Muat Turun - e-CRiM - Politeknik Tuanku Sultanah Bahiyah

Kajian Campuran Tanah Liat dan Kulit Kerang Dalam Menstabilkan
Tanah
Noor Azalina binti Khalil1,a , Zarina Syuhaida binti Shaarani2,b,
Mohamad Norizham bin Hamzah3,c
1,2
Jabatan Kejuruteraan Awam,
Politeknik Tuanku Sultanah Bahiyah,
Kulim Hi-tech Park, 09000 Kulim,
Kedah, Malaysia.
3
Jabatan Kejuruteraan Mekanikal,
Politeknik Tuanku Sultanah Bahiyah,
Kulim Hi-tech Park, 09000 Kulim,
Kedah, Malaysia.
a
[email protected], [email protected], [email protected]
Abstrak. Tanah merupakan salah satu bahan binaan semula jadi yang penting dalam kejuruteraan
awam. Tanah berperanan sebagai asas yang menyokong sesuatu struktur atau binaan sama ada
bangunan, jalan raya, benteng, tembok dan sebagainya. Tetapi dalam keadaan sebenar, tanah yang
kuat sukar untuk didapati. Oleh yang demikian, pelbagai kaedah diambil untuk menstabilkan
tanah. Terdapat pelbagai kaedah dijalankan untuk mengawal kestabilan tanah. Justeru itu, kajian
ini dijalankan untuk mencari alternatif yang lain bagi menstabilkan tanah. Objektif kajian ini untuk
mendapatkan parameter kekuatan ricih tanah liat sebelum dan selepas dicampur dengan kulit
kerang. Ujikaji yang dijalankan bagi mencapai objektif kajian ialah Ujian Ricih Terus. Dalam
kajian ini campuran sebanyak 20%, 40%, 60% dan 80% kulit kerang telah digunakan. Hasil
dapatan mendapati semakin tinggi peratusan kulit kerang yang ditambah dalam tanah liat, semakin
nilai kejelekitan bertambah. Manakala bagi nilai sudut geseran pula nilai sudut geseran yang
diperolehi makin menurun apabila peratusan kulit kerang ditambah ke dalam campuran tanah liat.
Kata kunci: Tanah liat, kulit kerang, kekuatan ricih tanah, ujian ricih terus.
Pengenalan
Tanah merupakan suatu binaan yang kompleks dan sifatnya berubah-ubah. Bukan semua tanah
sesuai untuk digunakan atau memenuhi kehendak pembinaan. Dalam struktur pembinaan, setiap
bangunan yang direkabentuk haruslah mempunyai kekuatan asas yang kukuh supaya kekal dan
selamat dalam jangka masa yang direkabentuk. Pelbagai masalah dihadapi seperti tanah runtuh,
tanah mengembang, ketidakstabilan dan sebagainya. Banyak berita yang menyiarkan tentang
keruntuhan tanah di Malaysia, yang menyebabkan kerosakan harta benda, dan yang lebih teruk
adalah kematian. Oleh itu, jurutera-jurutera haruslah memainkan peranan penting dalam
menentukan sifat-sifat tanah kerana tanah sentiasa berubah bergantung kepada jenis tanah yang
digunakan [1].
Pada masa kini, banyak kaedah telah digunakan untuk menstabilkan tanah dengan cara
menambah bahan tertentu yang boleh menambahbaik tanah tersebut. Kaedah tradisional bagi
penstabilan kimia antaranya penambahan kapur, abu sekam padi, Portland simen dan sisa industri
produk iaitu sisa keluli, sisa simen dan sisa aluminium[2].
Teknik penstabilan tanah amat diperlukan untuk memastikan tanah yang hendak
dibangunkan sesuai untuk menanggung beban yang dikenakan. Ini kerana banyak masa dan kos
dapat dijimatkan berbanding sekiranya tanah yang tidak stabil tetapi masih hendak dibangunkan
perlu dikorek dan dikeluarkan serta digantikan dengan tanah yang stabil [3]. Oleh itu, jurutera dan
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pengkaji yang mengkaji berkaitan tanah perlu mengambil perhatian untuk menggunakan barang
terbuang untuk menstabilkan tanah. Dengan menggunakan semula sisa terbuang, ianya dapat
membantu menyelesaikan masalah alam sekitar dan seterusnya dapat menyumbang kepada
ekonomi negara. Sisa industri seperti abu terbang, abu kayu, plastik terbuang dan lebihan keluli
berpotensi untuk menstabilkan tanah [4].
Banyak kajian yang telah dijalankan dengan menggunakan bahan terbuang antaranya serbuk
kulit telur dicampurkan dengan tamah liat untuk menambahbaik kekuatan tanah. Dalam kajian ini
nisbah serbuk kulit telur yang digunakan adalah sebanyak 1% sehingga 25% [4]. Ujikaji yang
dijalankan adalah ujian had cecair dan had plastik. Didapati serbuk kulit telur mempunyai potensi
untuk digunakan sebagai bahan untuk menambah kekuatan tanah.
Justeru itu, kajian ini dijalankan adalah bertujuan untuk mendapatkan kekuatan ricih tanah
bagi campuran tanah liat dan kulit kerang dengan peratusan yang berbeza. Kulit kerang dipilih
dalam kajian ini adalah kerana ia senang diperolehi dan ianya menjadi bahan buangan sahaja tanpa
diguna pakai semula. Akibat lambakan kulit kerang ini membuatkan kawasan di sekelilingnya
berbau dan menyebabkan pencemaran. Lambakan kulit kerang akan meningkat dari tahun ke
tahun.Ini kerana dalam rancangan Malaysia ke 9 sehingga tahun 2007 mensasarkan seramai 1055
orang pengusaha yang mengusahakan penternakan kerang[5].
Tanah Liat
Tanah liat terdiri daripada saiz-saiz zarah yang sangat kecil dan menunjukkan sifat-sifat plastik
dan jelekit. Jelekit menunjukkan sifat bahan yang melekat satu sama lain, sedangkan plastik
adalah sifat yang memungkinkan bentuk bahan itu diubah-ubah tanpa perubahan isipadu atau
tanpa kembali ke bentuk semula dan tanpa terjadi retakan atau terpecah-pecah.
Tanah liat adalah berwarna coklat hingga terang kegelapan, mempunyai kekuatan ricih
yang rendah [6].Tanah liat juga mempunyai kebolehmampatan yang tinggi dan selalunya adalah
sensitif. Kekuatannya berkurang oleh tindakan air dan sebarang gangguan yang dikenakan di
atasnya [7]. Oleh yang demikian, struktur pembinaan yang dibina mudah untuk mengalami
kegagalan. Kekuatan sesuatu tanah adalah bergantung kepada ciri-ciri pengukuhan, kekuatan
ricih dan keupayaan galas [8]. Jika ia ditingkatkan, struktur suatu bangunan atau pembinaan akan
lebih selamat. Terdapat dua parameter penting yang digunakan dalam menentukan kekuatan
ricih tanah. Parameter pertama iaitu kejelekitan, c diperolehi dari daya antara partikel iaitu daya
yang memegang antara satu partikel dengan partikel yang lain. Kejelekitan tanah liat adalah
sensitif terhadap air dan kimia air liang. Manakala, parameter kedua iaitu sudut geseran, Ø pula
diperolehi akibat daripada sentuhan antara butiran. Dalam kejuruteraan geoteknik, kekuatan ricih
tanah liat merupakan salah satu sifat tanah yang penting kerana kekuatan ricih tanah liat adalah
keupayaan tanah untuk menanggung beban maksimum sebelum tanah itu gagal.
Ciri-ciri Tanah Liat
Ciri-ciri tanah liat adalah seperti terasa licin, lembut dan halus sehingga zarah-zarah tanahnya
tidak dapat dilihat dengan mata kasar, kebolehtelapan yang rendah, kekuatan ricihnya adalah
rendah tetapi mempunyai kebolehmampatan yang tinggi. Campuran tanah liat boleh berkembang
dengan kehadiran air dan akan mengecut balik apabila dibiarkan kering. Sesetengah tanah liat
adalah peka (sensitif) terhadap pengacuan semula dan mengalami kehilangan kekuatan yang
ketara disebabkan oleh kemusnahan struktur asalnya.
Kulit kerang
Kulit kerang atau nama sainstifiknya anadara granosa adalah hidupan air yang bercengkerang dan
mempunyai habitat di kawasan pinggir laut yang berlumpur.yang banyak ditemui di kawasan
berlumpur [9]. Permukaan dalam lapisan luar kulit kerang menghasilkan periostracium organik
merupakan lapisan plecypoda yang berupa lapisan kapur banyak mengandungi kalsium karbonat.
Mengikut kajian yang dijalankan komposisi utama kulit kerang adalah terdiri daripada 98-99%
2
kalsium karbonat [9,10].Kalsium karbonat digunakan untuk meningkatkan kadar pengerasan pada
suhu rendah.
Secara umumnya kulit kerang mempunyai kapur yang terkandung pada seluruh
cengkerangnya. Kulit kerang digunakan sebagai bahan tambah untuk menstabilkan tanah liat
tetapi kurang sesuai untuk tanah berbutir kasar.
Penyediaan Sampel
Nisbah campuran sampel dalam kajian ini adalah seperti berikut:
i.
100% tanah liat sahaja.
ii.
20% kulit kerang dicampur dengan tanah liat.
iii. 40% kulit kerang dicampur dengan tanah liat.
iv.
60% kulit kerang dicampur dengan tanah liat.
v. 80% kulit kerang dicampur dengan tanah liat.
Kulit Kerang
Sisa buangan kulit kerang yang digunakan dalam kajian ini di ambil di warung makanan yang
terletak di Kuala Muda, Kedah. Kulit kerang ini dibasuh untuk membuang segala kotoran yang
melekat, selepas itu ianya dikeringkan dalam oven pada suhu 110°C selama 2 jam [6]. Setelah
dikeluarkan dari oven, kulit kerang dipecahkan dengan menggunakan pestle dan mortar.
Kemudian, kulit kerang yang dihancurkan ini diayak dengan mengunakan mesin ayak selama 10
minit.
