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PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
Copyright ©2016 by the Faculty of Education, University of Malaya, Kuala Lumpur
All rights reserved. No part of the proceedings may be reproduced, stored in a retrieval system, or transmitted, in
any form or by any means, without the prior written permission of the Editor, ICTL2016, Faculty of Education,
University of Malaya, Kuala Lumpur, Malaysia (Email address: [email protected])
All papers are peer-reviewed by at least 2 reviewers prior to acceptance for presentation at the conference.
ICTL2016 will not be responsible for any omission of papers due to late submission.
Published by
Faculty of Education,
University of Malaya,
Kuala Lumpur,
Malaysia
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
Printed in Malaysia: ISBN: 978-983-9662-30-6
TABLE OF CONTENTS
Preface………………………………………………………………………………….………….….8
Prof. Dr. Ananda Kumar Palaniappan, Director, ICTL2016, University of Malaya, Malaysia
List of Reviewers …………………………………………………………………….…………...9
List of Committee Members………………………………………………………..….…….10
Workshops
Creative Teaching for the Digital Age ………………………………….…………………………….11
Ananda Kumar Palaniappan, Pradip Kumar Mishra, Adelina Asmawi & Lau Poh Li, University of Malaya, Malaysia; Chanisa
Tantixalerm, Chulalongkorn University, Thailand
Enhancing Creative Teaching Using Computational Thinking ............................................................ 26
Cheah Hew Mee, Faculty of Education, University of Malaya, Malaysia
Full text papers presented during Parallel Sessions
21st Century Powerful Thinking Tool, Metacognition: Impact on Second Language Learners’ Vocabulary 43
Chandrakala Varatharajoo, Adelina Asmawi, Nabeel Abdallah Mohammad Abedalaziz, University of Malaya, Malaysia
Promising Online Dictionary in ESL Teaching and Learning .............................................................. 58
Uma Rani A Rethina Velu, University of Malaya, Malaysia
Exploring the Effects of Prosodic Attributes of Oral Reading on Reading Proficiency in Year 3 Students 71
Shelen Aderina Kok, Institute of Teacher Education Kent; Lee Kean Wah University Malaysia Sabah, Malaysia
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
Smart Board Technology Acceptance among Private Institution Lecturers: Unified Theory of Acceptance and Use of
Technology 2 (UTAUT 2) ......................................................................................................................... 85
Vinothini Vasodavan, Yogeswary Moorthy & Nabeel Abdallah Mohammad Abedalaziz, University of Malaya, Malaysia
A Conceptual Framework for Learner’s Security Behaviour in M-Learning Environment ............. 97
Sheila Mahalingam, Mohd Faizal Abdollah & Shahrin Sahib, University Technical Malaysia, Malaysia
A ‘Bottom-Up’ Creation of an Assessment Literacy Rubric: Teachers’ Feedback .......................... 107
Renuka V. Sathasivam & Esther G.S. Daniel, University of Malaya, Malaysia
Influence of Principals’ Transformational Leadership on Teachers’ Organizational Commitment in Primary Cluster
Schools in Selangor.................................................................................................................................. 118
Jeyasushma Veeriah & Sailesh Sharma, University of Malaya, Malaysia
Perspectives Exploring a Tailored Intervention to Help the Needs of a Whole Child with Dyslexia 136
Paula Mutamir, Hils Learning Sdn. Bhd, Malaysia
Understanding how we naturally learn is the merit of the teaching innovation (Insights from neuroscience) 168
Sawsan Awad Karar, University of Malaya, Malaysia
A Critical Review: Assessing Reflective Practice by Using Digital Technology in Teacher Education Programs
................................................................................................................................................................... 177
Huzaina Abdul Halim, University of Malaya, Malaysia; Natasha Ariffin, Selangor International Islamic University College,
Malaysia
Re-positioning Science Instruction for the 21st Century: Development of Instructional Materials of Integrated Science,
Technology, Engineering and Mathematics Approach for Secondary School Students .................. 186
Yaki Akawo Angwal, Rohaida Mohd Saat & Renuka V. Sathasivam, University of Malaya, Malaysia
P.L.A.Y. to Breakthrough – Practical Coaching Strategies for Children and Teenagers Who Has Special Needs
................................................................................................................................................................... 197
Phoebe Long Mei Wah, Breakthru Enrichment Station, Malaysia
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
The Power of Belief: Alternative Strategies in Working with a Child with Autism Spectrum Disorder: A Case Study
................................................................................................................................................................... 207
Wan Kah Mun & Tunku Harris Bin Tunku Mu'tamir (Zac), Hils Learning Sdn. Bhd., Malaysia
Integrated Active Learning Approach in Teaching and Learning Preschool Social Studies among Diploma Student-
Teachers: A Case Study .......................................................................................................................... 223
Mariani Binti Md Nor & Lee Swee Peng, University of Malaya, Malaysia
Parent Child Attachment as Mediator of the Relationship between Parenting Style and Student’s Grade 241
Samaneh Ranjbarrizi, Diana Lee-Baranovich, Abdallah Mohammad Abedalaziz & Mariani Binti Md Nor, University of
Malaya, Malaysia
Technical Skits for Teaching Engineering Concepts – A Case Study ................................................ 259
B. Hema Kumar & R. Ananda Natarajan, Pondicherry Engineering College, India
Teachers’ Perception on the Effects of Gadgets on Socio-emotional Development of Young Children in Klang Valley
................................................................................................................................................................... 270
K Sivan R Koran, Wirawani Kamarulzaman, Annie Wong Kai Sze, Geraldine Pangiras & Wan Norfadillah Wan Nawi,
Universiti Tunku Abdul Rahman, Malaysia
I Can’t Believe My Eyes! Screen Time and its Relationship to Vision Function in Young Learners 276
Joanna Lim & Marina Tei, Stanley Tien, Hils Learning Sdn. Bhd. Malaysia
Challenges of Implementing Inclusive Education: A Study on In-Service Teachers of India ......... 290
Aparna Mukherjee, Debomita Sikdar & Susmita Neogi, Viharilal College Campus, University of Calcutta, India
Student Satisfaction in the Use of Online Forums: A Case Study among Undergraduates in a Malaysian Public
University ................................................................................................................................................. 303
Dorothy DeWitt, Norlidah Binti Alias & Mariani Binti Md Nor, University of Malaya, Malaysia
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
Creative Teaching: How and Why......................................................................................................... 314
Annie Kaul, MIER College of Education, India
Trends in Using Social Media as Substitutes for Class Interaction Minus in Open & Distance Learning (ODL) Education
in Nigeria .................................................................................................................................................. 323
Adelakun Lateef Adekunle, University of Malaya, Malaysia
Causes and Solutions to the Undergraduate Students’ Dropout, Faculty of Engineering ............... 335
Alongkorn Prakitpong, Thai-Nichi Institute of Technology, Thailand; Suchada Bowarnkitiwong, Chulalongkorn University,
Thailand
Effect of Phase-Based Instruction on Students’ Geometrical Achievement ...................................... 345
Leong Kwan Eu & Poh Geik Tieng, University of Malaya, Malaysia
Parental Involvement in Orientation and Mobility of Visually Impaired Learners in Pakistan: A Case Study
................................................................................................................................................................... 349
Shazia Malik & Umi Kalthom Abdul Manaf, Universiti Putra Malaysia, Malaysia
Teaching of Children with Special Needs: Challenges and Solution .................................................. 357
Lalhmingliana, Institute of Advanced Study in Education, India
Breaking the Conventional Boundaries and Taking the Bold and Zealous Steps toward Empowering Differently but
Definitely Abled Children ....................................................................................................................... 366
P. Mythili Raju, MES Teachers College, India
Tinjauan Pelaksanaan E-Pembelajaran oleh Guru dalam Program Pendidikan Inklusif ............... 374
Syameera Bee Showkat Ali & Madhya Zhagan, J. Sivarajan, University of Malaya, Malaysia
Factors Hindering in Implementation of Nursing Process Model (NPM) as an Innovative Educational and Practice
Agenda in Malaysia: Student Nurses’ Perspectives ............................................................................. 386
Lynn Lynn Thet, Ahmad Zabidi Bin Abdul Razak & Shahrir Jamaluddin, University of Malaya, Malaysia
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
Innovative Experiments of Value Education ........................................................................................ 401
Intekhabalam K. Ansari, College of Education Kharod, India
An Assessment of Choice-Based Credit System Implemented in the Colleges of Veer Narmad South Gujarat University,
Surat ......................................................................................................................................................... 406
Jayantikumar M. Naik, Shah N.H. Commerce College, India; Intekhabalam K. Ansari, College of Education Kharod, India
Innovation and Creativity in Education: Fostering Creativity and Supporting Innovative Teaching 410
Anjali Shokeen, University School of Education, GGSIP University, India
Dyslexia: An Argument for Treatment Methodologies Based on Symptomatic Assessments ......... 417
Geetha Gopinath, Mar Severios College of Teacher Education, India
Diary for Children’s Development (DCD): Improving Synergy of Monitoring Children's Character Development in
Elementary Schools ................................................................................................................................. 429
Ahmad Syawaludin, Peduk Rintayati; Sebelas Maret University, Indonesia
Parental and Assistive Technology-Based Early Literacy Intervention for Preschoolers with Down Syndrome
................................................................................................................................................................... 434
Ng Poi Ni, Tiew Eng Joo & Loh Sau Cheong, University of Malaya, Malaysia
Development of Moral and Ethics Indicators and Practical Guideline for Desirable Attributes of
Graduates in Higher Education in Central Region Institutions Network ......................................... 457
Atchara Chaiyoopatham, Chulalongkorn University, Thailand
Pembinaan Data Korpus Bahasa Arab untuk Tujuan Pengajaran di Peringkat STAM ................. 462
Zainur Rijal B. Abdul Razak, Rosni B. Samah, Muhammad Fauzi B. Jumingan & Mohd. Shahriman B. Abu Bakar, Universiti
Sains Islam Malaysia, Malaysia
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
PREFACE
Dear ICTL2016 Presenters and Participants,
Congratulations for successfully contributing and presenting your papers as well as participating actively at
the International Conference on Teaching and Learning (ICTL2016) held on 5 -6 October, 2016 in Kuala Lumpur,
Malaysia. There were 40 full-text papers submitted for paper and poster presentations. I am indeed very happy to
present to you these papers in their original form as proceedings in our conference website.
The aim of the conference was to provide an opportunity to educators and researchers to share their ideas
and findings on their latest cutting edge innovations and ideas in teaching and learning. The theme of the
conference was ‘Innovations in Teaching and Learning in the Digital Era’ with the following sub-themes: 1)
Innovative teaching and learning approaches, 2) Creative teaching: Addressing current needs, 3) Early childhood
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
education – Best practices, 4) Teaching children with special needs: Challenges and Solutions, 5) Emerging trends
in teacher evaluation and 6) Assessing learning for excellence in thinking.
There were two keynote speeches and six workshop presentations, however, only two full text papers for the
workshops were submitted. Both these workshops dealt with thinking: one on creative teaching and the other on
computational thinking, thus emphasizing the importance of thinking in the teaching and learning processes in this
era of fast-developing digital technology.
The parallel session papers were all research based and reported many cutting-edge findings which have the
potential of moving their respective fields forward. For example, Chandrakala’s use of Metacognition in learning
vocabulary and Project Based learning in Engineering have shown some practical teaching approaches that
educators can use to enhance learning.
The papers were presented in six parallel sessions concurrently and as such some participants may have missed
some presentations. We hope with these proceedings, participants will be able to gain more information on those
presentations they have missed.
