I can be. Having your

love is the best gift from the Almighty and this is a gift for you and our family

members. This is what you always dreamed of.

Last but not least, to all that were involved in completing this thesis, my

greatest gratitude for your cooperation and supports. Thank You.

vii

ABSTRACT

This research uses a survey to investigate UTM TESL

undergraduates’ reading preference between Hypertexts and books. The study is

very crucial as it will help to identify the strengths and also the weaknesses of the

preferred type of text. Therefore, questionnaires have been distributed to UTM

TESL undergraduates’ session 2007/2008 (Refer Appendix A). From the research,

it has been found that UTM TESL undergraduates preferred Hypertext as

compared to books. The reasons why the students preferred Hypertext are

encouragements from lecturers, cost and time saving, easier and faster access,

interactive and interesting, up to date and more focused. However Hypertext has

several weaknesses such as reliability low, has caused health problems and also

technical problems. The findings suggest that the students must be taught,

exposed and trained to select reliable reading materials, exposed and taught on

how to overcome the technical problems and lastly they must be aware of how to

prevent the Computer caused health problems.

viii

ABSTRAK

Kajian ini merupakan satu tinjauan terhadap minat pelajar UTM

khususnya pelajar tahun akhir TESL sesi 2007/2008 sama ada pelajar-pelajar ini

lebih berminat membaca bahan bacaan daripada Internet ataupun daripada buku-

buku. Kajian ini amat penting bagi mengenal pasti kelebihan dan kekurangan

bahan bacaan yang mereka minati atau tidak minati. Senarai soal selidik telah

diedarkan kepada pelajar tahun akhir TESL (rujuk Lampiran A). Hasil daripada

kajian ini mendapati bahawa para pelajar lebih berminat kepada bahan bacaan

daripada Internet berbanding bahan bacaan daripada buku-buku. Antara faktor

kepada minat mereka ini adalah kerana dorongan daripada pensyarah,

menjimatkan masa dan tenaga, interaktif dan menarik, terkini dan lebih fokus.

Sebaliknya, kekurangan bahan bacaan daripada Internet ini adalah seperti

mempunyai kebolehpercayaan yang rendah, masalah teknikal serta boleh

menjejaskan kesihatan. Hasil daripada penemuan mencadangkan agar pelajar-

pelajar diajar dan didedahkan tentang cara-cara memilih bahan bacaan yang

mempunyai kebolehpercayaan yang tinggi, diajar dan didedah tentang cara-cara

mengatasi masalah teknikal dan juga cara-cara bagi mengatasi masalah kesihatan

yang berpunca daripada komputer.