Rajah 1. Kulit Kerang
Tanah Liat
Sampel tanah liat yang diambil dalam kajian ini adalah dari Kuala Muda, Kedah. Ianya diambil
dan dikeringkan dalam oven pada suhu 105° selama 24 jam. Setelah sehari semalaman tanah liat
ini dikeluarkan dari oven dan dihancurkan menggunakan pestle dan mortar. Kemudian, tanah liat
yang dihancurkan ini diayak dengan mengunakan mesin ayak selama 10 minit.
Rajah 2. Tanah Liat
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Ujikaji ricih terus ( BS 1377 : Bahagian 7)
Rajah 3 menunjukkan peralatan ricih terus yang digunakan untuk mendapatkan parameter
kekuatan ricih tanah iaitu kejelelikatan, c dan sudut geseran tanah, Ø °.
Rajah 3. Ujikaji Ricih Terus Dijalankan Ke atas Sampel
Dapatan keseluruhan Ujikaji Ricih Terus
Merujuk kepada Jadual 1 didapati nilai kejelekitan, c meningkat dengan pertambahan peratusan
kulit kerang. Pada campuran 40% kulit kerang dan 60% tanah liat nilai kejelekitan yang dicatatkan
adalah sebanyak 38.5 kN/m2. Manakala pada campuran 60% kulit kerang dan 40% tanah liat nilai
kejelekitan yang diperolehi adalah sebanyak 75 kN/m2 iaitu nilai yang tertinggi yang dicatatkan
dalam kajian ini. Pada campuran ini iaitu sampel D didapati ianya menepati teori dalam kekuatan
ricih tanah iaitu semakin tinggi nilai kejelekitan tanah,c (kN/m²) semakin kuat ikatan antara zarahzarah di dalam tanah [11]. Jadi pada campuran ini, ianya sesuai digunakan untuk menstabilkan
tanah.
Namun begitu pada campuran sampel 80% kulit kerang dan 20% tanah liat tiada nilai
kejelekitan, c dicatatkan. Ini kerana kandungan kalsium karbonat yang menyebabkan campuran
ini akan relai dan tidak melekat antara satu sama lain.
Berdasarkan keseluruhan keputusan Ujian Ricih Terus bagi sampel A, B, C, D dan E nilai
sudut geseran pada keseluruhannya adalah menurun . Ini membuktikan bahawa apabila kejelekitan
meningkat maka sudut geseran akan menurun. Pada sampel A iaitu 100% tanah liat nilai sudut
geseran yang dicatatkan adalah sebanyak 55°, manakala pada pada campuran 20% kulit kerang
dan 80% tanah liat nilai yang dicatatkan adalah 52°.
Dengan pertambahan 20% lagi kulit kerang iaitu pada campuran 40% kulit kerang dan 60%
tanah liat nilai sudut geseran yang diperolehi adalah 40°. Nilai sudut geseran yang terendah yang
dicatatkan iaitu sebanyak 30° diperolehi dari campuran 60% kulit kerang dan 40% tanah
liat.Tetapi pada sampel E sudut geseran meningkat kepada 60°. Ini adalah kerana pada campuran
sampel ini tanah telah relai yang akan menyebabkan sudut geserannya besar.
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Jadual 1. Keputusan Ujian Ricih Terus
Sampel
Parameter Kekuatan Ricih Tanah
Kejelekitan,C (kN/m2)
Sudut geseran, Ø °
0.3
55°
1.1
52°
38.5
40°
75
30°
-
60°
A (100% Tanah Liat)
B (20% Kulit Kerang + 60% Tanah Liat
C (40% Kulit Kerang + 60% Tanah Liat )
D (60% Kulit Kerang + 40% Tanah Liat)
E (80% Kulit Kerang + 20% Tanah Liat)
Rajah 1 menunjukkan nilai kejelekitan tanah dan sudut geseran melawan peratus kulit kerang
yang ditambah ke dalam tanah liat. Didapati ada dua titik persilangan yang diperolehi iaitu pada
campuran 40% dan 75% kulit kerang dengan tanah liat. Pada kedua-dua titik persilangan ini nilai
bagi parameter kejelekitan, c dan sudut geseran, Ø ° adalah sama. Pada pertambahan 40% sehingga
60% kulit kerang didapati nilai kejelekitan, c bertambah dan sudut geseran, Ø ° makin menurun.
Sebaliknya pada campuran 61% sehingga 75% kulit kerang didapati nilai kedua-dua parameter
kekuatan ricih tanah berkadar songsang. Di mana nilai kejelekitan makin menurun dan nilai sudut
geseran makin menaik. Jadi campuran yang sesuai digunakan untuk menstabilkan tanah adalah
pada pertambahan dari 40% sehingga 60% kulit kerang. Ini kerana semakin tinggi nilai kejelekitan
tanah,c (kN/m²) semakin kuat ikatan antara zarah-zarah di dalam tanah [11]. Dengan ikatan antara
zarah-zarah tanah yang kuat ianya akan mengukuhkan dan seterusnya akan menstabilkan tanah.
Kejelekitan
& Sudut Geseran Melawan % Kulit Kerang
80
Kejelekitan & Sudut Geseran
70
60
50
Kejelekitan
40
Sudut geseran
30
20
10
0
-10
0
20
40
60
80
% Kulit Kerang
100
120
Rajah 1.Graf Kejelekitan & Sudut Geseran Melawan % Kulit Kerang
Kesimpulan
Melalui kajian ini didapati bahawa campuran sampel 60% kulit kerang dan 40% tanah liat
mencatatkan nilai kejelekitan yang tinggi dan sudut geseran yang terendah, iaitu 75 kN/m2 dan 30°
. Ini menunjukkan ianya sesuai untuk dijadikan salah satu bahan untuk menstabilkan tanah.
5
Rujukan
[1]
H.K. Iqbal. Textbook of Geotechnical Engineering (6thed).Departement of Civil
Engineerinm Jamia Millia.New Delhi, 2005.
[2]
A.E. Ramaji, “A review on the soil stabilization using low cost methods,” Journal of
Applied Sciences Research,8 (4),pp 2193-2196.2012.
[3]
A.S.Negi, M.Faizan, D.P.Siddharth, R.Singh, “Soil stabilization using lime”, International
Journal of Innovative Research in Science,Engineering and Technology. Vol.2,Issue 2,
pp448-45,3 February 2013.
[4]
A.Barazesh, H. Saba, M.Gharib, M.Rad, “Laboratory investigation of the effct of eggshell
powder on plasticity index in clay and expansive soils”, European Journal of
ExperimentalBiology, 2(6): 2378-2384, 2012.
[5]
“Kerajaan sasar hasil 130000 tan matrik kerang,” http://www.seafdec.org.my, June 5,
2014.
[6]
D.F.McCarthy, “Essentials of Soil Mechanics and Foundations”. Basic Geotechnics-6th
edition, 2002.
[7]
R.Abdul Rahman, “Membuat penentukuran terhadap alat ricih dengan
membandingkannya dengan alat mampatan tak terkurung,” Ijazah Sarjana Muda, UTM,
Fakulti Kejuruteraan Awam, Johor, 2010.
[8]
M.Y Khairul Nizar and Z.A Mohd Hazreek A.T Zaihasra, “Ciri-ciri Indeks dan Mekanikal
bagi Tanah Liat Terstabil Simen dan Kapur di Semenanjung Malaysia”, Prosiding
Kebangsaan Awam, pp642-650, Mei, 29-31, 2007.
[9]
M.Mohamed, S.Yusup and S.Maitra, “Decomposition study of calcium carbonate in cockle
shell”, Journal of Engineering Science and Technology,vol.7,no.1,pp.1-10, 2012.
[10] A.J.Awang, Hazmi,A.B.Z.Zuki, M.M Nordin, A.Jalila, and Y.Norimah, “Mineral
composition Of the cockle (Anadara Granosa) shells of west coast of peninsular Malaysia
and its potential As biomaterial for use in bone repair,” Journal Of Animal and Veterinary
Advances, vol.6,no5, pp.591- 594, 2007.
[11] Braja M. Das, “Principles of Geotechnical Engineering”, 6th Edition. Sacramento,
California State, University :, 2006.
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Tahap Kompetensi Teknologi Maklumat dan Komunikasi (ICT)
dalam Kalangan Pelajar Jabatan Perdagangan
Politeknik Tuanku Sultanah Bahiyah
Nur Eliza M.1,a, Siti Hajar S.2,b dan Siti Mariam S.3,c.
1,3
Jabatan Perdagangan,
Politeknik Tuanku Sultanah Bahiyah,
Kulim Hi-tech Park, 09000 Kulim,
Kedah, Malaysia.
2
Jabatan Matematik, Sains dan Komputer
Politeknik Tuanku Sultanah Bahiyah,
Kulim Hi-tech Park, 09000 Kulim,
Kedah, Malaysia.
a
[email protected], [email protected] , [email protected]
Abstrak: Perkembangan dunia teknologi maklumat dan komunikasi (ICT) merupakan
agenda global dalam hubungan antara negara-negara maju di dunia. Ianya memberikan cabaran
yang besar kepada institusi pendidikan dalam mengintegrasikan penggunaan ICT dalam proses
pengajaran dan pembelajaran. Cabaran ini memberikan implikasi besar ke arah menjadikan
pelajar yang bermaklumat dan berdaya saing menerusi pelaksanaan pengajaran dan pembelajaran
berasaskan ICT. Kajian ini dijalankan untuk menentukan tahap kompetensi ICT di kalangan
pelajar Jabatan Perdagangan, Politeknik Tuanku Sultanah Bahiyah . Selain itu, kajian ini juga
dilaksanakan untuk mengenalpasti perbezaan tahap kompetensi ICT di kalangan pelajar lelaki dan
perempuan di Jabatan Perdagangan. Responden kajian terdiri daripada 300 orang pelajar Jabatan
Perdagangan, Politeknik Tuanku Sultanah Bahiyah. Instrumen kajian yang digunakan adalah
borang soal selidik dan dianalisis menggunakan perisian SPSS berasaskan kepada analisis skor
min dan Ujian T. Dapatan menunjukkan bahawa tahap kompetensi ICT pelajar berada pada tahap
sederhana iaitu pada skor min 3.04. Selain daripada itu, terdapat perbezaan yang signifikan
terhadap tahap kompetensi ICT dalam kalangan pelajar lelaki dan perempuan di Jabatan
Perdagangan iaitu p0.05.