Wishing all of you the best in your research and we look forward to your presentation in the next ICTL conference,
Prof. Dr. Ananda Kumar Palaniappan,
Director,
International Conference on Teaching and Learning, ICTL2016
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
MEMBERS OF THE REVIEW BOARD
Prof. Emeritus Dato’ Dr. Isahak Haron
Assoc. Prof. Dr. Loh Sau Cheong
Dr. Dorothy DeWitt
Dr. Leong Kwan Eu
Assoc. Prof. Dr. Diana Lea Baranovich
Mohd Faisal Mohamed
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
LIST OF ICTL 2016 COMMITTEE MEMBERS
ADVISORY Assoc. Prof. Dr. Mariani Md Nor
Dean of Faculty of Education, University of Malaya
DIRECTOR Prof. Ananda Kumar Palaniappan
Senior Lecturer, Faculty of Education, University of Malaya
SECRETARY Dr. Azmawaty Mohamad Nor
Senior Lecturer, Faculty of Education, University of Malaya
TREASURY Dr. Norfariza Mohd Radzhi
Senior Lecturer, Faculty of Education, University of Malaya
MEMBERS
Prof. Emeritus Dato’ Dr. Isahak Haron
Assoc. Prof. Dr. Loh Sau Cheong
Dr. Shanina Sharatol Ahmad Shah
Dr. Hidayah Mohd Fadzil
Dr. Ida Hartina Ahmed Tharbe
Dr. Dorothy DeWitt
Dr. Leong Kwan Eu
Dr. Hutkemri
Dr. Shahril Nizam bin Shaharom
Dr. Norsafatul Aznin Ab Razak
Dr. Norfaezah Md. Khalid
Dr. Mohd Nazri Abd. Rahman
Dr. Azuraida Shahadan
Mohd Faisal Mohamed
Mohd Norazlin bin Mansor
Alina A. Ranee
Mohd Hasri Che Ros
Muhamat Yufpri Inun
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
Norfazlin Aida Radzuan
Juriza Mahidin
Rohaizal Akmal Ariffin
Norazlina Ahmed Nawawi
WORKSHOPS
WORKSHOP ID: P3
Creative Teaching for the Digital Age
Ananda Kumar Palaniappan, PhDa, 1
Chanisa Tantixalerm, PhDb Pradip Kumar Mishra, PhDa
Adelina Asmawi, PhDa
Lau Poh Li, PhDa a University of Malaya
Malaysia b Chulalongkorn University
Thailand
[email protected] Creative graduates are much sought after in this era of stiff competition and globalization. Across cultures, every
society needs generations who, through creative educational training, can efficiently use their creativity to solve life
problems. Institutions of higher learning are committed to stepping up efforts to enhance students’ creativity as
employers are finding it increasingly difficult to find creative graduates. Those employed have been found to be
more academically than creatively inclined. Many have attributed this to the lack of efforts to promote creativity in
institutions of higher learning. Universities were found to focus more on content knowledge and developing skills
in relation to specific areas of specialization rather than on the soft skills required to be innovative and competitive
in the real world. There is also general lack of knowledge and skills among lecturers on how to teach creatively and
also on how to enhance students’ creativity. This workshop which is based on the findings of an international
comparative study of creative teaching in Malaysia, Thailand, and England, will focus on the creative teaching model
comprising the 4Ps – Process, Person, Product and Press – as well as the four dimensions of creative thinking
proposed by Torrance – Originality, Flexibility, Fluency and Elaboration. Participants will learn what aspects of
creative teaching they should focus on and how to overcome obstacles to achieving the goals of creative teaching.
They will also benefit from the real-life classroom experiences of creative teachers in these countries and learn how
they can adopt and adapt these practices to suit their teaching objectives and the need to teach creatively to enhance
students’ creativity. Through simple activities, participants will learn several approaches that will enable them to
make their lessons interesting and turn out creative individuals. This workshop will enable participants to incorporate
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
the current advances in Information and Communications Technology (ICT) to create an environment that will
enhance student creativity. Participants will also learn how they can teach creatively and teach creativity within the
current constraints and challenges in schools and higher learning institutions.
Keywords: Creative teaching, Digital age, Creative educational training
Introduction
Teachers shape future leaders and ultimately the world. Schools and teachers are seen as having the kind of impact
on students that will determine their future career and life. Hence, what teachers do in the classroom determine the
quality of students and in the case of universities, the quality of graduates. Teaching to enhance academic
achievement is no longer seen as sufficient as more and more employers are looking for graduates who are not only
academically talented but know how to use creatively knowledge gained in schools and problem-solve
independently at the workplace. In this context, creative teaching is seen as an important approach for enhancing
student creativity. Creative teaching has also been found to enhance academic achievement (Bereiter, 2002; Cheng,
2011; Schacter, Thum, & Zifkin, 2006), motivation (Hoang, 2007) and also future careers in life. However, there
appears to be more focus on students’ academic achievement than on their creativity (Reilly, Lily, Bramwell, &
Kronish, 2011) or the teachers’ ability to teach creatively. Teachers have also been found to lack knowledge and
skills on how to teach creatively and also teach for creativity. Hence, this paper reports how teachers identified as
creative by their students teach creatively with the view of providing practical suggestions to other teachers. The
findings from this study will be used to provide training and practical applications for teachers in both schools and
institutions of higher learning to use their creativity to generate effective ideas for creative teaching and effective
strategies to enhance students’ creativity.
The Problem
The lack of a creative workforce in this information age where creativity and innovation is not an option is
detrimental to any country. This lack of a “creative class” (Florida, 2002) together with the increase in jobless
graduates has put university education under the sharp scrutiny of many policy makers and educators. Malaysian
employers, for example, are finding it increasingly difficult to find graduates who are creative and those employed
have been found to be more academically inclined than creative (Report of the meeting on multi-stakeholder
approach to address graduate unemployment, 2006; The Advertiser, 2000; The Star, March 3, 2005). Many have
attributed this to the lack of efforts to promote creativity in institutions of higher learning either through creative
instruction or curricular changes aimed at enhancing student creativity. Generally, there appears to be a general lack
of emphasis in promoting and researching creative teaching with the aim of producing a creative workforce (Reilly,
Lily, Bramwell, & Kronish, 2011). However, some lecturers even with the seemingly never ending demands on their
time and resources, are able to teach creatively and produce creative individuals. Hence, it is imperative to study
these creative lecturers and their teaching strategies as well as the factors that influence their motivation to teach
creatively and enhance student creativity. The findings may help inform teacher education and staff development
initiatives on how instructors can teach creatively and teach for creativity.
Objective
With the above issue in mind, this paper reports on findings relating to what creative lecturers do, what factors
contribute to or impede their ability to teach creatively and also what strategies they employ to enhance student
creativity.
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Research Questions
This study will address the following research questions: What do creative lecturers do? What influences or impedes
lecturers to teach creatively? What strategies do creative teachers use to enhance students’ creativity?
Literature Review
Work on creativity and its relationships to all aspects of education, work and life began almost 60 years ago, most
of which were in the 1960s. Some of the seminal works are still relevant today. Early work on creativity sought to
uncover a single definition for creativity. However, a reviewer of work done on creativity will quickly become aware
of the myriads of ways creativity has been defined and researched. Similar review on creative teaching will also
indicate the diversity in its definition.
Creativity and Its Components
It is vital to understand that no single definition of creativity is able to encompass all ideas and findings about what
creativity is (Friedel & Rudd, 2005; Sousa, 2011). Creativity means different things to different people. To a
musician, it means producing some hitherto unheard of, yet appealing, music and to an artist, it is the depiction of
an unusual mood or story by blending colors and figures. To a physicist, it may be an original and useful invention
or discovery like Einstein’s theory of relativity. However, these different versions of creativity indicate an underlying
fact: creativity includes among other things, the production of clever, original and useful ideas.
Rhodes (1961) classified the myriad definitions of creativity into four categories, namely, 1) Process, 2)
Person, 3) Press and 4) Product. ‘Process’ definitions mainly describe the stages of creative processes working in
the psyche of the creator. It refers to the behavior directed toward creative achievement. ‘Person’ definitions refer
to the potential for creative achievement in which creativity is seen as a set of characteristics of the person. ‘Press’
definitions refer to the environmental conditions necessary for creative activities. ‘Product’ definitions refer to the
end product where manifestations of a person’s creativity are located. It can be seen that creative teaching can also
be looked at based on this classification of creativity (Figure 2).
The process by which creative people think has been said to occur in many different ways. One of the earliest
ideas was proposed by a German physiologist and physicist, Herman Helmholz whose work was reported in a book
by Graham Wallas (1926) titled “The Art of Thought.” Four stages of creative process were suggested: Preparation,
Incubation, Inspiration (Illumination) and Verification. The preparation step involves observing, listening, asking,
reading, collecting, comparing, contrasting, analyzing and relating all kinds of objects and information. The
incubation step is both conscious and unconscious, involving thinking about parts, relationships and reasoning.
Inspiration or Illumination appears during the fallow period following incubation where tensions are released so that
one can be creative. Verification is a period of hard work involving converting ideas into objects. Understanding
these processes is important as they inform creative teaching approaches and explain the theoretical basis of creative
teaching and why some approaches are successful in enhancing student creativity.
Creative Teaching
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
Creative teaching has been variously defined (see, for example, Horng, Hong, ChanLin, Chang, & Chu, 2005;
Rinkevich, 2011). Most of the definitions have focused on teaching creativity that is teaching creative thinking with
the aim of enhancing creative thinking skills among students. Another aspect of creative teaching, however, has been
neglected in the definition of creative teaching, namely teaching creatively (The National Advisory Committee on
Creative and Cultural Education or NACCCE, 1999). This paper presents a model of creative teaching that combines
both -- teaching creatively and teaching creativity.
Teaching creatively is defined as a process of incorporating creative processes and creativity components in
the teaching process. In also incorporates the teachers’ creative personality characteristics and creative thinking
processes which they use to design the instruction strategies to enhance learning and motivate students. An example
of creative teaching would be when a creative music teacher uses several tape recorders to teach the developmental
section of Beethoven’s ‘Eroica’ which students find difficultly understanding (Rubin, 1985). This exemplifies how
creative teachers generate innovative ideas to enhance understanding of difficult topics.
Teaching creativity is defined as a process of designing and strategizing instruction to facilitate thinking
skills especially creative thinking skills among students. For example, teachers teaching creativity to enhance
originality in thinking in a language class may ask students to develop a new ending for a favorite story or rewrite
an ending to a story they know. Based on the above interpretations of creative teaching, a systems model of creative
teaching was developed (Palaniappan, 2008). It looks at creative and innovative teaching from a holistic viewpoint
which enables not only teachers and trainers but also institutional administrators to ensure the successful
implementation of creative teaching.
Figure 1. A systems
view model for
creative teaching
(Palaniappan, 2008)
In the systems view of creative
teaching, for creative
teaching to take place, it is
crucial that all significant
factors affecting creative
teaching are taken into
account when designing the
creative teaching and
learning process. These
significant factors can be
categorized as those within
the school environment and
those outside it. Significant
internal school environment
factors include the learners,
teachers and the curriculum.
The success of any creative teaching strategy depends on the learner characteristics including, among others, their
creative personality characteristics, creative motivation and creativity.
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
The teacher variable plays a major role in creative teaching. Many teacher related factors determine the
extent to which creative teaching takes place. Among them are teacher’s level of motivation and attitude toward
teaching creativity and creatively, teachers’ own creativity level, and teachers’ pedagogical experience (Davies et
al., 2014).
The curriculum plays an equally important role. It sets the stage for creative teaching. There should be a
deliberate attempt to provide for the presentation of content creatively and also to enhance student creativity. For
example, the curriculum should indicate for each section of the topic being taught, the various pedagogical methods
teachers could employ to teach or provide opportunities for teachers to use their own creativity to explore other
strategies for presenting the material.
All three abovementioned factors depend on the school environment. The school environment encompasses
other teachers and colleagues, principals, and students as well as the policies governing the daily running of the
school, the school culture and the school infrastructure available to teachers and students (Hui & Yuen, 2010). For
example, support from other teachers forms a valuable source of creative energy for teachers. A supportive principal
who is willing to allow teachers to try unconventional teaching methods is crucial. Creative students also provide
the creative climate that teachers and other students need to grow creatively. Students grouping together to think of
an easier way to raise funds for a good cause or design a new way to build an intelligent traffic system for the local
town council are just some of the creative activities that can be organized.
Among the factors outside the school environment vital for enabling creative teaching to occur in schools
are parents, government policies, future employers and the industry demands on the schools (Hearn & Bridgstock,
2010). Parents play a vital role in creative teaching. Teachers wishing to take students on field trips which expose
them to a multitude of stimuli crucial for creative thinking would need parental support.
Government educational policies especially relating to curriculum development and reference texts for
teachers and textbooks for students play an equally important role. Teachers may not be motivated to teach creatively
if they are constrained by the curriculum and the strict policies on testing and evaluation. Research has shown that
rigorous testing may kill students’ creativity as students will be focusing more on studying for examinations rather
than reflecting and exploring the world around them purposefully and meaningfully for the benefit of society
(Gibson, 2010). The standards policies currently being adopted by many institutions have also been found to stifle
not only teachers’ ability to teach creatively but students’ creativity as well (Beghetto & Plucker, 2006; Dobbins,
2009).
Employer or industry needs determine what is emphasized in schools especially in industry-oriented schools.
If employers only seek creative and innovative individuals, the government and schools will be duty bound to
produce creative and innovative employees. For example, if IT companies need employees who are able to foresee
future software and hardware needs and design innovative software and hardware, they will seek out and employ
creative individuals.