ix

TABLE OF CONTENT

CHAPTER TITLE PAGE

THESIS STATUS DECLARATION ii

TITLE PAGE iii

RESEARCHER’S DECLARATION iv

SUPERVISOR’S DECLARATION v

DEDICATION vi

ACKNOWLEDGEMENT vii

ABSTRACT viii

ABSTRAK ix

TABLE OF CONTENTS x-xiii

LIST OF ABBREVIATIONS xiv

LIST OF FIGURES xv

LIST OF TABLES xvi

x

1 INTRODUCTION

1.1 Introduction 1

1.2 Background of the study 2

1.3 Statement of Problem 3

1.4 Significance of the Research 4

1.5 Research Objectives 5

1.6 Research Questions 5

1.7 The Scope of the study 5-6

1.8 Definition of terminologies 6-9

2 LITERATURE REVIEW

2.1 Introduction 10

2.2 Views related to the study 11-12

2.2.1 Computer Assisted Language Learning 12-13

2.2.2 Information Technology 13-14

2.2.3 Hypertext Theory 14-17

2.7 Previous Research 18-25

2.8 Conclusion 26

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3 METHODOLOGY

3.1 Introduction 27

3.2 Respondents of the study 27-28

3.3 Instruments 28-29

3.4 Research Procedures 29

3.5 Data Analysis 29-30

3.6 Conclusion 30

4 FINDINGS AND DISCUSSION

4.0 Introduction 31

4.1 Analysis and findings of the questionnaires 32-45

4.1.1 Findings on respondents’ background information 32-34

4.2 Findings on respondents’ views on Hypertext and

books 34-41

4.3 Findings on qualitative data 40-46

4.4 Discussions 46-48

5 CONCLUSION AND RECOMMENDATIONS

5.1 Introduction 49

5.2 Conclusion 49-51

5.3 Recommendations 52-61

5.4 Future Research 61-62

REFERENCES 63-67

APPENDIX A 68-71

xii

LIST OF ABBREVIATIONS

ABBREVIATION FULL DESCRIPTION

SHL 3562 Computer Assisted Language Learning I

SHL 4572 Computer Assisted Language Learning

SHL 4222 Teaching Macro Skills in Tesl

TESL Teaching English as Second Language

UTM Universiti Teknologi Malaysia

CALL Computer Assisted Language Learning

ICT Information Communication Technology

L2 Second Language

IT Information Technology

xiii

LIST OF FIGURES

FIGURE NO. TITLE PAGE

4.1.1 Percentages on Respondents’ gender 32

4.1.2 Percentages on Respondents’ age 33

4.1.3 Percentages on Respondents’ Cgpa 34

4.2.1 Respondents’ highest percentages Scale from question

1 until question 9 37

4.2.2 Respondents’ highest percentages Scale from question

10 until question 18 39

4.3.1 Percentages on Respondents’ preference 41

4.3.2 Percentages on the strengths of Hypertexts 43

4.3.3 Percentages on the weaknesses of Hypertexts 44

xiv

LIST OF TABLES

TABLE NO. TITLE PAGE

2.2 The benefits of IT to the students 22

2.3 The benefits of IT to the institution 23

2.4 The benefits of IT to the institution 24

3.1 Likert’s Scale 28

3.2 The relationship between mean and the rating scale 29

4.2 Findings on Respondents’ view about Hypertexts and books 35-36

5.1 Computer attacks and the preventive actions 51-55

xv

CHAPTER ONE

INTRODUCTION

1.1 Introduction

Reading is an important key or skill towards acquiring knowledge. Having

this skill does give some impacts to our life either in positive or negative ways.

With the advancement of technology, the main roles of books as the source of

reading materials have changed. It is because we have moved on to a new

environment of reading called hypertext environment. This text started as an idea

in 1945 by Vannevar Bush who proposed the development of hypertext. Altun

(2003) claims that as the result of the technology, we are moving towards

digitized media on computer screens where this technology can be interpreted and

shaped by a community of second language (L2) readers that are called Computer

Assisted Language Learning. The way in which second language (L2) readers

understand, interpret, and value hypertext-reading materials as a new medium, is

worth exploration. Hence, the study is used to guide us in finding the real reasons

why UTM TESL undergraduates preferred a particular type of text and suggest

ways to improve the skills in accessing the preferred type of reading material or

text.

1.2 Background of the study

Hypertext has been investigated for fifty-three years and until

today, many researchers are still working on with their ideas on how hypertext

could benefit us especially in the area of hypertext reading. Nelson (1992) claims

that Hypertexts most often refers to the text on a computer that will lead the user

to other, related information on demand. It also represents a relatively recent

innovation to user interfaces, which overcomes some of the limitations of written

text. Rather than remaining static like traditional text, hypertext makes possible a

dynamic organization of information through links and connections (called

hyperlinks). It can be designed to perform various tasks; for instance when a user

"clicks" on it or "hovers" over it, a bubble with a word definition may appear, a

web page on a related subject may load, a video clip may run, or an application

may open. In other words, Hypertext has made our life to be more convenience

by providing an effective, efficient, fast, economic and interesting source of

information.

Hence with the emergence of Computer Assisted Language Learning

(CALL), it offers more chances for learners to acclimatize with the new

dimension of reading by adjusting the conventional reading style such as from

books, journals and etc. and also to master the computer skill. This is because, we

have to consider that not all of the students have been exposed to the technology

due to lack of awareness on the importance of Hypertext, economic problem in

school and home and also insufficient number of facilities in school. Thus, it is

important for us to assist the students so that they can get along with the

technology and cope with their educational needs as Mason (1997) claims that it

is important, however, for us to come to grip with the implications of these new

texts for our students and for our teaching (Mason, 1997).

2

Consequently, several researches have been made on how the new text

type has a great impact towards our reading direction. With the advancement of

Information Communication Technology (ICT), it has put forward further

opportunity to improve hypertext reading. Leu (1997) claims that the emergence

of new and constantly changing text-types related to information and

communication technologies means that for many now the word “literacy” refers

not to an achieved state, but rather a lifelong process of becoming literate is a

moving target, one we can never define, because information and communication

technologies continually change. Therefore, we hope that the hypertext reading

will benefit us by providing vast amount of data with just a click and also to

improve our educational system with the assistance from the latest technologies.

1.3 Statement of problem:

Although research has been made on Hypertexts by foreign researchers,

we are still lack of research on hypertexts in our educational system itself.

Therefore, with all of the benefits that it brought into our educational life, we

should pay more attention to Hypertexts especially on how to prepare the students

with the rapidly changing technology. With the emergence of Computer Assisted

Language Learning (CALL) and wide range of second language reading materials

either from the Internet, bookstores or the libraries, we cannot deny that the needs

towards hypertext reading materials are significantly important. Different findings

can be obtained by conducting the research in our local context so that we can

specifically cater the local needs in accessing hypertext reading materials.