Kata Kunci: Kompetensi, Teknologi Maklumat dan Komunikasi, Pelajar
Pengenalan
Teknologi Maklumat dan Komunikasi yang juga dikenali sebagai Information Communication
Technology (ICT) memberi impak yang besar kepada dunia secara global. ICT merupakan suatu
sistem perolehan data, maklumat dan juga komunikasi melalui peralatan teknologi secara
interaktif. [1][2]. Oleh yang demikian, pertalian konsep ini boleh dirujuk kepada tiga komponen
utama ICT iaitu teknologi, maklumat dan komunikasi. Teknologi menjurus kepada keupayaan
untuk menggunakan peralatan teknologi melalui pelbagai sistem terpilih bersesuaian dengan
matlamat dan keperluan pengguna. Maklumat pula adalah proses untuk memperoleh maklumat
dan data. Sementara komunikasi merujuk kepada proses penghantaran dan penerimaan dan
maklumat [1].
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Kemajuan ICT yang merangkumi bidang teknologi, satelit, telekomunikasi, teknologi
multimedia, dan teknologi maklumat membolehkan seseorang menyampaikan, mengumpul,
menyalur, menyebar, mengurus, memproses, menyimpan atau menggabungkan pelbagai jenis
maklumat dengan cepat dan mudah [1].
Penggunaan teknologi maklumat ini bukan saja menjimatkan masa dan penggunaan tenaga, malah
memudahkan capaian maklumat kerana ia bergerak dan berlaku dalam ruang siber atau maya yang
tiada lokasi dan masa yang khusus [1].
Perkembangan teknologi maklumat telah membawa satu perubahan yang besar dalam
dunia pendidikan. Teknologi maklumat dan komunikasi (ICT) menjadi semakin penting dalam
perkembangan pendidikan hari ini. Oleh yang demikian, kerajaan telah berusaha gigih untuk
meningkatkan mutu pendidikan negara yang diintegrasikan dengan kemajuan teknologi bagi
melahirkan rakyat yang mampu bersaing dalam arus globalisasi.
Pengetahuan tentang ICT dalam pendidikan adalah sejajar dengan usaha kerajaan untuk
meningkatkan pengetahuan ICT dalam kalangan pelajar. Usaha ini penting kerana ia bukan saja
meningkatkan pemahaman dan pengetahuan tetapi membantu kerajaan menjana modal insan kelas
pertama sebagai persiapan menjadi negara maju menjelang 2020 [3]. Oleh itu, setiap pelajar
dididik dan diberi pengetahuan agar mereka celik ICT bukan sahaja untuk tujuan pembelajaran
malah merangkumi semua aspek kehidupan.
Di institusi pengajian tinggi, pelajar-pelajar secara umumnya telah terdedah dengan
penggunaan perisian dan perkakasan ICT. Pelajar IPTA merupakan antara golongan yang
mengaplikasikan penggunaan internet yang terdiri dari pelbagai kaum, umur, bangsa dan jantina.
Mereka menggunakan internet adalah bertujuan untuk menyiapkan tugas-tugas yang diberikan
atau pun hal peribadi [4]. Kajian oleh [5] menyatakan bahawa melalui penggunaan ICT yang
cekap, ianya dapat meningkatkan prestasi akademik pelajar.
Seiring dengan arus kemodenan kini, para pelajar perlu diterapkan dengan pelbagai
kemahiran yang berkaitan dengan ICT. Hal ini kerana, kemahiran ICT yang didedahkan kepada
pelajar sepatutnya turut menyediakan mereka kepada pasaran pekerjaan akan datang [6].
Oleh yang demikian, kajian ini dijalankan untuk menentukan tahap kompetensi ICT di
kalangan pelajar Jabatan Perdagangan, Politeknik Tuanku Sultanah Bahiyah. Selain itu, kajian ini
juga dijalanka untuk mengenalpasti perbezaan tahap kompetensi ICT di kalangan pelajar lelaki
dan perempuan di Jabatan Perdagangan.
Hasil dapatan ini diharapkan dapat membantu pensyarah mendapatkan maklumat yang
relevan tentang kompetensi ICT di kalangan pelajar dalam menghasilkan proses pengajaran dan
pembelajaran menggunakan perisian dan perkakasan ICT. Ini secara langsung dapat
mempertingkatkan proses pengajaran dan pembelajaran yang berorientasikan teknologi maklumat.
Menurut [1], integrasi penggunaan ICT dalam pengajaran dan pembelajaran melibatkan dua aspek
utama iaitu aspek pengajaran pensyarah seperti penggunaan peralatan ICT untuk persembahan,
demonstrasi dan jaringan pendidikan, manakala aspek pembelajaran pelajar pula seperti
pembelajaran tutorial dan pembelajaran penerokaan menggunakan perisian ICT.
Kajian Literatur
Inisiatif untuk meningkatkan penggunaan ICT bagi mewujudkan masyarakat bermaklumat
menjadi cabaran baru kepada institusi pendidikan. Oleh yang demikian, era globalisasi juga telah
menghasilkan satu medium terkini dalam sistem pendidikan negara [7]. Kementerian Pendidikan
Malaysia telah menggubal dasar penting yang telah menjadi landasan dan hala tuju kepada
penggunaan ICT secara komprehensif di semua tahap pendidikan. Penekanan kepada penguasaan
dan penggunaan ICT dalam kalangan pelajar dan keupayaan pengajaran dan pembelajaran serta
meningkatkan kecekapan pengurusan berasaskan ICT telah menjadi tumpuan dalam dasar penting
tersebut.
Menurut kajian [8], ICT telah mengubah cara manusia berkomunikasi dan berinteraksi di
antara satu sama lain. Kemahiran penggunaan perkakasan dan perisian ICT menjadi perkara
8
penting kerana perkembangan teknologi semakin pesat. Kebanyakan sumber ilmu pengetahuan
boleh dicapai melalui media ICT. Bagi pelajar-pelajar di institusi pengajian tinggi selain daripada
buku-buku di perpustakaan mereka boleh membuat rujukan bagi topik-topik pembelajaran melalui
perisian ICT. ICT telah mengubah cara manusia berkomunikasi dan berinteraksi antara satu sama
lain [8].
Banyak bahan rujukan di internet yang dapat membantu dalam menyiapkan tugasan yang
diberikan melalui carian di google atau yahoo seperti Wikipedia.com, ezinearticles.com, ask.com
dan sebagainya. Melalui ICT ini juga, ada sesetengah bahan yang diperolehi dalam bahasa tertentu
sahaja boleh ditukarkan kepada bahasa yang dikehendaki melalui servis Google Translation yang
disediakan oleh Google. Ini disokong kajian [9], dapatan menjelaskan kebergantungan remaja
terhadap Internet adalah untuk aktiviti berbual. Mereka berbual bagi mendapatkan maklumat untuk
melakukan sesuatu tugasan, untuk berhibur, berkongsi minat dan meluahkan perasaan. Hasil kajian
turut mendapati bahawa Facebook adalah laman jaringan sosial yang paling disukai oleh remaja
untuk berbual diikuti oleh Twitter, Yahoo Messenger, Skype, MySpace dan Tagged. Pernyataan ini
dikukuhkan lagi oleh dapatan kajian [10] yang menunjukkan bahawa remaja menggunakan
Facebook untuk memenuhi keperluan sosial seperti berinteraksi dan berhubung dengan rakanrakan lama dan baru.
Melalui penggunaan ICT ini, para pelajar dapat mencipta banyak bahan ilmiah dengan
menggunakan beberapa perisian komputer seperti Microsoft Office, Adobe Photoshop, AutoCAD,
Ilustrator, Webpage Maker, Windows Movie Maker dan sebagainya. Dengan bantuan perisian
seperti ini, para pelajar mampu menjana lebih banyak idea kreatif dan inovatif yang boleh
melangkau tahap kecekapan sedia ada pensyarahnya. Secara tidak langsung, kemahiran dan
kebolehan pelajar dapat ditingkatkan dengan lebih cepat.
Di samping itu juga, kemahiran maintenance komputer pelajar juga turut meningkat seperti
membuat backup, format, scan Antivirus, defragmentation, clean dan scandisk. Kemahiran seperti
ini akan menjadi value added kepada pelajar di masa hadapan apabila berhadapan dengan
teknologi ICT yang pesat berkembang.
Kajian yang dilakukan oleh [11] menyatakan bahawa pelajar kini sangat berminat
meggunakan teknologi serta mengharapkan pembelajaran mereka di sekolah menarik dan
mencabar. Dengan itu, potensi kelestarian penggunaan ICT semakin menonjol dalam
peningkatkan kualiti dan minat pelajar terhadap pengajaran dan pembelajaran.
Sudah menjadi satu trend dalam era globalisasi kini, seseorang yang dipanggil sebagai
pelajar perlu mempunyai ilmu pengetahuan serta kemahiran menggunakan teknologi komunikasi
dan maklumat ini. Hal ini kerana dalam kehidupan seharian, mereka banyak terdedah dengan
penggunaan teknologi ini, iaitu dalam menyiapkan laporan, kertas kerja, tugasan dan lain-lain lagi
untuk dihantar sebagai penilaian. Pendedahan banyak tertumpu kepada pemprosesan kerja seperti
perisian Word, PowerPoint, Excel, Internet, E-mail dan sebagainya. Aplikasi-aplikasi ini sering
kali digunapakai dalam urusan kerja baik dalam kalangan pelajar mahupun kalangan pekerja
pejabat kerana ia merupakan keperluan penting dalam segala aspek urusan.
Antara faktor keperluan memiliki kemahiran teknologi maklumat ini ialah untuk
membantu pelajar mencari dan memperoleh maklumat dari sumber terbuka tanpa terhad,
berkomunikasi dengan perantaraan komputer, menyediakan tugasan kursus, membuat
persembahan dan menganalisis data [12]. Kajian yang dijalankan [12] ke atas pelajar IPTA
menunjukkan bahawa pelajar tahun pertama tidak mencapai standard minimum kompetensi dalam
penggunaan ICT seperti piawaian standard UKM.
Kecekapan menggunakan perisian ini sangatlah penting kerana pada era ini, pelajar bukan
sahaja perlu memiliki kepintaran dari segi membaca, menulis dan mengira tetapi juga perlu pintar
dalam penggunaan teknologi berasaskan komputer. Usaha perlu dilakukan untuk memantapkan
lagi kemahiran menggunakan perisian dan perkakasan ICT, kerana peradaban manusia dengan
teknologi ini perlulah seiring mengikut peredaran zaman.