Creative teaching is pedagogically different from effective teaching and the approaches used are also found
to differ from those used by effective teachers. While effective teaching may be seen as more teacher-centered,
creative teaching is more student-centered involving playful and joyful learning experiences with mind engaging
activities (Cheng, 2010) in an environment characterized by good student-teacher rapport (Sousa, 2007). Student-
centered activities involving discussions and role play are also seen as creative and open ended forms of creative
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
teaching (Hottecke, Henke, & Riess, 2012). Other approaches considered as creative teaching are those involving
problem solving, collaborative learning (Cornish, 2007), self-reflection and group presentations (Horng et al., 2005).
In this age of Information and Communications Technology, creative teaching has also taken a new
dimension. There is an increasing creative use of iPods (Dale, 2008) and tablets in the classroom. Many social
networking sites such as Facebook and Twitter are being used in creative ways in the classroom (Dawson, 2011).
Hence, creative teaching has been conceptualized as relating to teaching creatively and teaching for creativity to
enhance student creativity (NACCCE, 1999). However there appears to be considerable overlap between them
(Jeffrey & Craft, 2004).
The 4P’s of creative teaching relate to not only the teacher but also to students. These four aspects have
emerged from the definitions on creative teaching gleaned from literature and research published. For example,
creative teaching from the teachers’ perspective is defined as their ability to generate novel solutions to problems
relating to teaching (Process), and delivery of original lessons (Lin, 2002; Wu, 2003), fun (Lou, Chen, Tsai, Tseng,
& Shih, 2012) and interesting lessons (NACCCE, 1999) (Product), with the teachers having the predisposition to be
innovative, resourceful and motivated (Person) in an environment facilitating creative teaching or having had
experiences enabling the ability to teach creatively (Press).
As for creative teaching in relation to students, it is defined as the ability of the creative teacher to encourage
students to connect ideas from diverse areas and to generate new ideas (Cremin, 2009; Reid & Petocz, 2004) and
also to improvise (Sawyer, 2004) (Process), be innovative and come up with new things (Lou, Chen, Tsai, Tseng, &
Shih, 2012) (Product), be inquisitive and take risks (Reid & Petocz, 2004) (Person) and create an environment that
gives students autonomy (Jankowska, 2008) and encourages them to solve problems creatively, free from constraints
and evaluations (Reid & Petocz, 2004) (Press). This also relates to the educational policies and the curriculum.
Creative Teaching as a Process
This can be seen as what creative teachers do and what students gain as a result of these efforts. Looking from the
angle of what creative teachers do, literature shows that creative teachers employ innovative strategies such as team
teaching with other subject specialists (Chang & Lee, 2010), interact well with students (Sousa, 2007), motivate
students (Chan, 2002) and give them freedom and autonomy (Davies et al., 2012; Jankowska, 2008) as well as teach
beyond the syllabus (Davies et al., 2012; Simplicio, 2000).
Creative teaching as a process from the students’ aspect, involves all initiatives by teachers to enhance
students’ creative thinking. A number of creative approaches have been documented as being successful in
enhancing students’ creative thinking process. These range from the very common techniques used in schools such
as brainstorming to the highly creative ones used by some creative lecturers observed in this study – using metaphors
and analogies. Incorporating the 4Ps of creative definitions mentioned above, it can be seen that creative teaching
can also be conceptualized as based on this classification of creativity (Figure 2).
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
Figure 2. Creative teaching model (Palaniappan, 2008)
Barriers to Creative Teaching
Requiring teachers to stick religiously to the curriculum and text book is inimical to creative teaching. Teachers are
evaluated on how they perform and how close they teach to the examination or content that will be examined. This
can pose problems for teachers who wish to incorporate elements of creativity in their teaching and enhancement of
students’ creativity. Sawyer (2004) in addressing this problem advocates disciplined improvisation where teachers
use these routines and structures of traditional teaching in a creative improvisation manner involving flexibility and
resourcefulness.
Methodology
This paper is aimed at providing a glimpse of the many ways creative lecturers in institutions of higher learning in
Malaysia and Thailand teach and how they enhance students’ creativity. The study involved construction of the
questionnaires in the pilot study and administration of the reliable and validated questionnaires to selected creative
lecturers and observation and interviews with them as well as their students.
Pilot Study
The first stage of questionnaire development involved developing a questionnaire to be used by students to nominate
their creative lecturers. A thorough literature search on creative teaching was undertaken and items were constructed
on a 5-point Likert scale format on characteristics of creative lecturers. These items were checked by experts on
creativity and creative teaching on this research team and repetitive or irrelevant items were removed and those
unclear were reworded.
The Lecturer Nomination Questionnaire (LNQ) comprised two sections. The first section elicited information
on students’ majors, year and department as well as the name of the lecturer whose lectures they are currently taking,
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whom they think are creative. The second part of the questionnaire asked students to rate this lecturer on 46 items
relating to creative lecturers’ characteristics drawn from literature on creative teachers.
Sample
Two public and one private university in Malaysia and one public university in Thailand were chosen for the study.
They were chosen on the basis of having a diverse number of courses offered which is useful to this study since it
aims to elicit how creative teachers in the diverse classes ranging from the sciences to the social sciences tend to be
creative in their teaching. Wherever possible, two Science based faculties and two Arts based faculties were chosen
in each university. The Deans in each of the universities were approached to obtain permission to administer the
LNQ to a second year class of at least 40 students. However, this was not possible for some faculties as they had
fewer students in those cohorts and departments chosen.
Data Collection
The validated Lecturer Nomination Questionnaire (LNQ) was first administered to a random class of second year
students about four weeks into the semester so that the students were familiar with the lecturers in order to nominate
them. From their nominations lecturers were ranked based on the number of nominations received. Lecturers with
the highest nominations were first approached and invited to take part in the study. If the first lecturer was
unavailable or refused, the second lecturer was approached and so on as long as the percentage nominations were
above 10%. Table 1 shows the percentage number of nominations the creative lecturers who took part in this study
obtained against the total number of LNQ administered.
The nominated lecturers were then contacted to schedule the time for at least two classroom observations
and an interview as well as focus group discussion with at least four students who nominated him/her as a creative
lecturer.
Classroom observations were carried out using a Classroom Observation Schedule (COS) comprising items
similar to those students used to rate their lecturers as creative. These observations afford valid assessments of
creative teaching (Fleith, 2000). This is to provide additional data for triangulation. Observations were audio
recorded and digital pictures were taken of at least three episodes taking place during the class for use during the
interview sessions.
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Table 1
Number of nominations received by the creative lecturers who took part in Malaysian (M) and Thai (T) study
Lecturer
Code
Department University Nominations
received (%)
M1 Engineering Private 32.00
M2 Management Private 41.67
M3 Computer Science Private 21.11
M4 Creative Multimedia Private 50.00
M5 Art and Design Public 23.19
M6 Education Public 68.18
M7 Health Sciences Public 38.46
M8 Communications and Media Studies Public 14.70
M9 Education Public 33.33
M10 Science Public 34.00
M11 Economy Public 32.39
M12 Engineering Public 40.00
T1 Education Public 27.23
T2 Education Public 29.21
T3 Science Public 36.75
T4 Science Public 38.46
After each class observation, an in-depth interview was conducted using the semi-structured interview protocol
called the Lecturer Interview Protocol (LIP). This protocol comprised seven open-ended questions focussed on the
creative lecturers’ background and training, their perceptions on creative teaching, strategies of creative teaching
and on the enhancement of students’ creativity and finally on their thoughts relating to the three episodes of teaching
observed in their classrooms. The lecturers were also invited to put their thoughts on creative teaching down in the
form of a conceptual drawing on paper using colored pens and other materials if required. These interviews were
audio-taped and transcribed for analysis.
Following each class observation, at least four students who nominated the creative lecturer were invited to
a focus group discussion with the researcher. This discussion followed semi-structured open ended questions relating
to their experience of creative teaching and learning, why they thought that lecturer was a creative teacher, and what
strategies the lecturer used which enabled their creativity. They are required to represent these thoughts in the form
of a conceptual drawing using colors and other materials if they so desire. These discussions were audio-taped and
transcribed for analysis.
Data Analyses and Results
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All class observations, interviews and focus group discussions were transcribed by competent English majors and
these transcripts were cross-checked by the co-researchers for transcription accuracy.
These transcriptions were then coded by the co-researchers who observed, conducted lecturer interview and
focus group discussions. Coding was done on all aspects of creative teaching as observed by the researchers who
attended the classes using the Lecturer Observation Schedule as well as the interview and focus group transcripts
which included the lecturer’s and the students’ conceptual drawing. The constant comparison method (Glaser &
Strauss, 1967) was used in the coding process.
These codes were then categorized into Axial codes for each lecturer. Both codings and categorizations were
cross-checked by other co-researchers during several cross-checking sessions until both co-researchers agreed on
the codings and the Axial codings.
These Axial codes were then transferred into another table for comparison across lecturers. The Axial codes
which were featured most prominently during the observations, interviews and focus group discussions and were
also aspects that the creative lecturer felt most important were listed on top with the top most Axial codes
representing the most dominant creative teaching characteristic of that lecturer.
Ranking of the Axial Codes for Each Lecturer
The determination of ranking of these Axial codes was undertaken during several verification sessions among the
researchers in the team based on evidence from classroom observations, lecturer interviews and focus group
discussions.
Emerging Themes from the Axial Codes
The following themes relating to characteristics of creative teachers emerged from the analyses: 1) Support 2)
Multiple strategies, 3) Multiple media, 4) Classroom freedom, 5) Interactions, 6) Empathy, and 7) Student creativity.
Discussion
The seven themes exemplify most of the characteristics of creative teachers reported in the literature. As shown in
Figure 1, support from all significant others in relation to the teacher is crucial to create an environment for creative
teaching (Cheng et al., 2011; Davies et al., 2012). This includes the administrators, colleagues, parents and also the
district education departments as well as the superintendents and the policies they formulate and enforce.
The class environment lecturers create is also crucial in providing the atmosphere facilitating freedom in
thinking, expression and exploration (Hennessey, 2015). Referring to the classroom culture as ‘little c’ and the larger
societal culture where the institution is situated in as the ‘Big-C’, Hennessey (2015) opines that class culture
determines the level of creativity encouraged and fostered. The open-mindedness of the lecturers, the friendly nature
of their interactions, their readiness to accept and respect students’ ideas tends to provide support for Hennessey
(2015). The availability of ICT including WiFi facilities in the classroom affords students greater freedom in
generating new ideas (Neo, 2003).
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Using multiple strategies such as brainstorming, group discussions and presentations (Figure 1), inter-group
debates on relevant issues, the use of authentic activities such as real-life interviews students engage in to improve
their language skills, for example, tend to make the class interesting and enjoyable besides enhancing student
creativity. The use of the internet, e-learning systems and social media such as Facebook in enhancing student
collaboration is one example commonly used by the creative lecturers in this study.
Freedom in selecting approaches to present their work, in voicing their opinions as well as in choosing how
they wish to be assessed tend to create an environment facilitative of creativity and creative production (Chien &
Hui, 2010; Reilly et al., 2011). This is seen in both creative lecturers’ classrooms in Malaysia and Thailand.
Another common feature of creative lecturers’ classes is the high level of interactions between lecturers and
students as well as between students whether in class or via the Internet. This close relationship between all
individuals in the class creates a cohesive and friendly atmosphere that values and respects all ideas and hence fosters
higher order thinking and creativity (Sousa, 2007).
Figure 3.Using multiple presentation styles to allow for flexibility in thinking.
Studies have also shown the creative lecturers have distinct personality characteristics as shown in this study.
They are friendly, open-minded, inquisitive and caring. This endears well with most students who feel less stress
and pressure to perform (Lee & Kemple, 2014). As exemplified by the Thai lecturer in this study who used the onion
to teach a poem on love, (Figure 4) creative lecturers also tend to take risks with their teaching methods (Krom &
Williams, 2011; Rinkevich, 2011) to test their teaching method efficacy.
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Figure 4. Use of onion to teach poem on love.
Other than using creative teaching approaches, creative lecturers via these approaches tend to enhance their students’
creativity. They do not provide answers to all problems. They frame their questions so as to encourage students to
explore on their own or in groups to find out the solutions. And this tends to facilitate creative thinking (Oreck,
2006).
Practical Applications of the Findings
Based on the findings the following suggestions may be useful for teachers and lecturers to teach creatively and to
enhance student creativity:
Environment: Create a classroom environment where all ideas are considered for class discussion,
allow flexibility in presentations, discussion, assessments and also testing, use creativity to work around
the cultural constraints brought about by policies and practices, work toward enhancing school creative
culture by organizing activities for students to explore outside their classrooms. Provide easy access to
ICT so that its full potential can be used to both teach creatively and to teach creativity.
Thinking processes: Explore other ways of presenting your lectures and ways to make it more
effective, use multiple strategies, vary your presentation styles, use creative idea generation techniques
to come up with more creative techniques.