3

1.4 Significance of the Research

The study is to seek the significance of reading hypertext or books

among the UTM TESL undergraduates especially when they are reading the

preferred type of text. The results can be made as guides for us to identify the

strengths and weaknesses that the students may probably encounter while they are

reading the type of text. Hence with the results, we may also suggest ways on how

to overcome the problems faced by the respondents when dealing with the

preferred type of text.

The study is also used to identify the various factors that influence the

students to choose preferred type of text. These factors can be used to introduce

strategies and approaches in reading the text type. The outcome of the study can

also be a valuable source of information to facilitate better understanding to the

dilemma on preferred type of text.

1.5 Research Objective

The objectives of the research are to:

1. To investigate the students’ preference towards the different types

of reading ‘text’.-either hypertext materials or books.

2. To examine the reasons why the students prefer a particular type of

text.

3. To identify the difficulties that the students face while reading the

preferred type of text.

4

1.6 Research question

The study aims to seek answers to the following questions:

1. What type of text do the students prefer?

2. Why do the students preferred reading a particular type of text?

3. What are the problems that the students experienced when they are

accessing the reading materials from the preferred type of text?

1.7 The Scope of the Study

The study is an attempt to identify UTM students’ preferred text

type between hypertext and books. Questionnaires will be distributed to the

respondents where the findings from the research method can be made as the key

answers to the study.

The subjects of the study are forty three students from the

Education Faculty whom are the final year students of SPL-TESL in Universiti

Teknologi Malaysia. These students have taken Computer Assisted Language

Learning (CALL) subject and Teaching Macro Skills in Tesl (SHL 4222) that has

provided them important knowledge towards the findings of the study especially

about the preferred type of text.

The instruments for the study are the questionnaires consisting of

three background information questions in section A, eighteen five rating scale

5

questions on their personal views on hypertext and books and lastly in section C,

three question will be asked to gain supporting data for the findings in section B.

1.8 Definition of terminologies

These are the terminologies that would be often used throughout

the research:

1.8.1 Reading

Reading in this study is defined as the process of understanding

and constructing meaning from a piece of text. Reading difficulties become most

apparent when the reader is unable to grasp the meaning of the words from a text.

Reading comprehension may be affected by the difficulty of the text, the

vocabulary words used in the text, and the reader's familiarity with the subject

matter, among other factors (Royer,J.M, 2006).

1.8.2 IT

IT (Information Technology) is defined as the technology that

provides information or as a medium to transfer information through computer,

multimedia, software and etc.

1.8.3 CALL

6

CALL (Computer Assisted Language Learning) is defined as the

application of computer in helping the teacher towards the teaching and learning

in the classroom where the computer plays roles as the tutor and tutee. In other

words, the computer can be a source of information to the students in learning

process and learning practice tools.

1.8.4 ICT

ICT (Information Communication Technology) in this study is defined

as knowledge turns into multimedia, trans disciplinary and practice oriented

knowledge. The multimedia applications and networks based solutions brought

about other aspect of learner’s behaviors and encourage the introduction of

individual based classroom or distance learning (Tick A., 2006).

1.8.5 Hypertext

Hypertexts refer to the text on a computer that will lead the user to other,

related information on demand. It also represents a relatively recent innovation to

user interfaces, which overcomes some of the limitations of written text. Rather

than remaining static like traditional text, hypertext makes possible a dynamic

organization of information through links and connections (called hyperlinks). It

can be designed to perform various tasks; for instance when a user "clicks" on it

or "hovers" over it, a bubble with a word definition may appear, a web page on a

related subject may load, a video clip may run, or an application may open.

(Nelson, 1992).

7

1.8.6 Glosses Hypertexts

Glosses Hypertext in this study is defined as the ‘text’ interface that

provides popup vocabulary definitions.

1.8.7 Controlled hypertext

Controlled Hypertext in this study is defined as the ‘text’ interface that

provides predetermined and limited number of texts on the topic.

1.8.8 Free hypertexts

Free Hypertext in this study refers to a situation where the students read a

main text and then is directed to freely explore the Internet for other texts related

to the topic.

1.8.9 Controlled hypertexts with glosses

Controlled hypertexts with glosses in this study is defined as the texts

interface that provides predetermined and limited number of texts on the topic

with additional links that provide popup vocabulary definitions.

8

1.8.10 Free hypertexts with glosses

Free hypertexts in this study is referring to a situation where the students

read a main text and then are directed to freely explore the Internet for other texts

related to the topic with an addition of links provide popup vocabulary

definitions.

1.8.11 Text

Text in this study is defined as any printed texts or reading materials such

as books, journals, magazines, newspapers and etc.

9