9
Kompetensi ICT juga boleh dilihat berdasarkan kepada perbezaan jantina antara lelaki dan
perempuan. Kajian-kajian lepas menujukkan bahawa terdapat perbezaan signifikan kompetensi
ICT di antara jantina. Kajian lepas menyatakan bahawa perempuan mempunyai kurang
kecenderungan untuk mengguna teknologi maklumat dan komunikasi berbanding lelaki [13][14].
Begitu juga kajian [15] menyatakan bahawa pelajar lelaki mempunyai tahap kompetensi ICT yang
lebih tinggi daripada pelajar perempuan.
Metodologi Kajian
Kajian ini menggunakan konsep kuantitatif [16] dan merupakan kajian kes yang dijalankan ke atas
pelajar Jabatan Perdagangan di Politeknik Tuanku Sultanah Bahiyah (PTSB). Responden kajian
ialah pelajar Jabatan Perdagangan sesi Disember 2013. Populasi kajian adalah semua pelajar
Jabatan perdagangan iaitu seramai 872 orang manakala sampel kajian adalah seramai 300 orang.
Nilai sampel kajian adalah merujuk kepada formula dan jadual penetapan saiz sampel dan populasi
oleh Krejcie & Morgan [17].
Instrumen kajian yang digunakan adalah borang soal selidik. Menurut [18], borang soal
selidik lebih praktikal dan berkesan digunakan untuk populasi yang besar. Kajian ini
menggunakan borang soal selidik yang dibangunkan oleh Dana Hanson [19].
Responden diminta memberikan maklum balas terhadap soal selidik berdasarkan kepada
skala lima iaitu 1-Tidak biasa dengan teknologi ini, 2-Tahu tetapi jarang menggunakannya, 3Menggunakan teknolagi ini secara sederahana, 4-Selalu menggunakan teknologi ini 5Berkebolehan untuk mengajar orang lain menggunakan teknologi ini. Seterusnya semua data-data
yang diperolehi dianalisis menggunakan Statistical Product and Service Solution (SPSS).
Analisis deskriptif dilakukan bagi menganalisis maklumat demografi responden.
Manakala analisis skor min dilakukan bagi menjawab objektif kajian pertama iaitu menentukan
tahap kompetensi ICT di kalangan pelajar. Skala interpretasi yang digunakan bagi skor min dalam
kajian ini adalah merujuk kepada Jadual 1 di bawah:
Jadual 1: Penentuan Tahap Skor Min [17]
Skor Min
1.00 – 2.33
2.34 – 3.67
3.68 – 5.00
Tahap
Rendah
Sederhana
Tinggi
Bagi menjawab objektif kajian kedua pula, Ujian T tidak bersandar digunakan untuk
membandingkan dua kumpulan yang berbeza iaitu antara pelajar lelaki dan perempuan. Ujian ini
digunakan untuk menentukan adakah terdapat perbezaan yang signifikan dari segi tahap
kompetensi ICT pelajar lelaki dan perempuan.
Dapatan Kajian
Kajian rintis telah dijalankan pada bulan Januari 2014 bagi memastikan kebolehpercayaan dan
kesahannya adalah baik melalui pengujian kefahaman responden terhadap item-item yang
dikemukakan. Seramai 30 orang pelajar yang terlibat iaitu bukan merupakan responden akhir.
Cronbach’s Alpha digunakan untuk mengukur nilai kebolehpercayaan untuk kaedah tinjauan dan
soal selidik yang mempunyai pelbagai kemungkinan jawapan setiap item [20]. Jadual 2
menunjukkan nilai α yang diperolehi bagi kajian rintis ini adalah 0.9035.
10
Jadual 2. Statistik Kebolehpercayaan
Cronbach’s Alpha
No. of Items
0.9035
30
Jika nilai Alpha Cronbach melebihi 0.7, maka dapat disimpulkan bahawa instrumen kajian
mempunyai nilai kebolehpercayaan yang tinggi. [20].
Rajah 1 menunjukkan responden adalah terdiri daripada 300 orang pelajar Jabatan
Perdagangan. Bilangan pelajar mengikut jantina bagi kajian ini melibatkan 111 orang pelajar lelaki
dan 189 orang pelajar perempuan.
Rajah 1. Responden Mengikut Jantina
Rajah 2 menunjukkan bilangan responden mengikut program iaitu majoriti responden ialah
dari program DAT seramai148 orang, diikuti dengan program DPR seramai 78 orang dan program
DPM seramai 74 orang.
Rajah 2. Responden mengikut Program
Bagi menjawab objektif kajian pertama, analisis skor min dilakukan untuk menentukan
tahap kompetensi ICT di kalangan pelajar Jabatan Perdagangan PTSB.
Berdasarkan Jadual 3 di bawah, hasil analisis data menunjukkan bahawa tahap kompetensi
ICT di kalangan pelajar berada pada tahap sederhana iaitu pada skor min 3.04. Item penggunaan
11
Microsoft Office iaitu penggunaan MS Word dan MS Excel menunjukkan skor min tertinggi iaitu
3.83 dan diikuti oleh penggunaan MS Power Point iaitu 3.79. Keputusan ini adalah wajar kerana
perisian aplikasi ini merupakan perisian asas yang digunakan oleh pelajar untuk menyiapkan
tugasan dan juga membuat persembahan slaid. Menurut [4], seseorang pelajar harus mahir dalam
penggunaan komputer terutamanya dalam penggunaan Word Processing, hamparan elektronik,
persembahan elektronik, menggunakan internet dan menggunakan perisian bagi tujuan
pembelajaran. Seterusnya bagi item penggunaan perisian aplikasi electronic mail menunjukkan
skor min sebanyak 3.47, ini kerana kebanyakan pelajar telah beralih kepada penggunaan e-mail
untuk menghantar tugasan secara softcopy.
Analisa data dari segi penggunaan perkakasan iaitu item portable media player (MP3,
Ipod) menunjukkan skor min sebanyak 3.57 dan item kamera digital menunjukkan skor sebanyak
3.24. Penggunaan perkakasan ICT menunjukkan skor min yang lebih rendah berbanding dengan
penggunaan perisian aplikasi yang asas seperti MS Office. Selebihnya skor min bagi item
penggunaan perisian seperti web design tools (dreamweaver, frontpage) sebanyak 2.66, digital
imaging tools (adobe photoshop) sebanyak 2.82, streaming video sebanyak 2.75, smart board
sebanyak 2.65 dan photo file sharing (flickr, zoto) sebanyak 2.98. Item-item ini menunjukkan skor
min yang sederhana yang lebih rendah kerana perisian ini kurang diaplikasikan dalam proses
pengajaran dan pembelajaran.
Oleh yang demikian, dapatan menunjukkan tahap kompetensi ICT di kalangan pelajar
berada pada tahap sederhana iaitu pada skor min 3.04. Ini bertentangan dengan kajian lepas yang
diperolehi oleh [21] yang mendapati bahawa tahap kompetensi ICT pelajar masih dalam keadaan
rendah. Ini disebabkan tahap pembelajaran di politeknik yang lebih advance daripada kajian [21].
12
Soalan
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
Jadual 3: Analisis skor min kompetensi ICT
Kompetensi ICT
Min
Electronic mail (e-mail)
3.47
Microsoft office (word, excel..)
3.83
Presentation tools (power point, keynote, prezi)
3.79
Kamera digital
3.24
Web design tools (dreamweaver, frontpage )
2.66
Digital imaging tools (adobe photoshops)
2.82
Streaming video
2.75
Electronic or interactive whiteboard (smart board)
2.65
Portable media player (MP3, Ipod)
Video game
Podcasts
Photo file sharing (flickr, zoto)
Digital video production tools (adobe production
tools)
Computer stimulation
Animated narrative video
Threaded discussion forums/ message board
Live chat
Blogs
Wiki
Instant messaging
Video conferencing
RSS feeds
Rangkaian sosial
(myspace, facebook, twitter,
frenser, edmodo, moodle)
Video file sharing (youtube, metacafe, keek)
Social book marking (Del.icio.us blinklist)
Audio file sharing (limeWire morpheus)
Voice-over IP (skype, gizmo)
MIN KESELURUHAN
Tahap
Sederhana
Tinggi
Tinggi
Sederhana
Sederhana
Sederhana
Sederhana
Sederhana
3.57
3.26
2.72
2.98
2.78
Tinggi
Sederhana
Sederhana
Sederhana
Sederhana
2.76
3.33
2.71
3.06
2.88
2.85
3.08
2.54
2.37
4.05
Sederhana
Sederhana
Sederhana
Sederhana
Sederhana
Sederhana
Sederhana
Sederhana
Sederhana
Tinggi
3.90
3.13
2.84
2.52
3.04
Tinggi
Sederhana
Sederhana
Sederhana
Sederhana
Bagi menjawab objektif kajian kedua pula, Ujian T tidak bersandar digunakan untuk
membandingkan dua kumpulan yang berbeza iaitu antara pelajar lelaki dan perempuan. Ujian ini
digunakan untuk menentukan sama ada terdapat perbezaan yang signifikan dari segi tahap
kompetensi ICT antara pelajar lelaki dan perempuan. Dapatan kajian ini menunjukkan bahawa
terdapat perbezaan yang signifikan iaitu tahap kompetensi ICT pelajar berada pada aras signifikan
0.05 iaitu p<0.05.
Jadual 4, menunjukkan nilai-t bagi perbandingan tahap kompetensi ICT bagi pelajar lelaki
dan pelajar perempuan ialah t=-2.751 dan tahap signifikan p=0.006. Tahap signifikan ini lebih
kecil daripada 0.05 iaitu p<0.05. Oleh yang demikian hipotesis nul (H0) ditolak dan hipotesis
alternatif (H1) diterima. Skor min tahap kompetensi ICT pelajar perempuan (min = 3.14) adalah
lebih besar daripada pelajar lelaki (min= 2.87). Ini bermakna tahap kompetensi ICT pelajar
perempuan adalah lebih tinggi berbanding pelajar lelaki. Keadaan ini disebabkan responden
perempuan lebih terdedah kepada ICT berbanding responden lelaki.