Personality: Be more open minded, friendly and inquisitive. Take risks in selecting teaching
approaches. Encourage students to explore on their own to solve everyday problems important and
relevant to them. Have a more interactive classroom where students are free to discuss and debate issues.
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Product: Generate ideas to produce new teaching aids effective for explaining concepts. Motivate
students to use ICT to explore and create new methods or approaches to solve their daily problems or
create useful and cost-effective products.
Conclusion
There are myriad ways to teach creatively and to teach creativity. Understanding the systems view of creative
teaching and the Creative Teaching Model as well as understanding the various factors that impact on creative
teaching and teaching for creativity are crucial in acquiring creative teaching skills. Creative teaching involves using
multiple teaching strategies and modern technologies including the ever-improving ICT features, having a
constellation of creative thinking personality characteristics as well as working around constraints and problems
hindering creative teaching and teaching for creativity.
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[ Several papers not listed in this copy]
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PAPER ID: P89
Development of Moral and Ethics Indicators and Practical Guideline for Desirable
Attributes of Graduates in Higher Education in Central Region Institutions Network
Atchara Chaiyoopatham, PhD
Faculty of Education
Chulalongkorn University
Thailand
This research aims at developing desirable attributes in moral and ethics indicators for the graduates in higher education in central region institutions network; and to present practical guidelines for desirable attributes of graduates. Data were collected from documents and interviews with administrators and instructors. Data were analyzed by content analysis, frequency, and percentage. The results are as follows: 1. There are fifteen moral and ethics indicators composed of honesty, self and public responsibility, disciplinary, public sacrifice, tolerance, diligence, gratitude, professional ethics literature, unity, economical, consciousness, listen to the opinions of others, humbleness, religious faith and situation understanding. 2. For practical guideline there should be two levels. Firstly, at the policy level: a) make moral and ethics as a main policy of institutions, b) make clear and serious rules and legal punishment of moral and ethics violation, c) set a practical guideline for moral and ethics both inside and outside curriculum with clear ways of teaching, monitoring, and evaluation. Secondly, at the practitioner level: a) make moral and ethics in every program, project or activity with clear wanted indicators, time, budget, responsible person and how to evaluate, b) make moral and ethics be in every activity and have to act variously and continuously in all year long activities, c) teachers and supporting staff have to be good models in moral and ethics issues, d) set wanted moral and ethics indicators clearly, e) have a key person in each activity, f) praise activity is recommended g) make practical guideline known for everyone. Keywords: Moral and ethics, Indicator, Higher education
Principle and Reason
Morality and ethics are an important basis in living and root of prosperity, stability and peace of individual, society
and nation. Therefore, the person who wants peace and self and national stability must practice himself to maintain
the morality and ethics. If not, it will be difficult to live peacefully in the society. Furthermore, the lack of morality
and ethics affects himself and others, and might cause the disorder to the society as seen from the current social
problems e.g. corruption, crime, drugs, etc.
Therefore, morality and ethics are important and necessary for people in society. As there are many persons
talk about the necessity of moral and ethical support in society such as, Dhamma (2541:118), which talks about a
way of moral and ethical support in Thai society that the most wanted thing Thai society needs is a power of morality
and ethics which will trust people together in hospitality and create the pleasant society. Besides, Dhamma also talks
about the moral and ethical support for encounter the developing age’s problem. Morality and ethics are essential
for life and for the society where people are asking for them at the mental decadent state. It has to specially hasten
the moral and ethical support and mental development.
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In the age of educational reformation since 1997, there has been an attempt to develop the moral and ethical
teaching form by considering effectiveness as priority, but it is found that the moral and ethical teaching’s
development in many universities is not advance and unsuccessful. On the one hand, this is because of the fact that
universities and communities do not use their resource good enough. On the other hand, the Office of the Higher
Education Commission has specified the standard of higher national education. The standard of learning result states
that the graduate should have at least 5 essential characteristics. Morality and ethics are one of them. The study found
that there is obviously no research of the way to behave in the behavior development with conducting morally. So,
we need to have a research of condition and education of the morality and ethics in university in order to develop
the moral and ethical indicator and to have a way to educate morality and ethics and create the ideal graduate of the
university in the future.
Research Purpose
1. To develop the moral indicators in order to create the desirable graduates
2. To present the guidelines of morality and ethics education in order to create the desirable graduates
Method
This research used mix methods consisting of qualitative research in the form of documentary research, content
analysis and quantitative research.
Key Informant and Source of Document
1. Source of document for this research documents, books, textbooks, academic articles and researches from
libraries, internet and organization under Central Region University Network
2. Key informant consisting of:
Group 1: executives and teachers for answering the questionnaire.
Group 2: executives and teachers for focus group
Group 3: experts representing 3 university groups: general university; technical university; and medical and
nursing university/college for criticizing the research
Instrument
The instruments of this research consisted of: 1) data record for development of moral indicators and guidelines to
create the desirable graduates for universities in Central Region University Network; and 2) questionnaire of
guideline for educating and inserting the morality and ethics of Central Region University Network in order to
develop desirable graduates.
Procedure
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There were 3 procedures of data collection:
1. Documentary Research
1.1 Search and study documents, books, textbooks, academic articles and researches as a key information in
order to determine the moral indicator in October 2014.
1.2 Survey the condition of morality and ethics education by sending the questionnaire of guideline for
educating and inserting the morality and ethics of Central Region University Network in order to develop
desirable graduates to 85 universities in Central Region University Network during November to
December 2014. The questionnaires done by 25 universities could be collected.
2. Focus Group
The focus group was arranged for 41 executives and teachers from 85 universities in Central Region University
Network.
The data collected under the above procedures from 66 universities in Central Region University Network was
77.65%
3. Research Criticizing
Verification of suitability of moral indicator and guideline of morality and ethics education by sending the
draft of research to the experts representing the relevant group or having interest with development of moral
indicator in order to criticize the research regarding the suitability of moral indicator and guideline of morality
and ethics education in January 2016.
Data Analysis
The statistics used to analyze the data were:
1. Documentary Research: content analysis
2. Focus Group: frequency, percentage and content analysis
3. Research Criticizing: content analysis
Result
Part 1: There were 15 moral and ethics indicators as follows:
1. Honesty means directed behavior, be sincere, straightforward, aboveboard, Academic honesty and professional
honesty.
2. Self and social responsibility means to be concern about self-responsibility and cooperate responsibility,
accountancy in self-mantle, acceptance of good and bad affection of self-behavior including entire of self-
responsibility and social responsibility.
3. Discipline means belong to rules and discipline strictly as well as self-discipline.
4. Dedication means public minded, dedication vitality, property and wisdom to help people and society.
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5. Patience means unflagging with doing good things although has any obstacles or in the uncomfortable situation
such as inconvenience, suffering and any other irritate.
6. Diligence means hard working, pay attention, regularly hard work and sedulous.
7. Gratitude means to concern about kindness of benefactors sincerely, respect, comply with them and repay by
help them in any activities.
8. Professional ethics means belong to code of behavior, manner regulation which professionals in any field has
been defined for preserving and encouraging prestige reputation and virtue of members including happiness
and prosperity of profession and society.
9. Harmony means unanimity, unite and harmonize in working to be succeed without confliction.
10. Economy and sufficiency means to be economize, using properties worthy, frugal, in conceited, spending life
barely, sufficiency, knowing self-financial status, paying anything carefully.
11. Appreciation means to be consciousness, careful, awareness, recognize, self-control and integrity.
12. Tolerance means respect of man, acceptance, amenable, and giving other opportunity to express their opinion
to get new experience.
13. Humility means do not show your ability to boast or suppress others, don’t be arrogant, to be modest, cringe,
mellifluously and gentle minded.
14. Faith in religion means strongly believe, appreciate, confident with the reason about consideration to belong
with moral principle, belong to moral principle and good governance.
15. Tact means to be in proper behavior in any situation, be a good manner in express to public in manner, gesture
and converse.
Part 2: Guidelines to educate morality and ethics in order to create the desirable graduates for universities in Central
Region University Network were as follows:
1. Guidelines on policy level: 1.1) determine the morality and ethics education as main policy of the university;
1.2 create an organization or committee in order to control the morality and ethics education; 1.3) clearly
prescribe and strictly enforcing rules, regulations, and disciplines related to the morality and ethics; and 1.4)
determine the guideline in order to insert the morality and ethics into the students in both curricular and
extracurricular activities.
2. Guidelines on operation level: 2.1) create a committee in charge of determine the plan, project and activity
(procedure, indicator, period, budget, person in charge and evaluation); 2.2) strategy for the morality and ethics
development (preventive, developing and incentive); 2.3) determine the moral behavior; 2.4) continuously
conduct the activity with various procedures; 2.5) the teacher should educate the morality and ethics with the
various methods; 2.6) the executives and teachers should act as example of morality and ethics; 2.7) arrange
the students to participate in the activity regarding morality and ethics and volunteer once per semester and use
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the students as mechanism of morality and ethics education; 2.8) clearly determine the criteria and guideline
of evaluation; 2.9) create the journal or portfolio of morality and ethics to be presented as medium of good
behavior and morality and ethics; and 2.10) organize the activity to admire the well-doer or model person in
order to create the well-doer value in the university.
Discussion
1. From the 15 proper indicators in educating the morality and ethics to enhance the ideal graduate of the
Universities in Central Region University Network, it is found to be in accordance with the learning standards
of Office of the Higher Education Commission, Ministry of Education (2009) bachelor’s degree on morality and
ethics, the graduates must have the behaviors in morality and ethics such as having discipline, responsibilities,
honesty, dedication, being the role model, understanding other people, understanding the world, etc. This
complied with the concept of morality and ethics of Wichit Kunlawanit stating that the morality and ethics which
should be educated to the university students is the gratitude. This also complied with the research of Naruemon
Osathanukhro (2006) stating that the morality and ethics which should be educated to the university students is
the honesty, disciplines, responsibilities, determination, patience, diligence, appreciation, prudence, faith and
sincerity, having skills of life, dedication, having generosity, having the mind of democracy and voluntary, loving
harmony, having the professional ethics, understanding other people, understanding the world, and using self-
sufficiency economics. Nongluck Wiratchai et al. (2009) studied the exploration and synthesize the indicators of
morality and ethics to find that the indicators of morality and ethics consist of 3 sets and 14 indicators. The first
set was the basic indicators of morality and ethics consisting of independence, determination on the work
effectiveness, discipline, and the patience. The second set was the current indicators of morality and ethics
consisting of satisfaction, diligence, economy, honesty, and appreciation. The third set was the future indicators
of morality and ethics consisting of responsibilities, justice, harmony, friendliness, and gratitude. Moreover, it
also complied with the research of Saireudi Worakitphokathorn et al. (2009) studying the features and processes
in educating the morality and ethics in Thailand. The research results revealed that 10 morality and ethics which
should be hurriedly educated to Thai people especially children and juvenile are 1) discipline, 2) patience, 3)
diligence, 4) honesty, 5) responsibilities, 6) appreciation, 7) economy and sufficiency, 8) generosity, 9) gratitude,
and 10) dedication.
2. It was found that the disinclining students to participate the university’s activities including the little number of
participants as well as the conflict activity schedule resulted in the discontinuity of activity organization. There
were only a few well-doers regarding morality and ethics and the university personnel did not cooperate in
educating and inserting the morality and ethics to the students, conforming to the study of Naruemon Osanukhro
(2006) that the problem found in the moral and ethical activity was the monotonous form and lack of
participation; that the teaches did not recognize the importance of morality and ethics insertion and had no
knowledge and technique in moral and ethical teaching. Pramaha Vuttichai Wachiramatee talked about the
guideline to develop morality and ethics for the students in the university that the teacher must behave as example
for the students, award and admire the well-doers.
3. The research found that there were 2 main guidelines to educate the morality and ethics: policy level and
operation level. The main points were as follows: the morality and ethics education to the students should be
determined as the urgent policy; the operation and result should be regularly monitored; the relevant rules,
regulations, and disciplines should be clearly determined. This conformed to the research of Naruemon
Osanukhro (2006) that the integrated development plan should be determined and the development on the quality
of graduates and teachers should be prioritized by determining it as the key mission of the university. Pramaha
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Vuttichai Wachiramatee and Aphinya Manarot had the accordant opinion that the proper way to educate morality
and ethics to the juvenile is that the teachers must be an example for the students, award and admire the well-
doers. The research of Suwimon Wongwanit and Nonglak Wiratchai (2000) found that the process supporting
the moral and ethical development is that the development from the surrounding people: parents played the most
important role to educate the morality and ethics, followed by teachers and friends. However, the research of
Thapani Phasitnaowakun and Phonsawan Suwannasi (2009) found that the development of morality and ethics
of students must be cooperated by every sector of the university.