13
Jantina
Lelaki
Perempuan
Jadual 4:.Tahap kompetensi ICT mengikut jantina
Bilangan
Min
Nilai – t
111
2.87
-2.751
189
3.14
Tahap signifikan
0.006
Kesimpulannya, daripada dapatan ini menunjukkan bahawa terdapat perbezaan yang
signifikan tahap kompetensi ICT antara pelajar lelaki dan pelajar perempuan. Ini disokong oleh
kajian[14] dan [15] iaitu terdapat perbezaan signifikan tahap kompetensi ICT antara lelaki dan
perempuan.
Kesimpulan
Secara keseluruhannya dapatlah dirumuskan bahawa dapatan kajian menunjukkan tahap
kompetensi ICT pelajar berada pada tahap sederhana iaitu pada skor min 3.04. Selain daripada
itu, terdapat perbezaan yang signifikan terhadap tahap kompetensi ICT dalam kalangan pelajar
lelaki dan perempuan di Jabatan Perdagangan iaitu p0.05 yang menunjukkan pelajar perempuan
lebih kompeten daripada pelajar lelaki dalam bidang ICT.
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15
Teacher Autonomy in Integrating E-learning in
English Language Teaching & Learning
IS SUFFICIENT ATTENTION GIVEN?
Selvamalar Selvarajan
English Language Unit,
General Studies Department,
Politeknik Tuanku Sultanah Bahiyah,
09000 Kulim, Kedah, Malaysia.
[email protected]
Abstract
This paper discusses on teacher autonomy in integrating e-learning in English Language teaching
and learning. Though e-learning is constantly being debated on various issues, it is continuing to
emerge. So, it is no more a question of whether to accept e-learning in English language teaching
and learning process but a matter of how to implement e-learning effectively. In relation to that,
teacher autonomy is a fundamental aspect as teachers are the implementers of e-learning tools in
teaching and learning process. With the short history of research into teacher autonomy in the field
of second language learning, the researcher sees that it can positively lead to learner autonomy in
the usage of e-learning in English language learning. Hence, the degree of teacher autonomy
among language lecturers in the implementation of e-learning should be paid adequate attention
to realize the institution’s vision. This paper focuses on the role and challenges of teacher
autonomy particularly in utilizing learning management system (LMS) for language teaching
purposes. Additionally, the pedagogical implementations of teacher autonomy in English
Language teaching and learning are also presented in the paper.
Key words: Teacher autonomy, e-learning, English language learning, learning management
system (LMS)
Introduction
Despite the continuous debates on the use of e-learning, there is an ongoing effort at administrative
levels to deliver education and training by integrating e-learning or digital technologies effectively
with all available electronic media for flexible learning. In defining e-learning as using computer
technology [1] in Communicative English teaching and learning, it could possibly cover all
relevant terms such as Computer Assisted Instruction (CAI), Web Based Instruction (WBI),
Computer Assisted Language Learning (CALL), Computer Based Learning (CBL), Web Based
Learning (WBL), Technology Enhanced Language Learning (TELL), Web Enhanced Language
Learning (WELL), virtual classrooms and digital collaborations. Based on this clarification, elearning is discussed with particular emphasis and relevance to online learning and web-based
technologies in this paper.
The role of technology in English language teaching and learning is undeniable. Numerous
research studies have proved its impact on learner’s language learning process. As [2] pointed out,
teachers today are dealing with digital natives. A survey on e-learning readiness among 5779
respondents in Malaysia in 2004 [3] revealed that learners are more ready for e-learning compared
to the perception of their lecturers. Undoubtedly, if any language teachers in the current digital
world aim to serve these learners’ language learning needs, integration of e-learning is an essential
aspect in their pedagogy. Without this integration and implementation, teachers could hardly
engage learners in the language learning. Having said that, most language teachers and
administrators are well aware of the importance of e-learning [4] but the successful implementation
16
is still questionable. Thus, there is urgent need to look at language teachers’ initiatives towards
achieving this goal. In relation to that, the importance of teacher autonomy in integrating e-learning
is explored in this paper. The challenges faced by teachers and some recommendations for
pedagogical implementations are also highlighted in the discussion (the term ‘teacher’ and
‘lecturer’ are being used interchangeably in the present paper).
Statement of Problem
The Department of Polytechnic, Education Ministry of Malaysia has started urging the
implementation of e-learning in language classes since 2008 through the use of virtual learning
environment. The major revamp in the English language curriculum resulted in the shift to
Communicative Language Teaching (CLT) approach. Since then, more learner centred practices
(Outcome Based Education, OBE) are fostered in the Communicative English courses. To support
the effort, e-learning is urged to be practiced as a blended approach (face to face teaching with
online or web based learning tools). English language lecturers in all polytechnics are constantly
evaluated on the use of e-learning tools in language teaching by the superiors. Despite the various
attempts of promoting the use of e-learning, particularly CIDOS (learning management system
which is similar to Moodle), it seems to be less effectively practiced for language learning
purposes. In most cases, the practice of e-learning in language teaching do not mirror actual elearning practices that the department is aiming for. CIDOS implementation resemble what [5]
referred as ‘crawling period’ of e-learning, though it is already been six years since the
implementation. This could also probably due to the lack of theoretical and practical knowledge
of CALL or WBL. Many workshops have been carried out to train and familiarize lecturers to
CIDOS system since 2009. Unfortunately, many lecturers still need assistance for basic tasks in
using it, such as creating a class group in the platform which has been shown or taught repeatedly
to the same group of teachers. This clearly highlights the lack of teacher’s initiative and
knowledge, therefore urgent attention need to be paid to develop teacher autonomy among the
teachers for successful integration of e-learning in English language teaching to serve learner’s
needs.
Integration of E-learning in CLT
In any attempt to integrate e-learning in language learning, the acceptance of the technology among
the users should be first analysed. According to Technology Acceptance Model
(Figure 1),
perceived ease of use and perceived usefulness of technology are the main determinant factors in
influencing user’s attitude in accepting the technology. A recent study by [6] has highlighted the
lack of perceived ease use and perceived usefulness of e-learning technology in teaching English.
As this is the foundation for successful integration of e-learning, enough attention should be paid
to raise the awareness.
External
Perceived
Usefulness
Perceived
Ease of Use
Attitude
Towards
Using (A)
Behavioural
Intention to Use
(E-learning
acceptance)
Actual
System
Use
Figure 1. Technology Acceptance Model (TAM) Source: Davis et al. (1989)
17
Once teacher’s acceptance of e-learning is known, the integration would take place much
easily and effectively. CLT approach is focused on developing learner’s communicative skills with
learner centred language activities in classroom. As compared to non-authentic materials (often in
decontextualized way), Communicative English could be best taught with authentic materials as
learners need exposure to how language is used in the real world. E-learning enables the use of
variety of freely available online resources on the World Wide Web such as video clips (You Tube,
Vimeo, Daily Motion, Ted.com), podcasts (BBC website), interactive activities (Hot Potatoes),
animations, simulations and other language learning materials which offer rich language learning
opportunities. Learners could easily relate the learning with real world knowledge which is crucial
in enhancing their understanding and appropriate use of language. This experiential learning would
benefit the learners more than conventional teaching method. In addition, the Communicative
English syllabus used in the context covers limited scope (social skills, process and procedure,
instructions, presentation skills, interview skills) of communicative skills. Thus, teachers could
utilize e-learning tools like virtual learning environment (CIDOS) and WBL to provide more input
to increase learner’s communicative competence. For example, vocabulary learning (the heart of
communicative competence) is not a major focus in CLT thus very minimal time is spent for it in
language class, in which doesn’t guarantee the detailed learning. In this case, e-learning provides
the solution where intentional vocabulary teaching is applicable with various interactive online
tools and learner’s progress could be easily monitored. More importantly, e-learning brings the
native English environment closer to learners as they don’t get enough exposure to the language
in ESL environments [7]. The synchronous (forum discussion, chat, etc) and asynchronous (quiz,
assignments, etc) activities provides learners some alternatives in which they could enhance their
classroom learning with additional tools. This is very helpful to learners as teachers do not have
enough time for individual attention in limited class period. On the other hand, e-learning offers
teachers an array of choices on easily adaptable learning materials to suit their learner’s level and
language needs. In cases of large class sizes (about 40-45 students per class), integration of elearning in CLT is a platform for individualized learning. Even though there are some drawbacks
such as learner’s computer knowledge, facilities, accessibility and connectivity, the advantages of
e-learning certainly outweigh them.
The Role of Teacher Autonomy in Integrating E-Learning
Implementation of e-learning in language learning created challenges to teachers as they now need
to organize teaching activities in a computer based environment and at the same time guide
student’s in self-study [8]. Table 1 highlights the current multi-role of a teacher in a learner-centred
classroom (as CLT approach is implemented in the target context) which demands teacher’s
knowledge in various aspects of language learning. Therefore, teachers themselves should become
autonomous language learners [9], [10], [11] to promote learner autonomy and language learning
among learners.
18
Table 1. Changes in student and teacher roles in teacher-centred and learner-centred learning
environments resulting from ICT integration
Learning environments
Teacher-centred
Learner-centred
Student role
Student role
 Passive recipient of information
 Active participant in the learning process
 Reproduces knowledge
 Produces
and
shares
knowledge,
participate at times as expert
 Learns as a solitary activity
Teacher role
Teacher role
 Learning facilitator, collaborator, coach,
 Knowledge transmitter, primary
mentor, knowledge navigator and cosource of information, content
learner
expert and source of all answers.

Gives students more options and
 Controls and directs all aspects of
responsibilities for their own learning
learning
(adapted from Anderson, 2005 [12])
Multi-dimensional views have emerged in regards to teacher autonomy as researchers
perceive it from different insights. Teacher autonomy often defined as the perception that teachers
have regarding whether they control themselves and their work environment [13], [14]. With the
control, they have the freedom to prescribe the best treatment for students [15]. This definition
seems to suit learner autonomy as the learner decides on his/her own on what to learn without any
influence of external factors. Contrastively, teachers could not take full control of their teaching
as they have to obey certain conditions, superiors and syllabi. How could teachers take control if
they’re working in an organization which limits their decision making? It is obviously impractical
in real context of teaching.
In contrast, [9] define teacher autonomy as teacher’s capacity to engage in self-directed
learning, which leads to their professional development [16] in formal educational contexts. He
further demonstrated that autonomous teachers show greater work satisfaction, high degree of
professionalism and less stress. As many of the definitions state no relation to learners, [17] has
defined it more holistically; the capacity of teachers in managing knowledge, skills and attitudes
in regards to the learner’s language acquisition as the aim of teacher autonomy is to serve the
learners’ pedagogical needs. However, [18] view is contrary with [9] where he claimed that teacher
autonomy is the teacher’s responsibility to develop learner autonomy in class. Teacher autonomy
is willingness to venture into the unknown to enable oneself deal with complexity of pedagogical
practices in the institution [19] and empower him/herself as a teacher [20]. Once the teacher has
acquired autonomy, he or she is qualified and able to promote learner autonomy.
With the various definitions and less consensus over its meaning and significance [21],
[22], the term teacher autonomy still remain opaque [18], [19] and demands further clarification.
However, in general, all the above mentioned definitions show the importance of teacher
autonomy as it drives dynamic and on-going career spanning professional development. Thus, for
the purpose of discussion in this paper, teacher autonomy is defined the ability and willingness to
take responsibility for developing appropriate skills, knowledge and attitude to foster self-directed
professional development [23], [24], [25], [26] to integrate e-learning successfully in
Communicative English teaching and learning.
19
Challenges in Developing Teacher Autonomy for Integration of E-Learning
In relation to e-learning, Table 2 shows the four overarching goals to incorporate technology in
language learning which was developed for The Framework of TESOL Technology Standard for
Language Teachers [27], [28], [29]. The TESOL standards demonstrate the importance of
technology in language teaching and learning and the teachers’ vital role in the implementation,
which is the focus of present discussion.
Table 2. The Framework of TESOL Technology Standard for Language Teachers
GOALS
Language teachers acquire and maintain foundational knowledge and skills in
1 technology for professional purposes.
Language teachers integrate pedagogical knowledge and skills with technology to enhance language
2 teaching and learning.
3 Language teachers apply technology in record‐keeping, feedback & assessment.
4 Language teachers use technology to improve communication, collaboration & efficiency
Looking at the goals, language teachers now should equip themselves with sufficient
knowledge and skills about the use of technology in teaching. It seems that teachers have no reason
not to acquire the knowledge if they wish to address themselves as language teachers in the world
of e-learning.
The unprecedented opportunities of implementing e-learning are not without challenges
[30]. First of all, every individual teacher is different in their own way. Their perception and
attitude towards e-learning differ according to their teaching preferences. Therefore, not all
teachers are ready to accept the innovations in language teaching. Most teachers especially the
experts are very convenient with the conventional teaching methods. As mentioned by [22], some
teachers in the target context are reluctant to adopt the changes as they are in the ‘comfort zone’
and feel threatened by having to move from the role of teacher to facilitator or mentor (Table 1).
It seems to be a hard work for them to change their perception and accept transformations in
language teaching. Thus, cultural [3] and psychological changes are needed in this context as elearning can only be successfully achieved with teachers’ positive attitude [17].
Second, shallow knowledge of e-learning integration limits the effective implementation.
Teachers may assume that they incorporate e-learning but actually not. Effective integration of elearning should be planned well with e-pedagogical, content and technical knowledge. Studies
have shown that ‘when’, ‘how’ and ‘why’ are the three most important notions in deciding whether
e-learning is providing advantage or disadvantage in a particular pedagogical setting. Looking
back to the teachers in the context, this seems to be questionable as there is hardly any effort or
time spent on improving their knowledge of e-learning pedagogy. Lack of teacher autonomy,
highly limits their ability to make appropriate decisions.
Next, the fear of technology use among language teachers is an aspect which could be a
barrier for successful development of teacher autonomy for e-learning integration. As we know,
dealing with technology needs thorough preparation, expertise and problem solving skills.
Anything could go wrong at any time, even with careful preparation. The Skills Pyramid
Framework [31] has proposed that teachers should possess basic competencies (basic ICT
competence, specific technical competence and ability to deal with constraints and possibilities of
the medium which are at the lowest level of the pyramid) in order to integrate e-learning. In this
case, some lecturers lack courage to face the risks. They prefer to avoid technology or e-learning
wherever possible rather than challenging themselves to learn about it. From my experience of
working in the context, lack of self-initiative is the key aspect which prevent them from using elearning. Even though they are well aware of the enormous benefits of e-learning, they simply
choose not to try it out as they fear of the risks which is due to lack of ICT skills [32].
20
Time constraint is another challenge in developing teacher autonomy in e-learning.
Innovations in language teaching with e-learning requires lots of time, energy, preparation and
overtime work [10]. Teachers are overwhelmed with many additional duties (including
bureaucratic tasks) besides teaching. These ‘non-teaching’ tasks overload teachers and limit their
capacity and capability to think about effective materials for their e-learning teaching practices. I.
Barbosa [20] pointed out that school cultures, routine, personal histories, political contexts may
often affect teacher’s commitment in their professional development.
Despite, the lack of technical support in the institution is another challenge. Lecturers have
to develop their e-teaching skills without sufficient institutional support [33]. The language
lecturers have to solely depend on the institution’s IT officers to rectify minor problems, which
could be solved easily if only they have basic knowledge of computer skills. The enthusiasm of
using e-learning would depreciate if lack adequate support and training from institution [32]. With
my five years of teaching experience in the context, I consider the technical equipment available
is sufficient for initiating e-learning integration, but less attention is paid to train and develop
lecturer’s technical knowledge.
On the other hand, teacher autonomy might be considered as a problem as it foster isolation
and promote staleness. With the luxury to work alone, teachers might feel unappreciated as their
work is unknown. Looking at this perspective and the claim of about 27 years back, it is no more
relevant as the currently available online tools connect people together from all over the world. An
important point to note here is teachers do not only work alone by having teacher autonomy, but
even without it. To summarize, teacher’s role is critical in pursuing innovation in the application
of e-learning. However, the personal preferences, attitude and tight accountability structures act to
constrain the willingness to engage with change and push teachers towards a culture of innovation
aversion.
Pedagogical Implementations
Autonomy of teachers is critical to any initiative’s implementation and success [34]. As e-learning
is capable of providing a range of learning options, extensive efforts should be undertaken to
maximize teacher autonomy which would help to promote learner autonomy. [9] argued that
genuinely successful teachers have always been autonomous in regards of having a strong sense
of personal responsibility for their teaching. Looking back to the country’s report as mentioned
earlier, it had highlighted ICT skills, knowledge worker (p.4) and individual initiative (p.25) are
crucial in determining successful implementation of e-learning.
The successful integration of e-learning in language teaching begins with the teacher
becoming familiar with computing infrastructure [35]. For that, teachers should devote sufficient
time and effort to equip themselves with the relevant knowledge and experience. Regardless of
any external force, teachers should come forward voluntarily to adapt to the innovations in
language teaching for the benefit of their learners. Autonomy should be earned, not given [36]. By
increasing knowledge and expertise in using e-learning tools in teaching, teachers could build their
autonomy.
Teachers should be educated on various aspects of e-learning such as effective use of virtual
learning environment, designing online materials, developing e-content and making use of
language learning websites. [37] argued that in the midst of initiating e-learning implementation,
it should not only focus teaching how to prepare slides, webpages and etc. but also on teachers'
conception of learning which has a major influence on the development of teaching strategies.
Without knowing and understanding the true potential of e-learning in language teaching, teachers
could not integrate it effectively. Teachers should be enlightened on the impact of e-learning to
learners, its benefits as well as drawbacks, so they could evaluate its value themselves in language
teaching. Exposing teachers to examples of language teaching with effective integration of elearning and conventional teaching method for the same lesson would probably provide them the
awareness. By changing teacher perception to accept innovations in language teaching, efforts on
increasing teacher autonomy in e-learning could be more focused.
21
Studies have proven that developing digital portfolios gives teachers a meaningful context
to learn how to integrate technology in language learning [38], [39], [40]. This seems to be an
effective way to develop teacher autonomy in e-learning implementation as teachers would explore
a variety of e-learning materials to produce their own portfolio, knowing that material development
is an important part of being effective teacher [41]. In the midst of exploring, they would encounter
various technical problems and errors which could at the same time enhance their technical
knowledge for pedagogical implementation. These trial and error sessions would make teachers to
become more autonomous as they experience the learning themselves rather than an instructor
helping them to be away from mistakes.
Apart from that, teachers should be encouraged to attend conferences related to e-learning
or ICT in language teaching. As institutions could not effort to provide all necessary current
information on e-learning for language teaching, attending e-learning symposiums, ICT for
language learning conferences, International Academic Conference on Education, Teaching and
E-learning (IAC-ETeL) and etc. would help to widen lecturers’ existing knowledge on current
development and resources in language teaching. Furthermore, it extends the opportunities to meet
and share knowledge with delegates from various institutions and build network for future
pedagogical needs. This valuable experience would also bring many e-learning related research
study links (such as CALICO, ReCALL, TOJDEL, AJSS journals) to their attention for selfdevelopment (tools to evaluate their current practices of e-learning). Consequently, the active
participation in the conferences would enable teachers to share experiences with colleagues in their
own institution and enhance their autonomy in integrating e-learning effectively for language
teaching.
Besides, institutional or collateral support [35], [42] to implement e-learning is crucial to
build teacher autonomy. [43] suggested that teachers need more autonomy in deciding how to
reach a goal when successful goal attainment is highly unpredictable. In this case the
administrators should be supportive of teacher’s efforts. According to [44], it is the school system
that provides a foundation for each country’s future development of intellectual contributions and
teacher’s competence in information technology [45] is key to achieve pedagogical and
institutional goals. In relation to that, institutions should play its role in educating teachers and
increasing teacher autonomy by providing necessary training on e-learning and technical courses.
Effective training and continuous support for teachers [46], [47] will boost teacher autonomy in
independent learning. In addition to pedagogical and content knowledge, instructor technical
competence is one of the key factors in determining successful implementation of e-learning [48].
Realising the importance of training for e-learning, [49] has proposed to extend TAM (Figure 1)
by including three institutional related variables: facilitating conditions, training and institutional
technical support. By combining the institutional training and existing pedagogical knowledge and
teaching experience, teachers able to raise their autonomy and would be capable of producing
better e-learning materials.