Benefit
1. Universities in Central Region University Network know about their situation including the problem to educate
the morality and ethics to students under their responsibility.
2. Universities in and out of Central Region University Network can use moral and ethical indicators and guideline
morality and ethics education as principles to create desirable graduates of each university and conform to
national framework of university standard.
3. An interested person can apply this research methodology for researching design in order to develop other
indicators.
Suggestion
1. Suggestions on the application of research:
1.1 Suggestion on Policy:
a) University should pay attention to continually create moral and ethical model for the executives,
teachers, personnel and students as an important and urgent policy.
b) University should create university network for moral and ethical development to the teachers,
personnel and students
c) University should clearly determine moral and ethical indicators and professional ethics of graduate.
d) Should establish institute / Moral and ethics Promotion committee
e) University should make an agreement between stakeholders of result from the development of morality
and ethics including revise morality and ethics process for teachers, personnel and students, and should
create morality and ethics development plan both in short term (1-3 years) and long term (4-5 years).
f) University should support sufficient budgets for morality and ethics development.
1.2 Suggestion on Operation:
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1) Establish a working group /committee to manage the insertion of morality and ethics for students.
Organize the moral and ethical activities for the personnel and students both curricular and
extracurricular as follow:
- Create morality and ethics development plan both in short term (1-3 years) and long term (4-5
years)
- Define form, methodology, project and activities for goal achievement. Define the significant detail
of methodology, project and activities clearly such as goal, methodology, period, budget, indicators,
monitoring and evaluation and person in charge.
2) The relevant working group studies and reviews the process of morality and ethics education for the
personnel and student in the university in order to obtain the information to determine the proper
guideline.
3) Define and strictly enforce rules, regulations and penalty regarding morality and ethics.
4) Define and publicize moral and ethical behaviors.
5) Executives, teachers and personnel must be an example of students in morality and ethics such as
wearing decent clothes, being punctual, reasonable so that students are familiar with virtue, moral and
ethical environment and ashamed in doing bad things.
6) Organize meeting for executives, teachers and personnel to publicize and make agreement between
parties related to the support and encouraging the morality and ethics to the students.
7) Adjust the curriculum to suit for and conform to moral and ethical encouragement policy such as course
improvement, including teacher seminar in order to understand the philosophy and concept of course
creation.
8) Educate morality and ethics to student both in curricular and extracurricular activities.
9) Monitor and evaluate the result or morality and ethics activity.
10) University should sufficiently support the development of morality and ethics e.g. budget, materials,
equipment, vehicles.
11) Organize the activity to admire the moral and ethical person in order to create the well-doer value.
12) University should organize at least 2 activities and determine the participation of at least 90% of the
students per semester
2. Suggestion for Further Research
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2.1 It is suggested to research the guidelines and instrument to measure and evaluate morality and ethics for
each indicator. Therefore, the teachers will have the clear aspect on what to teach and how to organize the
activity to achieve the moral and ethical indicators as required in the course they teach.
2.2 It is suggested to research the monitoring and evaluation of morality and ethics of students in the university
In Central Region University Network in accordance with the developed moral and ethical indicators
during the period of study in the university and after the graduation in order to compare and monitor the
development and improvement of the graduates, so that it can be applied to other students as well.
Selected Reference
Bloom L., & Selznick , P. (1968). Sociology. New York, NY: Harper & Row.
Johnstone, J. N. (1981). Indicators of education systems. London, UK: UNESCO.
Munn N. L. et al. (1969). Introduction to Psychology (2nd ed.) Boston, MA: Houghton Mifflin.
Piaget, J. (1971). The theory of stages in cognitive development. In D. R Green(Ed.) Measurement and
Piaget. New York, NY: McGraw - Hill.
The New International Webster's Comprehensive. (1989). Dictionary of the English Language. Encyclopedia
edition. Florida: Trident Promational.
PAPER ID: P92
Pembinaan Data Korpus Bahasa Arab untuk Tujuan Pengajaran di Peringkat STAM
Zainur Rijal B. Abdul Razak1
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Rosni B. Samah
Muhammad Fauzi B. Jumingan
Mohd. Shahriman B. Abu Bakar 1Fakulti Pengajian Bahasa Utama
Universiti Sains Islam Malaysia
Malaysia [email protected]
Beberapa kajian dalam bidang linguistik korpus telah membuktikan bahawa data korpus memainkan peranan besar dalam membantu pelajar memahami subjek yang dipelajari. Ini kerana ia dapat memberi maklumat tentang kosa kata dan kata kunci penting mengikut genre sesuatu teks atau jenis penulisan. Para pelajar di peringkat Sijil Tinggi Agama Malaysia (STAM) dilihat menghadapi masalah dalam memahami buku-buku teks mereka dalam bahasa Arab. Justeru, pengajaran subjek-subjek dalam bahasa Arab di peringkat STAM boleh dipermudahkan dengan menggunakan data korpus. Tujuan kertas kerja ini, pertama, adalah untuk menghuraikan langkah yang telah dilalui dalam membina data korpus bagi dua buku teks di peringkat STAM bagi subjek Fiqh dan Hadith. Kedua, mengenal pasti kosa kata penting dan kata kunci dalam dua buku teks tersebut. Bagi mencapai objektif tersebut, data yang mengandungi sekitar 124,500 perkataan dipindahkan dalam bentuk soft copy dan dilakukan proses pengkodan. Kemudian data tersebut dianalisis menggunakan perisian Wordsmith 6.0 untuk mendapatkan kekerapan (frekuensi) penggunaan perkataan dan kata kunci bagi setiap subjek. Dapatan kajian menunjukkan bahawa satu korpus lebih besar yang merangkumi semua subjek di peringkat STAM mampu dibina. Data korpus ini disarankan untuk digunakan oleh guru dalam pengajaran pelajar di peringkat ini mengikut subjek. Analisis ke atas korpus mendapati terdapat beberapa kosa kata penting yang umum digunakan dan kata kunci bagi setiap subjek. Kosa kata dan kata kunci ini wajar diberi penekanan khusus dalam pengajaran kerana ia mampu menggambarkan keseluruhan isi kandungan subjek tersebut. Kata Kunci: Pembinaan korpus, Buku STAM, Analisis korpus, Frekuensi perkataan Several studies in corpus linguistics has shown that the corpus data plays an important role in helping students
to understand their textbooks. This is because the corpus data provides information about the important
vocabularies and keywords according to subjects. Thus, the purposes of this paper are, firstly, to describe the
steps that have been taken in building the corpus data for two textbooks used for the subject of Fiqh and Hadith
in STAM level. Second, to identify the important vocabularies and keywords in the textbooks through
automatic analysis. In order to achieve these objectives, the data that contains around 124,500 words were
scanned and transferred into softcopy. Then, the data were analyzed using the Wordsmith 6.0 software to
generate the frequency of word usages and keywords for each subject. The findings show that a larger corpus
covering all subjects at the STAM is possible to be built. An analysis of the corpus found there are a number
of important vocabularies that are commonly used and keywords for each subject.
Keywords: Corpus building, STAM textbooks, corpus analysis, word frequency,
keyword
Memiliki perbendaharaan kata yang luas dalam mempelajari sesuatu ilmu dalam bahasa asing merupakan salah satu
faktor penting kepada kefahaman menyeluruh terhadap ilmu yang dipelajari. Ini kerana ia dapat membantu pelajar
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memahami subjek-subjek yang dipelajari dalam bahasa asing itu tidak kira sama ada di peringkat sekolah mahupun
universiti. Menurut Richard Anderson dan William Nagy (1984), bagi memahami subjek-subjek yang dipelajari di
peringkat sekolah menengah, seseorang pelajar itu mesti mampu memahami antara 2,000 hingga 3,000 patah
perkataan umum baru setiap tahun. Sementara itu, kajian Liu Na dan Paul Nation (1985) pula mendapati sebanyak
3000 perkataan asas mesti dikuasai oleh pelajar di peringkat universiti dalam bidang tertentu.
Permasalahan yang timbul pada masa kini khususnya di peringkat Sijil Tinggi Agama Malaysia (STAM)
adalah para pelajar tidak mengetahui apakah kosa kata yang sepatutnya diberi keutamaan untuk mereka fahami.
Sebahagian besar pelajar sekadar menghafal makna sejumlah perkataan tanpa mengetahui tahap kepentingannya
dalam sesuatu subjek, sebaliknya perkataan yang tidak diberi keutamaan pula amat penting dan menjadi kata kunci
bagi subjek tersebut. Justeru, pembinaan korpus berdasarkan buku-buku teks yang digunakan dalam aktiviti P&P
pelajar di peringkat ini dilihat mampu memberikan gambaran jelas tentang apakah kosa kata yang mesti diberi
keutamaan dan sebaliknya. Bukan sekadar itu, proses pembelajaran akan menjadi lebih pantas dan sistematik jika
pelajar dapat mengaitkan pula antara setiap kosa kata penting yang menjadi kata kunci mengikut subjek dengan
topik yang dipelajari.
Penyataan Masalah
Lazimnya, penggunaan sesuatu kosa kata di dalam buku teks ditentukan oleh bidang dan peringkat pengajian itu
sendiri. Semakin tinggi peringkat pengajian dan semakin khusus bidang yang dipelajari semakin sukar perkataan
yang digunakan dan semakin banyak pula kosa kata yang perlu dikuasai. Pengajian di peringkat STAM di sekolah
menengah yang menggunakan bahasa Arab sebagai bahasa pengantar dianggap amat penting kerana ia menjadi satu
bidang khusus kepada pelajar-pelajar jurusan agama serta menjadi penentu hala tuju mereka meneruskan pengajian
di peringkat yang lebih tinggi. Namun begitu, hasil kajian lepas mendapati bahawa pelajar dalam bidang ini
menghadapi kesukaran untuk mengikuti pengajian mereka di universiti (Nur Zafirah, 2011).
Antara punca masalah ini adalah kurangnya perbendaharaan kata dalam kalangan mereka semenjak di
peringkat sekolah menengah lagi. Dengan membuat penentuan secara pasti dan konkrit tentang apakah kosa kata
yang mesti dikuasai oleh pelajar di peringkat STAM melalui pembinaan data korpus, masalah kelemahan mereka di
peringkat sekolah dan universiti diharap dapat diselesaikan. Ini bertepatan dengan pandangan McEnery dan Xiao
(2011), yang menyatakan penggunaan korpus dalam P&P amat signifikan kerana ia menentukan apakah bahan
pengajaran yang perlu diajar kepada pelajar dan bagaimana bahan itu diguna pakai.
Justeru, permasalahan kajian ini adalah bertitik tolak daripada kesukaran pelajar menguasai bahasa Arab dan
subjek-subjek agama di peringkat STAM. Masalah ini mengakibatkan kesan lebih parah apabila mereka melanjutkan
pengajian di peringkat universiti yang banyak bergantung kepada kaedah pembelajaran kendiri. Salah satu punca
masalah yang dapat dikenal pasti adalah ketidakfahaman mereka terhadap sebahagian kosa kata yang digunakan
dalam buku-buku teks serta ketidakmampuan mereka mengenal pasti apakah kata kunci dalam subjek tersebut.
Akibat masalah ini juga, dalam sesetengah keadaan, para pelajar tidak menyedari bahawa terdapat sebahagian kosa
kata bersifat ulangan di dalam buku teks yang digunakan. Gabungan masalah-masalah ini secara tidak langsung telah
melambatkan proses pemahaman isi kandungan subjek itu dan merencatkan pencapaian akademik mereka.
Permasalahan ini dapat diatasi apabila satu korpus khas di peringkat STAM yang membolehkan pelajar
mengetahui apakah perkataan-perkataan yang kerap digunakan dalam buku-buku teks dan kata kunci bagi setiap
subjek dapat dibina. Keadaan ini amat mendesak pada masa kini memandangkan korpus yang mengumpulkan data
dari buku-buku teks di peringkat STAM masih belum pernah dibangunkan oleh mana-mana pihak.
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Dengan menganalisis korpus yang dibina, para pelajar dapat mengetahui apakah kosa kata penting mengikut
subjek yang perlu difahami terlebih dahulu. Melalui pemahaman terhadap kosa kata penting dalam subjek yang
dipelajari, proses pembelajaran akan menjadi lebih pantas dan sistematik.