In relation to that, space for “communal warmth” [33] is regarded as essential where
teachers can share experiences, tips, and support to gain knowledge and increase confidence in elearning integration for language teaching. For example, teachers whom are enthusiastic in elearning form a small group to initiate the effort. In the long term, hopefully more and more
teachers would join the group as there is ‘positive pressure’ to update them with current teaching
practices. To initiate the effort, I have compiled the materials and list of e-learning and language
learning related websites which I learned throughout my Masters study to be shared with the
teachers in the context. This knowledge sharing would help them to explore new ideas in which
give impact to the way the teachers teach language. This collaborative learning is highly
anticipated to increase teacher autonomy and indirectly foster interactive professionalism [10]. To
further increase teacher autonomy, teachers could also be rewarded intrinsically for their effort on
e-learning integration as it is proven to be more powerful than extrinsic ones to motivate them
[14].
22
Language teachers should be introduced to ways of evaluating and adapting to new
technologies and resources. As there are numerous online materials for language learning, teachers
should be able to choose the most relevant and suitable ones for their learners. According to [51],
language teachers today should be able to choose, use and refuse technology in some instances for
their learners. Guidelines such as CALL software evaluation framework [52], [53], criteria for
CALL appropriateness [54] can be of help to teachers in evaluating the online language learning
materials. It would be better if workshops are organized in the institution to demonstrate the
effective use and create platform for teachers to critique and suggest other variables to add or
substitute those in the frameworks to suit the context. This would help to develop teacher’s critical
thinking which leads to teacher autonomy.
Conclusion
Personal development is the fundamental aspect in increasing teacher autonomy and becoming
techno literate to facilitate e-learning in English language teaching and learning processes. As the
demand for technology savvy teachers is increasing for successful e-learning integration, language
teachers/lecturers should be assisted in understanding the value of teacher autonomy in convincing
way. E-learning or technology can never replace a teacher, thus teacher autonomy is worth given
sufficient attention for teachers to successfully integrate it. Though the effectiveness of
conventional teaching methods without the integration of e-learning or technology is undeniable,
it is not sufficient for the digital learners in the current learning environment, especially for
Communicative English syllabi. So, the integration is an added value to the pedagogy and serves
the need of digital learners. The competency of pedagogical regulation is crucial for all teachers
in any form of teaching, either face to face or computer assisted learning. Teacher’s expert
knowledge is needed to provide timely assistance to assist the learners’ language development.
With this notion, it is crystal clear that teacher autonomy is pivotal in promoting e-learning for
innovations in English language teaching and learning. By providing the necessary support
mentioned above and improving connectivity and accessibility, the institution can hope for
increased teacher autonomy in integrating e-learning in language lessons.
Unlike the role of books in language learning, integration of e-learning or technology is
certainly debated or researched, proving there are advantages and disadvantages. Thus, it is crucial
to increase teacher autonomy by constantly acquiring sufficient knowledge and skills in order to
make appropriate decisions (when, why and how) in integrating e-learning to serve learner’s needs.
When teacher autonomy increases, teacher’s experience, expertise, excellence, empowerment and
professionalism will increase concurrently. Therefore e-learning could be implemented effectively
to enhance learner’s proficiency and competency in English.
To answer the question that this paper dealt with, though attention is given and action has been
taken, but they are still insufficient to build teacher’s autonomy for successful integration of elearning in the target context.
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26
Academic Achievements and its Relationship with Dictionary Skills
and Dictionary Use
Mohd Azril Bin Adnan
General Studies Department,
Politeknik Tuanku Sultanah Bahiyah,
Kulim Hi-Tech Park 09000 Kulim,
Kedah, Malaysia.
[email protected]
Abstract. This paper examines the relationships of dictionary use and dictionary skills to academic
achievements. There is a plethora of studies that looked into the relationships between dictionary
use and abilities to second language learning. Studies that looked into the relationships between
language learning and academic achievements can also be considered as common. However the
possible connection between dictionary use and dictionary abilities to academic achievements is
not well researched. This study aims to look at the possible connections in order to have a better
understanding on academic achievements. The instrument used was a set of questionnaire adapted
for this study and proof-read by two language experts both in Malay and English language. The
pilot research was conducted involving 99 respondents resulted with an acceptable Cronbach
Alpha of 0.711. Findings of this study revealed no correlations between dictionary use and
dictionary abilities to academic achievements. However the study indicates weak positive
correlation as well as a significant regression between dictionary skills tests scores to academic
achievements.
Keywords: Academic Achievements, Dictionary Skills, Dictionary Use
Introduction
Most textbooks, reference books and researches are written in English; albeit have translations to
the Malays language may have started. As stated by Crystal [1], “English has become a global
language, increasingly necessary for international intelligibility and information management
especially in business, science, diplomacy, engineering”. What this reinforces is the idea that
in order to keep up with the ever improving academic world, many references are written in
English hence academicians in Malaysia cannot afford to wait for the translated version. If the
academicians, lectures and especially students who still relying on reference and textbooks that
are outdated, it may prove disastrous when they are left behind and unable to compete in this
globalized economy. One solution that has been carried out is through the constant teaching of the
English language. The goal is to well equip the students with the language capacity in order to
compete in an English dominated technology and economy. The teaching of English in the
institution encompasses not only on oral or written proficiencies, it includes several other skill
based on an outlined syllabus, targeted at enriching the language capabilities of the students. One
such skill is dictionary ability.
With the appropriate level of ability it is hoped by the educators in the institution that it
would in turn facilitate an increase usage of the dictionaries to help the students in their daily lives.
According to Normazidah et. al. [2], “Learners tend to depend heavily on translation and
dictionary use to find meanings”. What this means, is that the lessons were meant to aid students
especially those who depend on translations not only for language learning but for other subjects
as well and even outside the classroom. Students can use the ability they have to enable them to
understand the context of the lessons as described by Hartmann, [3]. With higher level of ability,
it is with the perception that the students would be able to use their dictionaries more effectively.
27
Review of literature
Theoretical Framework. The theoretical framework serves as the backbone of this research. It
provides a path of understanding on the cognitive development of second language learning as
well as why dictionary ability may play an integral role. According to Vygotsky [4] language plays
two critical roles in cognitive development; it is the main means by which adults transmit
information to children and language itself becomes a very powerful tool of intellectual adaptation.
Jean Piaget [5], provided many central concepts in the field of developmental psychology in
relation to the growth of intelligence. Piaget described psychological growth as the ability to more
accurately represent the work and perform logical operations on representations of concepts
grounded in interactions with the world. The theory concern the emergence and construction of
schemata schemes of how one perceives the world in developmental stages, times when children
are acquiring new ways of mentally representing information.
This is in linear though not directly associated with what has been described by Nation and
Waring [6], where vocabulary knowledge leads to knowledge of the world. It can be related to a
structuralism theory of Sassure [7]; the sign, the signified and the signifier. Sassuer described
words as representation of the world, without understanding the word the construction of the
meaning, image and understanding behind the word’s concept is unattainable. Hence Piaget’s
schemata is about making a construct of the world based on information formed mentally, in
language development, this schemata can further be developed with vocabulary acquisitions.
Another theorist Noam Chomsky [8], proposed the theory that all people have an innate, biological
ability to acquire a language. He theorized that people possess a Language Acquisition Device
(LAD), a sort of neurological wiring that, regardless of the language to be acquired, allows a child
to listen to a language, decipher the rules of that language, and begin creating with the language at
a very young age.
However, the cognitive development required to adopt a second language may differ.
Second language acquisition deals with the cognitive strategy of the mind in which it usually
involves the identification, retention, storage or retrieval of words, phrases and other elements of
the second language [9, 10, 11]. Krashen developed a theory called Monitor Theory based on
Chomsky’s concept of a LAD. The Monitor Theory is composed of four hypotheses that provide
a framework for teaching a second language. In regard to this study however, the pertinent element
needed to be considered by Krashen’s theory is on the Input hypothesis. The hypothesis LAD as
proposed by Chomsky is activated and began to process comprehensible input for second language
acquisition. Comprehensible input is language either written or heard, that is understood by the
second language learner. Hence to attain a comprehensible input, strategies are needed when
learning a second language; namely repeating new vocabulary and through the use of translation.
Vocabulary repentance is achieved when the learners understand the meaning of words
through different means, either through learning it from the teachers in class or repeating the
vocabulary on their own, for example through actual usage of the words. The second component
to the element of Input hypothesis is translation. It is the key concept of making words
comprehensible [12]. Krashen’s theory can further be supported by the views of Kamil and Hiebert
[13], in which they acknowledge that knowledge of words comes from understanding or
recognizing a word and words that are used to speak or write. What this means is that Krashen’s
theory on comprehensible input is that it plays as the foundation of language learning. In which
the first step is to understand to what is being read or listened to and thus the other steps may
follow suit in language acquisition.
Basically it is a process out of deriving meaning from words. One key example of
translation is through the use of dictionary to derive meanings from unknown words, hence,
leading to a comprehensible input; either in reading or listening. Krashen also pointed out that
without comprehensible input, the second language learner is left with a group of words that are
perceived as incomprehensible noise and cannot be processed through the activation of LAD. What
this basically means, is that any words heard by the learners, and if those words do not bring any
28
meaning, it will not activate LAD and thus unable to decipher the language, and in turn use those
words to be reproduced either orally or written.
Research on Dictionary Use and Abilities. When an individual acquires the ability to solve
problems in intellectual tasks, where success is determined more by the subject’s knowledge than
by his or her physical prowess, the individual has acquired a cognitive skill [14]. Dictionary ability
is when an individual managed to fulfil the task of defining a word, retrieve its meaning and able
to use it in a context through the use of his or her knowledge. It is in which they acknowledged
that the words we use come in two forms: oral and print [13]. The knowledge of these words also
comes in two forms which are receptive (words we understand or recognize) and expressive (the
words or vocabulary used when we speak or write).Expressive language can best be understood as
the process of formulating or sending a message; communicating or expressing language through
writing, speaking, or gestures such as pointing to words, pointing to pictures, or using sign
language. Receptive language, on the other hand, is the process of receiving and understanding a
message through language that is spoken or written by others such as through listening and reading.
Hence, research on dictionary use and ability are commonly associated with vocabulary
acquisition and imminently language attainment.