Kajian Literatur
Melihat dari aspek sejarah perkembangan, usaha membina data korpus telah bermula semenjak akhir kurun ke-19
lagi di negara barat tetapi korpus pada ketika itu hanya merupakan sejumlah teks yang terhad dalam bentuk fizikal
(Fotos, 1931). Perkembangan yang pesat dapat dilihat apabila komputer mula dicipta yang membolehkan teks-teks
dikumpulkan dalam bentuk digital dan memudahkan proses mengkod data. Antara korpus terawal dalam bahasa
Inggeris yang pernah dibangunkan adalah Brown corpus, Lancaster-Oslo-Bergen corpus (LOB) (Hofland &
Jahansson, 1987), FLOB, FROWN, ACE dan Wellington NZ Corpus (al-Sulaiti & Atwell, 2006). Tidak ketinggalan
juga korpus yang dibina dalam bahasa-bahasa lain seperti bahasa Jerman, Sepanyol, Itali, Perancis dan sebagainya.
Semua korpus ini mengandungi sejumlah besar teks dalam bahasa-bahasa tertentu dan sedia dianalisis dari pelbagai
aspek bahasa seperti morfologi, sintaksis, gaya bahasa dan sebagainya.
Hal ini tidak kurang hebatnya dalam bahasa Arab walaupun agak terlewat bermula berbanding bahasa lain.
Jadual di bawah menunjukkan beberapa contoh korpus dalam bahasa Arab yang pernah dibina (al-Sulaiti & Atwell,
2006).
‘
Jadual 1
Contoh Korpus Bahasa Arab yang Pernah Dibina
Nama Korpus Medium Jumlah
Perkataan
Tujuan Data
Buckwalter Arabic
Corpus (1986-
2003)
Penulisan 2.5 – 3 juta Perkamusan Data umum laman
web
Leuven Corpus
(1990-2004)
Penulisan dan
pertuturan
3 juta (700,000
pertuturan)
Perkamusan Internet, radio,
televesyen dan
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buku sekolah
rendah
Arabic Newswire
Corpus (1994)
Penulisan 80 juta Pendidikan
pengembangan
teknologi
pendidikan
AFP, Agensi
Berita Xinhua dan
Berita Umma
CALLFRIEND
Corpus (1995)
Perbualan 60 perbualan
telefon
Pembangunan
teknologi
bahasa
Penutur jati Mesir
CLARA (1997) Penulisan 50 juta Perkamusan Jurnal, buku, dan
Internet
An-Nahar Corpus
(2001)
Penulisan 140 juta Penyelidikan Surat khabar an-
Nahar, Lubnan
Al-Hayat Corpus
(2002)
Penulisan 18.6 juta Kejuteraan
bahasa
Surat khabar Al-
Hayat, Lubnan
Classical Arabic
Corpus (2004)
Penulisan 1.6 juta Analisis
perkamusan
Internet
Sumber: http://www.comp.leeds.ac.uk/eric/latifa/arabic_corpora.htm
Dalam pembinaan korpus lazimnya, para sarjana mengkategorikan data yang dikumpul mengikut kategori
teks dan dinamakan sebagai subkorpus, contohnya korpus Al-Hayat mengkategorikan teks kepada teks umum,
kereta, komputer, berita, ekonomi, sains dan sukan, manakala korpus An-Nahar membahagikan kepada kategori
umum, politik, berita, komputer, sastera, ekonomi dan sukan (ELDA Home page, t.t.). Dalam korpus STAM ini,
pengkaji telah membahagikan subkorpus mengikut kategori subjek iaitu Fiqh dan Hadith.
Idea pembinaan korpus pada asalnya adalah sebagai data bagi pembinaan kamus. Kemudian peranannya
berkembang kepada aplikasi data korpus di dalam P&P di pelbagai peringkat pengajian. Lanjutan daripada itu,
penggunaannya dalam P&P telah menghasilkan banyak teori dan dapatan yang saintifik terutama dalam
meningkatkan kemampuan bahasa pelajar. Menurut pandangan Llantada (2009), penggunaan data korpus dalam
pembelajaran kemahiran bertutur dalam bahasa Inggeris memberi kesan positif terhadap kemahiran pelajar terutama
dari aspek tatabahasa. Li-szu Agnes (2012) telah menjalankan kajian terhadap keberkesanan penggunaan data korpus
dalam pembelajaran bahasa dan mendapati bahawa data korpus amat berguna dalam pembelajaran pelajar tidak kira
sama ada dalam pembelajarannya sebagai bahasa pertama atau kedua.
Pada tahun 1982, Mustafa Ruslan telah menjalankan kajian korpus ke atas 65,966 perkataan dari penulisan
kefahaman 120 orang pelajar tahun 6 di sekolah rendah di Mesir. Beliau mendapati pelajar di bandar memiliki lebih
banyak perbendaharaan kata iaitu sebanyak 35,298 perkataan berbanding pelajar di kampung dengan hanya 30,654
perkataan. Sementara Nation dan Waring (t.t.), menyatakan bahawa seseorang pelajar yang menguasai 1000
perkataan, ia secara amnya mampu memahami 72% dari sesuatu teks yang dibaca, 2000 perkataan dapat memahami
sebanyak 79.7% dari keseluruhan teks dan sehinggalah kepada 15,851 perkataan yang meliputi 97.8% teks. Secara
keseluruhannya, mereka menyatakan bahawa penguasaan sebanyak 3000-5000 perkataan sudah memadai untuk
pemahaman asas sesuatu teks yang dibaca.
Menurut kajian Xue dan Nation (1984), pelajar perlu menguasai lebih kurang 830 perkataan dalam sesuatu
bidang subjek di peringkat universiti. Ini bermaksud, sebagai contohnya di bidang pengajian Islam, pelajar perlu
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memahami 830 perkataan dalam subjek bahasa Arab dan 830 perkataan lagi berkaitan al-Quran atau hadith dan
sebagainya. Hasil dari perbincangan ini dapat disimpulkan bahawa pembinaan korpus dan analisis ke atasnya dapat
memberikan maklumat yang tepat tentang kosa kata penting dalam sesuatu subjek yang mereka pelajari dan
seterusnya dapat meningkatkan kefahaman mereka.
Kepentingan Korpus di Peringkat STAM
Umumnya, penguasaan pelajar terhadap kosa kata penting dan kerap digunakan di peringkat STAM banyak
membantu mereka menguasai subjek-subjek yang dipelajari. Dalam proses mengenal pasti dan memilih perkataan-
perkataan penting dan sering digunakan di peringkat pengajian mereka, buku-buku teks yang menjadi rujukan utama
dalam proses pengajaran dan pembelajaran boleh dijadikan sandaran utama.
Kepentingan membina korpus khas di peringkat STAM dapat dilihat melalui kemampuannya mengumpulkan
semua teks yang terdapat di dalam buku-buku teks STAM bagi membolehkan analisis dilakukan terhadap frekuensi
penggunaan sesuatu perkataan dan disusun mengikut susunan (ranking). Susunan perkataan bermula dari yang
paling kerap hingga ke senarai yang paling jarang digunakan. Oleh itu, pelajar dapat mengetahui apakah kosa kata
penting yang kerap digunakan dalam buku-buku teks mereka dan kata kunci bagi sesuatu subjek itu. Kosa kata yang
paling tinggi frekuensinya merupakan kosa kata yang paling kerap digunakan dan penting untuk dikuasai. Selain
daripada itu, dengan membandingkan antara data mengikut subjek, memberikan gambaran kepada pelajar tentang
kata kunci bagi subjek yang dianalisis.
Oleh itu, dapatan kajian ini juga diharap dapat menghasilkan senarai kosa kata penting yang mesti dikuasai
pelajar di peringkat STAM khususnya dalam dua subjek yang dikaji. Lanjutan dari hasil kajian ini juga satu perisian
korpus di peringkat STAM akan dibina yang boleh dimuat turun di makmal-makmal komputer di setiap sekolah
menengah bagi pelajar mempelajari dan membuat kajian tentang penggunaan bahasa Arab di peringkat STAM bukan
sahaja untuk mengetahui aspek kosa kata dan kata kunci tetapi juga aspek morfologi, sintaksis, gaya bahasa dan
sebagainya.
Objektif
Kajian ini dijalankan bagi mencapai objektif di bawah:
1. Membina korpus bagi dua subjek yang dikaji diperingkat STAM melalui data dari buku-buku teks STAM.
2. Mengenal pasti kosa kata yang kerap digunakan di dalam dua buku teks di peringkat STAM dan kata
kunci-kata kunci bagi subjek-subjek tertentu di peringkat ini.
Metodologi
Oleh kerana semua buku teks STAM hanya diperolehi dalam bentuk hardcopy, dua buah buku teks yang dipilih
diimbas dan dipindahkan dalam bentuk softcopy. Dua buku ini merangkumi dua subjek di peringkat STAM iaitu
subjek Fiqh dan Hadith. Secara keseluruhannya korpus ini mengandungi sekitar 124,500 perkataan. Data yang telah
dipindahkan ke bentuk softcopy disunting semula agar bersesuaian dengan perisian komputer yang akan digunakan
dalam analisis frekuensi perkataan dan kata kunci.
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Analisis frekuensi perkataan dan kata kunci dilakukan dengan menggunakan perisian Wordsmith 6.0.
Perisian ini mempunyai tiga aplikasi utama bagi analisis statistik bahasa iaitu senarai perkataan, konkordan dan kata
kunci (Wilkinson, 2012). Aplikasi ‘senarai perkataan’ digunakan untuk menyenaraikan semua perkataan yang
terdapat dalam korpus mengikut sususan frekuensi. Manakala aplikasi ‘kata kunci’ digunakan untuk mencari kata
kunci bagi setiap subkorpus dan membandingkan sesama subjek menggunakan ujian likelihood-ratio. Secara ringkas
kajian ini melibatkan proses seperti di dalam carta alir di bawah:
Carta alir 1: Proses pembinaan dan analisis korpus
Pembinaan Korpus
Kandungan Data
Korpus yang dibina meliputi data dari dua buah buku teks bagi subjek Fiqh dan Hadith. Tajuk dua buku tersebut dan
jumlah perkataan bagi setiap buku adalah seperti dalam Jadual 2 berikut:
Jadual 2
Tajuk Buku Teks dan Jumlah Perkataan
Subjek Tajuk Buku Jumlah Perkataan
Fiqh Al-Iqna’ 93,508
Hadith Al-Ahadith al-Mukhtarah min Fath al-Mubdi 31,049
Jumlah 124,557
(1) Proses Pembinaan Korpus
Pengumpulan data
Buku Teks 1 PDF MS Word Pengkodan
Buku teks 2
-----------------------------------------------------------------------------------------------------------------------------------------
(2) Proses Analisis Korpus Kekerapan perkataan
Dapatan Wordsmith Fail Plain Text
Kata kunci
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
Perbezaan jumlah perkataan yang jelas antara kedua buku teks tidak menjejaskan analisis perbandingan
kerana ia telah disetarakan dengan menggunakan ujian likelihood-ratio yang terdapat di dalam perisian Wordsmith
yang dipilih.
Langkah Pembinaan Korpus
Pembinaan korpus dalam kajian ini melibatkan 3 langkah:
Mengumpul data
Bagi membolehkan analisis korpus dilakukan secara saintifik menggunakan perisian komputer, pengkaji mesti
memastikan data disediakan dalam bentuk salinan lembut (softcopy). Oleh kerana pengkaji hanya mempunyai data
buku teks STAM dalam bentuk salinan keras (hardcopy), langkah ini melibatkan proses memindahkan teks-teks
tersebut ke dalam bentuk softcopy. Semasa proses pemindahan tersebut, banyak kesalahan ejaan berlaku dan ini
menuntut pengkaji melakukan proses suntingan berpandukan kepada teks asal.
Mengkod data
Sejauh mana proses mengkod data diperlukan adalah ditentukan oleh tujuan dan kemampuan perisian komputer
yang akan menganalisis korpus yang dibina. Ia penting dijelaskan supaya data yang dimasukkan ke dalam perisian
komputer dapat dianalisis dengan tepat berdasarkan ciri bahasa yang dikehendaki pengkaji. Bertitik tolak dari hal
ini, pengkodan data hanya melibatkan proses mengasingkan tambahan huruf di hadapan perkataan.
Dalam membincangkan hal ini, bahasa Arab secara umumnya merupakan bahasa yang kompleks dari
pelbagai aspek bermula dari sebutan hurufnya hingga kepada aspek tatabahasa, sastera dan ilmu linguistiknya.
Antara ciri bahasa Arab ialah kewujudan sambungan huruf tambahan di hadapan dan belakang perkataan seperti ال
dan sebagainya. Semua huruf bersambung ini akan merubah bentuk fizikal sesuatu perkataan لـ ,كـ ,بـ huruf ,المعرفة
itu. Memandangkan perisian yang digunakan menganalisis sesuatu perkataan mengikut sela di antara dua ruang
kosong, maka proses mengkod dilakukan dengan memisahkan huruf sambungan ini dari perkataannya. Contohnya
perkataan الحديث akan menjadi ال حديث dan perkataan فيكتب akan menjadi فـ يكتب setelah dipisahkan. Ini dilakukan
supaya perisian tersebut dapat menganggap perkataan الحديث dan حديث sebagai satu perkataan yang sama dan
dianalisis dalam satu entri.
Tanpa proses ini, kecatatan analisis akan berlaku kerana perkataan الحديث dan حديث serta perkataan فيكتب dan
akan dianalisis sebagai dua perkataan berbeza akibat dari bentuk fizikalnya yang berbeza. Ini bertentangan يكتب
dengan apa yang dikehendaki pengkaji. Namun, kewujudan fungsi lain dalam perisian Wordsmith yang mampu
menyenaraikan perkataan mengikut susunan abjad mengurangkan beban pengkaji untuk memisahkan semua
karektor perkataan kepada juzuknya. Justeru, hanya tambahan di bahagian hadapan perkataan sahaja dipisahkan.
Sementara tambahan pada bahagian belakang seperti perkataan tidak dipisahkan kerana كتابهم pada perkataan هم
keputusan susunan dapat juga dipaparkan mengikut abjad selain frekuensi.
Menyimpan data
Data yang telah dikod disimpan di dalam MS Word di dalam dua fail, pertama, fail yang diberikan tajuk al-Iqna’
dan kedua, bertajuk al-Ahadith al-Muthtarah fi Fath al-Mubdi. Oleh kerana perisian Wordsmith yang digunakan
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
dalam kajian ini tidak dapat memproses data dalam bentuk Word (*.docx), satu salinan data dipindahkan dalam
bentuk plain text (*.txt) dengan tajuk fail yang sama.
Pengecualian Perkataan
Seperti kelaziman dalam kajian teks, tidak semua perkataan dianalisis. Lebih-lebih lagi jika sesuatu kajian itu
melibatkan jumlah perkataan yang sangat besar. Justeru, hanya perkataan yang membawa erti signifikan kepada
objektif kajian sahaja akan dianalisis. Dalam kajian ini, perkara yang menjadi tumpuan adalah kosa kata penting dan
khusus dalam dua buku teks yang dikaji seperti yang telah dijelaskan.
Oleh itu, perkataan yang dianggap terlalu umum penggunaannya serta tidak dapat menggambarkan gaya
pengunaan perkataan yang signifikan telah dikecualikan. Ini termasuklah beberapa kategori perkataan seperti
penanda wacana dan kata penghubung. Kategori perkataan ini memang banyak terdapat dalam apa jua jenis buku
dan tidak memberikan banyak indikasi kepada gaya penggunaan perkataan. Atas alasan ini, hanya kategori kata
nama dan kata kerja diambil kira sementara huruf diabaikan.
Analisis dan Dapatan
Perbentangan dapatan dalam kajian ini dibahagikan kepada tiga komponen utama:
1. Kosa kata penting dalam buku teks 1 - al-Ahadith al-Muhktarah min Fath al-Mubdi
2. Kosa kata penting dalam buku teks 2 – al-Iqna’
3. Kosa kata khusus mengikut buku teks (kata kunci)
Kosa Kata Penting dalam Buku Teks 1 – Al-Ahadith Al-Muhktarah Min Fath Al-Mubdi
Dalam kajian ini perkataan yang paling kerap digunakan dianggap paling penting dan mesti difahami pelajar.
Kepentingannya dalam sesuatu subjek itu digambarkan melalui kekerapan penggunaannya. Selain daripada itu, kata
kunci bagi sesuatu subkorpus juga mesti difahami pelajar bagi penguasaan menyeluruh ke atas sesuatu subjek. Jadual
3 berikut menunjukkan senarai 30 perkataan paling kerap digunakan mengikut susunan.
Jadual 3
Senarai Frekuensi 30 Perkataan Teratas dalam Buku Teks 1
Bil Perkataan F % Bil Perkataan F % Bil Perkataan F %
0.15 60 رواية 21 0.25 98 حديث 11 2.36 914 هللا 1
0.14 55 كسر 22 0.24 92 قول 12 1.41 546 قال 2
0.14 53 مراد 23 0.22 87 فتح 13 0.69 269 صلى 3
0.14 53 يقول 23 0.20 79 نسخة 14 0.65 253 سلم 4
0.12 48 أول 25 0.20 77 قيل 15 0.49 189 تعالى 5
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0.12 48 جنة 26 0.19 73 ضم 16 0.49 188 كان 6
0.12 45 رجل 27 0.18 68 سالم 17 0.40 156 رضي 7
0.12 45 مهملة 28 0.17 65 أمر 18 0.36 139 رسول 8
0.11 44 مثل 29 0.16 63 معنى 19 0.36 138 نبي 9
0.11 41 نفسه 30 0.16 61 يكون 20 0.27 104 صالة 10
Jadual 3 menunjukkan senarai kekerapan 30 perkataan yang paling kerap digunakan dalam buku teks 1 (al-
Ahadith al-Muhktarah min Fath al-Mubdi). Ia menunjukkan bahawa perkataan yang paling kerap diulang adalah نبي
tidak dianalisis عليه Perkataan .253 سلم dan 914 هللا ,268 صلى ,sebanyak 138 kali نبي dengan perkataan صلى هللا عليه وسلم
kerana ia dari kategori huruf yang diabaikan. Dari aspek kata kerja, kata kerja قال (telah berkata) merupakan
perkataan yang paling kerap digunakan dengan 546 kali. Ini bertepatan dengan ciri hadith yang dipindahkan dari
satu generasi ke satu generasi melalui pertuturan sebelum zaman pembukuannya. Variasi lain bagi kata kerja ini juga
terdapat di dalam senarai iaitu قول (pengucapan), يقول (berkata) dan قيل (telah dikatakan) dengan 92, 72 dan 53
frekuensi. Sementara itu, kewujudan perkataan كسر ,ضم ,فتح dan مهملة menunjukkan bahawa buku ini amat mengambil
berat terhadap ketepatan sebutan perkataan terutama perkataan yang jarang ditemui. Ia bukan sahaja diletakkan baris
secara fizikal tetapi dinyatakan jenis barisnya dalam bentuk perkataan.
Jadual 4
Senarai Frekuensi Kata Nama Selepas 30 Perkataan Pertama dalam Buku Teks 1
Bil Perkataan F % Bil Perkataan F % Bil Perkataan F %
0.07 27 ترك 21 0.08 32 شيء 11 0.10 39 رحمة 1
0.07 27 أهل 22 0.08 31 دنيا 12 0.10 38 ناس 2
0.07 26 أرض 23 0.08 30 اسم 13 0.09 36 خير 3
0.07 26 صفة 24 0.08 30 مسجد 14 0.09 36 مسلم 4
0.07 26 ميم 25 0.08 30 يوم 15 0.09 36 معجمة 5
0.07 26 نساء 26 0.07 29 أكثر 16 0.09 33 أحدكم 6
0.06 25 نبوة 27 0.07 29 القرآن 17 0.09 33 حال 7
0.06 24 راء 28 0.07 28 بنت 18 0.09 33 سنة 8
0.06 24 مرأة 29 0.07 28 حق 19 0.09 33 همزة 9
0.06 24 واحد 30 0.07 28 نصب 20 0.08 32 سكون 10
Jadual 4 menunjukkan senarai kekerapan kata nama selepas 30 perkataan pertama dalam buku teks 1. Ia
menunjukkan bahawa perkataan yang membawa maksud baris dan kaedah menyebut huruf sesuatu perkataan seperti
yang telah dibincangkan masih kerap digunakan. Ia diwakili oleh kekerapan penggunaan perkataan سكون ,همزة ,معجمة
huruf ميم dan راء. Perkataan-perkataan ini muncul antara perkataan yang kerap digunakan kerana ia terdapat dalam
hampir semua subtajuk berbanding kebanyakan kata nama lain yang digunakan mengikut topik perbincangan sesuatu
hadith.
Jadual 5
Senarai Kekerapan Kata Kerja Selepas 30 Perkataan Pertama dalam Buku Teks 1
Bil Perkataan F % Bil Perkataan F % Bil Perkataan F %
0.04 14 يتكلم 21 0.05 21 أجيب 11 0.10 39 قالت 1
0.03 13 يدل 22 0.05 21 يجوز 12 0.09 34 جمع 2
0.03 13 يكن 23 0.05 19 ذهب 13 0.08 31 كانت 3
0.03 12 جعل 24 0.05 19 سمعت 14 0.07 28 ذكر 4
0.03 12 كانوا 25 0.05 18 أنزل 15 0.07 28 قالوا 5
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0.03 12 مات 26 0.05 18 خرج 16 0.07 26 قلت 6
0.03 12 يجب 27 0.05 18 يدخل 17 0.07 26 يقال 7
0.03 12 يحل 28 0.04 16 يقل 18 0.06 25 يحتمل 8
0.03 12 يرد 29 0.04 15 تكون 19 0.06 24 فعل 9
0.03 11 تعلم 30 0.04 14 سمع 20 0.06 22 رضى 10
Jadual 5 menunjukkan senarai kekerapan kata nama selepas 30 perkataan pertama dalam buku teks 1. Ia
menunjukkan bahawa pada frekuensi di antara 39 bagi perkataan قالت (telah berkata) dan frekuensi 11 bagi perkataan
.merupakan perkataan yang dianggap umum dan rata-rata pelajar peringkat STAM memahaminya (mengetahui) تعلم
Walaupun begitu, dalam proses P&P yang sedang berjalan, para guru masih perlu memastikan semua pelajar
memahami maksud perkataan-perkataan tersebut. Selain daripada itu, kewujudan perkataan seperti قلت ,قالوا ,ذكر ,قالت,
yang membawa maksud ‘menyatakan sesuatu’, mengukuhkan dapatan sebelum ini bahawa topik يتكلم dan يقال
perbincangan dalam pengajian hadith berkisar tentang ucapan Rasulullah yang disampaikan melalui perantaraan
lidah. Sementara kewujudan perkataan رضى (telah diredhoi) dengan 22 frekuensi adalah disebabkan variasi ejaan
yang digunakan pada huruf ي (ya). Dalam kebanyakan keadaan di dalam buku ini, perkataan يرض dieja
menggunakan huruf ي dengan dua noktah di bawahnya tetapi terdapat 22 frekuensi dieja tanpa noktah. Frekuensi
yang lebih banyak bagi perkataan ini menggunakan dua noktah terdapat dalam jadual 3 dengan 156 frekuensi.
Kosa Kata Penting dalam Buku Teks 2 – al-Iqna’
Jadual 6
Senarai Kekerapan 30 Perkataan Teratas dalam Buku Teks 2
Bil Perkataan F % Bil Perkataan F % Bil Perkataan F %
0.12 146 حد 21 0.16 188 قتل 11 0.48 583 هللا 1
0.12 146 خبر 22 0.15 179 ولد 12 0.47 568 قال 2
لأو 13 0.46 551 كان 3 0.12 143 عتق 23 0.14 173
0.12 140 قاله 24 0.14 172 دية 14 0.34 407 تعالى 4
0.12 140 يمين 25 0.14 166 تنبيه 15 0.28 337 قوله 5
0.12 139 أولى 26 0.13 162 يكون 16 0.19 233 مال 6
0.11 135 زوج 27 0.13 156 خالف 17 0.17 200 سلم 7
0.11 134 حق 28 0.13 151 يجب 18 0.17 200 طالق 8
0.11 131 أصل 29 0.12 150 حكم 19 0.16 193 صلى 9
0.11 128 مصنف 30 0.12 149 قطع 20 0.16 192 ذكر 10
Jadual 6 menunjukkan senarai kekerapan 30 perkataan tertinggi di dalam senarai kekerapan bagi buku teks
2 (al-Iqna’). Jadual menunjukkan bahawa perkataan yang paling kerap diulang adalah هللا dengan dengan 583
frekuensi atau 0.48% dari jumlah keseluruhan perkataan. Oleh kerana perbincangan buku ini berkaitan hukum-
hakam, kewujudan kata kerja قال (telah berkata) menunjukkan bahawa setiap hukum yang dibincangkan banyak
mengaitkan ayat al-Quran. Sementara perkataan-perkataan lain seperti مال (harta), قتل (membunuh), دية (diat), ولد
(anak lelaki), زوج (suami) dan يمين (sumpah) menunjukkan tajuk-tajuk perbincangan dalam buku ini berkaitan
jenayah, wasiat dan perkahwinan. Berbeza dengan buku teks 1, perkataan-perkataan khusus yang merujuk kepada
tajuk tertentu berada pada 30 perkataan tertinggi. Sedangkan perkataan khusus pada buku 1 banyak terdapat pada
frekuensi yang lebih rendah. Ini adalah disebabkan tajuk-tajuk yang dibincangkan dalam buku teks 2 lebih besar
berbanding buku 1. Oleh itu kekerapan penggunaan perkataan yang sama adalah lebih tinggi.
Jadual 7
Senarai Kekerapan Kata Nama Selepas 30 Perkataan Pertama dalam Buku Teks 2
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Bil Perkataan F % Bil Perkataan F % Bil Perkataan F %
0.07 90 يوم 21 0.09 109 أهل 11 0.10 122 شهادة 1
0.07 89 أربعة 22 0.09 108 سيد 12 0.10 120 شرط 2
0.07 88 أمة 23 0.09 107 أحد 13 0.10 118 ثاني 3
0.07 87 كفارة 24 0.09 107 حر 14 0.10 117 نكاح 4
0.07 87 نسب 25 0.09 103 رجل 15 0.10 115 آخر 5
0.07 87 نصف 26 0.08 101 واحد 16 0.10 115 عدم 6
0.07 82 آية 27 0.08 99 سواء 17 0.09 113 ثالثة 7
0.07 82 كالم 28 0.08 93 إسالم 18 0.08 112 شيء 8
0.07 80 قصاص 29 0.08 93 رقيق 19 0.09 111 ظاهر 9
29 وطء 20 0.09 111 نفسه 10 0.06 76 أكثر 30 0.08
Jadual 7 menunjukkan senarai kekerapan kata nama selepas 30 perkataan pertama dalam buku teks 2. Ia
menunjukkan bahawa perkataan yang digunakan pada peringkat ini banyak menjurus kepada tajuk-tajuk yang
dibincangkan. Namun begitu terdapat juga beberapa perkataan lebih umum dan tidak menjurus kepada mana-mana
tajuk seperti أكثر (lebih banyak), شرط (syarat), ثاني (kedua), آخر (yang lain), ثالثة (tiga), شيء (sesuatu) dan sebagainya.
Perkataan-perkataan ini biasanya sudah difahami pelajar di peringkat STAM kerana ia banyak digunakan dalam
pelbagai tajuk dan situasi.
Jadual 8
Senarai Kekerapan Kata Kerja Selepas 30 Perkataan Pertama dalam Buku Teks 2
Bil Perkataan F % Bil Perkataan F % Bil Perkataan F %
0.04 50 يحل 21 0.06 74 يثبت 11 0.11 127 مر 1
0.04 49 وجب 22 0.06 71 يكن 12 0.10 123 كانت 2
0.04 46 أعتق 23 0.06 70 تقبل 13 0.10 120 يجوز 3
0.04 46 يأتي 24 0.06 68 يقطع 14 0.09 113 قيل 4
0.04 44 سبق 25 0.05 61 يحرم 15 0.09 108 خرج 5
0.03 42 يسقط 26 0.05 60 رواه 16 0.09 105 رضي 6
0.03 41 تجب 27 0.05 59 حرم 17 0.08 97 مات 7
0.03 40 يكفي 28 0.05 59 يقول 18 0.07 90 يشترط 8
0.03 39 تقدم 29 0.04 54 يعتق 19 0.07 90 يصح 9
0.03 39 صرح 30 0.04 54 يقتل 20 0.06 74 ذكره 10
Jadual 8 mempamerkan senarai kekerapan kata kerja selepas 30 perkataan pertama dalam buku teks 2. Ia
menunjukkan bahawa kata kerja yang digunakan tidak merujuk kepada mana-mana tajuk kecuali pada perkataan
yang merujuk kepada penebusan kesalahan dan (membunuh) يقتل dan (menebus) يعتق ,(telah menebus) أعتق
pembunuhan dalam tajuk jenayah dalam Islam. Sementara perkataan lain seperti يجوز (boleh), يحرم (haram), يحل
(halal), وجب (telah wajib), تجب (wajib), يصح (sah), حرم (telah mengharamkan) dan يشترط (mensyaratkan) lebih
merujuk kepada perkataan berkaitan hukum sesuatu perkara. Ini menunjukkan bahawa perbincangan dalam buku-
buku fiqh Islami menekankan kepada perkara hukum-hakam walau apa jua tajuk yang dibincangkan iaitu jenayah,
perkahwinan dan wasiat dalam konteks buku teks 2 ini.
Kosa kata khusus mengikut buku teks (kata kunci)
Jadual 9
Analisis Perbandingan Antara Bukut Teks 1 dan 2
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Bil Al-Ahadith kepada Al-Iqna’ Al-Iqna’ kepada al-Ahadith
Perkataan F (Al-
Ahadith)
F (Al-
Iqna’)
Kata
Kunci
Perkataan F (Al-
Iqna’)
F (Al-
Ahadith)
Kata
Kunci
96.20 0 172 دية 914.64 583 914 هللا 1
83.44 1 166 تنبيه 317.32 568 546 قال 2
79.97 0 143 عتق 263.45 26 139 رسول 3
71.69 11 233 مال 240.08 193 269 صلى 4
71.58 0 128 مصنف 204.83 200 253 سلم 5
69.23 1 140 أب 182.26 59 138 نبي 6
002 طالق 147.51 105 156 رضي 7 9 63.04
59.83 0 107 حر 136.96 5 60 رواية 8
53.33 5 149 قطع 131.05 41 98 حديث 9
53.24 9 179 ولد 127.92 13 68 سالم 10
5076 2 117 نكاح 113.27 23 73 ضم 11
50.32 0 90 يشترط 108.96 62 104 صالة 12
48.38 3 122 شهادة 92.36 51 87 فتح 13
46.46 5 135 زوج 87.79 10 48 جنة 14
45.17 6 140 يمين 85.73 4 39 رحمة 15
Jadual 9 menunjukkan keputusan perbandingan antara buku teks 1 dan 2 dari dua perspektif, pertama,
perbandingan buku 1 kepada buku 2 dan kedua, perbandingan buku 2 kepada buku 1. Dua analisis ini dijalankan
serentak bagi menjelaskan perkataan yang menjadi kata kunci bagi setiap buku teks. Pada analisis pertama (buku 1
kepada buku 2), didapati bahawa penggunaan ungkapan قال نبي/رسول هللا صلى هللا عليه وسلم paling banyak digunakan
dalam buku teks 1 dan menjadi kata kunci bagi buku tersebut. Begitu juga dengan perkataan رواية (riwayat) dan حديث
(hadith) yang merujuk secara langsung kepada perbincangan aspek hadith. Berbanding buku teks 2, buku teks 1
lebih mementingkan sebutan sesuatu perkataan dengan tepat. Ini dibuktikan dengan kewujudan perkataan ضم dan
.yang merujuk kepada baris bagi perkataan-perkataan tertentu فتح
Bagi analisis kedua (buku 2 kepada buku 1), didapati bahawa semua perkataan yang menjadi kata kunci
merujuk secara khusus kepada tajuk-tajuk yang dibincangkan dalam buku teks 2. Ini tidak termasuk perkataan مصنف
(penulis) dan تنبيه (perhatian). Penggunaan yang banyak pada perkataan pertama adalah disebabkan buku ini telah
diberikan penerangan oleh ulamak lain terhadap matan Abu Syuja’. Perkataan ini digunakan apabila penulis buku
merujuk kepada pemilik asal matan sepanjang perbahasannya. Pada perkataan kedua, penulis menggunakannya
pada setiap permulaan tajuk kecil baru bagi memberi peringatan tentang peri pentingnya tajuk yang sedang
dibincangkan. Justeru, para guru perlu memberikan perjelasan yang secukupnya tentang maksud perkataan-
perkataan ini kepada pelajar dalam proses P&P.
Kesimpulan
Hasil dari pembinaan korpus dan analisis frekuensi perkataan dalam dua buku teks STAM adalah seperti berikut:
1. Kejayaan membina korpus ke atas dua buah buku teks di peringkat STAM sebagai projek awal memungkinkan
pembinaan korpus yang lebih menyeluruh bagi mencakupi semua buku teks di peringkat tersebut yang
bejumlah 19 buah semuanya bagi 12 subjek. Korpus yang dibina boleh diprogramkan agar boleh dimuat turun
di makmal komputer di setiap sekolah menengah bagi pelajar mempelajari dan membuat kajian tentang
penggunaan bahasa Arab diperingkat STAM bukan sahaja untuk mengetahui aspek kosa kata dan kata kunci
tetapi juga aspek morfologi, sintaksis, gaya bahasa dan sebagainya.
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2. Namun beberapa isu mungkin timbul semasa proses pembinaan korpus dari aspek pengkodan data kerana sifat
bahasa Arab yang agak kompleks. Bagi membolehkan analisis mendalam dilakukan ke atas korpus yang
dibina, proses pengkodan data haruslah melibatkan proses perletakan tatabahasa (grammatical tagging) bagi
setiap perkataan yang terdapat dalam korpus agar perisian yang digunakan semasa menganalisis data dapat
membezakan antara setiap perkataan terutama yang mempunyai bentuk fizikal yang sama. Adalah hampir
mustahil untuk melakukan proses ini secara manual kerana sesuatu korpus mungkin mengandungi berjuta
perkataan. Oleh itu pendekatan proses ini secara automatik harus diterokai dengan lebih mendalam.
3. Dapatan dari analisis korpus menunjukkan bahawa perkataan-perkataan yang kerap digunakan dan berada di
senarai frekuensi yang tinggi adalah merujuk kepada jenis perbincangan di dalam buku-buku yang dikaji.
Dalam buku teks 1, perkataan seperti قال dan نبي/رسول هللا صلى هللا عليه وسلم di antara perkataan yang paling kerap
digunakan. Situasi yang sama berlaku dalam buku teks 2. Perkataan-perkataan yang berada di senarai tertinggi
merujuk kepada skop perbincangan tentang hukum-hakam seperti perkataan ولد ,زوج ,دية dan يمين. Ia seterusnya
menjadi kosa kata penting dalam tajuk perkahwinan, wasiat dan jenayah di dalam buku tersebut.
4. Kewujudan perkataan yang merujuk kepada baris dalam buku teks 1 seperti مهملة ,كسر ,فتح ,ضم dan جمةمع
menunjukkan bahawa ia amat mengambil berat tentang ketepatan sebutan beberapa perkataan penting kerana
kesalahan sebutan akan membawa kepada kesalahan maksud. Ini berbeza dengan buku teks 2 yang tidak
menekankan ciri ini. Sebaliknya buku teks 2 banyak merujuk kepada penulis Matan Abu Shuja’ dengan
kekerapan yang tinggi pada penggunaan perkataan مصنف. Selain daripada itu, pada setiap permulaan subtajuk,
penulis buku ini banyak memulakannya dengan perkataan تنبيه yang untuk menarik perhatian pembaca.
5. Dari aspek kata nama, dapatan menunjukkan bahawa buku teks 1 amat mementingkan ketepatan sebutan
sesuatu huruf seperti yang telah dijelaskan. Sementara situasi yang berbeza di dalam buku teks 2, di mana kata
nama yang kerap digunakan sama ada lebih menjurus kepada tajuk yang dibincangkan atau bersifat umum.
Dalam proses P&P subjek tersebut, perkataan yang menjurus kepada tajuk-tajuk tertentu mesti diberi
keutamaan untuk difahami tanpa mengabaikan pemahaman perkataan umum.
6. Dalam aspek kata kerja, dapatan menunjukkan bahawa buku teks 1 didominasi oleh perkataan-perkataan yang
membawa maksud ‘berkata dan bercakap’ dalam pelbagai variasi. Ini sesuai dengan sifat hadith yang
disebarkan melalui percakapan sebelum penulisannya. Dalam buku teks 2, kata kerja-kata kerja yang kerap
digunakan tidak merujuk kepada mana-mana tajuk yang dibincangkan kecuali beberapa perkataan. Sebaliknya,
kata kerja yang merujuk kepada perkataan hukum dan umum kepada semua tajuk fiqh lebih banyak digunakan.
7. Analisis kata kunci bagi kedua-dua buku teks menunjukkan bahawa buku teks 1 banyak merujuk kepada
ucapan hadith Rasulullah s.a.w kerana ia menjadi topik utama perbincangan. Sementara dalam buku teks 2,
perkataan-perkataan yang menjurus kepada sesuatu tajuk fiqh yang dibincangkan menjadi kata kunci buku
tersebut.
8. Proses P&P bagi dua subjek ini harus menekankan kepada pemahaman pelajar terhadap perkataan-perkataan
penting yang kerap digunakan. Perkataan yang mesti diberi lebih keutamaan ialah perkataan yang menjurus
kepada sesuatu tajuk walaupun kekerapan penggunaanya bukan pada kedudukan tertinggi. Selain daripada itu,
perkataan-perkataan yang menjadi kata kunci sesuatu subjek juga harus diberi penekanan sewajarnya.
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PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)
PROCEEDINGS INTERNATIONAL CONFERENCE ON TEACHING AND LEARNING (ICTL 2016)