One example, would be Wai-on’s [15] research. She investigated the dictionary use pattern
of 107 translation students from five local universities for Chinese to English translation, and the
dictionary consultation process of four respondents. Triangulation methods were employed:
questionnaire survey, interview, think-aloud protocol, and performance exercise. One of the results
of the study was that less than half of the respondents were familiar with the macro-structure of
the dictionary, and the micro-structure of an entry, rendering them unable to make full use of the
dictionary.With less than half are unable to utilize the dictionary to full use. There may be a reason
behind such low numbers, as the same study by Wai-on indicated that two thirds of the respondent
(75.3%) had never received any training in dictionary use; both when the respondents were at
school or at their respective Universities. 15.1% of the respondents recalled their training and 9.6%
were unsure. The clear distinction between Wai-on study and this research is that the target
respondents for this study will all have learnt dictionary ability as part of the mandatory AE101
English course. Two-third of Wai-on’s respondent never received proper training and resulted in
more than half of the total respondents are unable to use a dictionary effectively. It will add to the
academia benefits, as it provides a view on what dictionary training may have yield for students.
It can be seen through the results of the dictionary ability tested on the respondents as well as a
follow up of the use on that knowledge, within the respondents’ day-to-day life basis.
Another research was conducted by Pousi [16], in which the study was carried out at a
secondary school in South-eastern Finland. Two 9th grade classes were chosen for the study on the
basis of teacher recommendation. At the time of the study, the participants had studied English as
a foreign language at school for approximately six years with two to three 45- minute lessons per
week. One of the classes was randomly assigned to participate in a 45-minute training session on
the use of a bilingual dictionary. After the training, their dictionary ability was tested. The other
class functioned as a control group; these pupils did not receive training but took the same test as
the training group. The test conducted was on the successful rate of the dictionary searches of the
respondents. This is a basic test of finding the meaning of a word through a dictionary. 30 of the
training group’s dictionary look ups were successful, yielding a 78.9% successful rate. The control
group recorded 38 successful dictionary searches, with a 64.3% successful rate. The interesting
aspect of the result on Pousi’s study is that, when compared to those who received training and
those who weren’t was not such a big gap; with only a difference of 12.6%. A stark difference
between what was found on the research conducted by wai-on [15]. However, the fact that the
training of dictionary ability was only conducted once before the respondents were tested plays a
huge variable when compared to this study. This study will test students after an average of 3
weeks of dictionary ability lessons with an average of 4 hours per week. Basically the amount of
training received may be an influential factor in this study.
29
Cognitive Development in Second Language Learning. Second language acquisition deals with
the cognitive strategy of the mind in which it usually involves the identification, retention, storage
or retrieval of words, phrases and other elements of the second language [9]. The language learning
process is a naturally occurring cognitive process. Another research indicates that children who
are exposed to a foreign language at a young age achieve higher levels of cognitive development
at an earlier age [17].However for students who are young adults aged between 17 to 22 years old
on average, a different take on language learning can be viewed, “The learning experiences of a
child determine which [neural] connections are developed and which no longer function. That
means what is easy and natural for a child – learning a language – can become hard work for an
older learner.” [17]. Meaning that learning a second or foreign language for students may prove
to be a challenge, even though they have been exposed to the language as early as seven years old.
Usually, language acquisition has been viewed as generally, a skill to be learned in order to fulfil
an educational institution requirements, learning about culture of others and to aid students in their
professional careers [18].Hence second language acquisition is also often studied within the realm
of challenges towards the learners and thus, a plethora of research has been conducted on student’s
perceptions towards second language acquisition. One example would be a research conducted by
Jafre et.al [19], where it looked into attitude in relations with emotional, attitude and cognitive
aspects.
However, the focus of this study is to look into language learning, and how it may facilitates
cognitive development, especially the case of the target population. This study does not focus on
language learning itself, rather, other benefits that is brought along with it; specifically cognitive
development. Some researches do indicate towards that notion. As stated by Hakuta, [20, 21],
“language learners show greater cognitive flexibility, better problem solving and higher order
thinking ability”. Another research discovered that “people who are competent in more than one
language consistently outscore monolinguals on tests of verbal and nonverbal intelligence.” It is
further reinforced by another study which state that, “Foreign language learners have better
listening ability and sharper memories than their monolingual peers” [22].
Second Language Students Score Higher on Standardized Tests. To indicate whether cognitive
development is attained through language learning, the focus on academic achievements is chosen.
As defined by Cohen, [9], “Second language acquisition deals with the cognitive strategy of the
mind in which it usually involves the identification, retention, storage or retrieval of words,
phrases and other elements of the second language”. These cognitive strategies used by students
in language learning may perhaps, enforces their learning in other studies and finally in turn score
higher in a standardized test resulting in better academic achievements. Trow [23], defined
academic achievement as “knowledge attaining ability or degree of competence in school tasks
usually measured by standardized tests and expressed in a grade or units based on pupils’
performance”. What this means is that this “degree of competence” will be viewed as a measure
of cognitive development that can be measured by this study.
One such study showed a clear example, “students of foreign languages tend to score
higher on standardized tests”. Results from the Scholastic Aptitude Test (SAT) show that students
who had studied a foreign language for 4 or more years outscored other students on the verbal and
math portions of the test”. It was also found that, “students who completed at least four years of
foreign-language study scored more than 100 points higher on each section of the SAT than
students who took a half year or less” [24]. Similar results can be seen throughout a multitude of
studies, as can be seen through another example, “students who studied four or five years of a
foreign language scored higher on the verbal section of the 2004 SAT than students who had
studied any other subject for the same number of years” [25].
Other studies correlated bilingual proficiency with higher scores on standardized tests and
tests of both verbal and nonverbal intelligence [26]. Next, foreign language learners consistently
outperform control groups in core subject areas on standardized tests often significantly [27, 28,
30
29, 30]. People who are competent in more than one language consistently outscore monolinguals
on tests of verbal and nonverbal intelligence, [20, 21, 31]. Third-graders who had received 15
minutes of conversational French lessons daily for a year had statistically higher Stanford
Achievement Test scores than their peers who had not received French instruction, [32]. Another
study conducted [33], found that “academic ability and vocabulary knowledge are good predictors
of overall academic performance”. They also found that the weaker the student’s vocabulary
knowledge the poorer their overall academic performance.
With all these research, it is clearly easy to see the similarities. People who undertake
second or foreign language lessons outperform those who do not; specifically in standardized tests.
It is important to be reminded that these standardized tests do not only include English tests.
Standardized tests are particularly important as all the questions, format, instructions, scoring and
reporting of scores are the same for all takers. This is significant as it can provide a distinct
differentiation between language learners and non-language learners. When the language learners
are shown to have better achievements in other subjects compared to those who do not, this may
entail cognitive development enforced or improved by language learning.
Statement of the Problem
Figure 1. Connections of variables
Looking at flow chart 1.0, Based on language acquisition theories and previous research it can be
summarized with clear evidences that supports two views: use of dictionaries leads to improved
second language learning and second language learning leads to better academic achievements.
The missing link is the connection between dictionary ability and use to academic achievements.
Theories suggest that second language learning depends on understanding words and that process
can, though not necessarily, be achieved through the use of dictionaries. Added to that, there is a
plethora of studies that found positive correlations between language learning and academic
achievements. Hence, it is logical to come to an assumption that when the condition of the Input
Hypothesis has been met it will inevitably results in positive correlation to academic achievements.
However it still remains as an assumption; as it is the assumption that dictionary use will
lead to language comprehension and hence entail a positive academic achievement. It has yet to
be fully explored by researches and remains as a gap of knowledge in need to be examined. The
question is why has past researches over-looked such an obvious possible connection? Hence, this
study aims to shed some light and see whether the notion has any merits.
31
Objective of the study
The study aims to analyse the possible relationship between dictionary ability and dictionary use
to academic achievements. This leads to the formulation of the objectives of the study, which are:
1. What are the academic achievements of the students?
2. What is the ability acquired by the students in dictionary ability?
3. To what degree are dictionaries being used inside and outside the classroom?
4. To what degree is the relationship between students’ dictionary ability and academic
achievements?
5. To what degree can dictionary use have a relation towards academic achievements?
Methodology
Design. In this study, Pearson correlational design was used. The objective of a correlational
design is to determine if there is a relationship between two or more variables, such that a change
in one relationship between variables [34]. This study seeks to describe the nature of the perceived
relationship between three variables, namely, overall academic achievements, dictionary use and
dictionary ability level. Survey research includes the collection of information from the chosen
sample consisting of a number of people. As a result, information gathered from the survey will
enable inferences regarding the nature of the correlations between the variables to be made.
Sample and Data Collection Procedure. The data was collected from 250 semester two
students out of total population of 900. The first part of the data is taken from the results of
dictionary testing conducted from June 2012 session. Six out of 9 classes; one class from each of
the four departments, were taken as it constitutes almost half of the entire target population. For
the second part of the data collection, a questionnaire survey was conducted. Verbal permissions
were asked from all four respective department’s head to conduct the survey.
Instrument. One measure will be included in the questionnaire completed by the
respondents. The Dictionary use questionnaire, each respondent will indicate their perception of
dictionary usage, ability as well as indicating their overall Grade Point Average (GPA) for
semester one. This will help the study to determine the data and information on the three variables
between the respondents. Ultimately, only the overall academic achievements, dictionary use and
ability will be examined, as age and gender were considered beyond the scope of the current study.
The Dictionary Ability Test. One of the variables used in this study is the results of a
dictionary ability test taken by the students as a part of their continuous assessment. The test
was not developed for this study but a simultaneous test taken by all of the students after they
have finished learning the dictionary syllabus when they were in semester one.The dictionary
ability test was measured by the chosen polytechnic staffs using Kuder Richardson’s 20
reliability testing and resulted with a Cronbach Alpha of 0.605. Even though it is only
considered as acceptable on reliability scaling [35], as an educational testing it is still acceptable
as a valid test as it is a low stake test – internal testing and only accounts to 10% of the overall
100%.
The Survey. The survey is adapted from a research conducted by a research conducted by
Raheem’s and Hudaa’s 2008 case study [36]. In which the study was on University of Kufa
tertiary students use on dictionary use, frequency of use and their preferences of dictionaries.
A total of 300 questionnaires were managed to be collected and analyzed. The issue of
reliability and validity conducted by Raheem’s and Hudaa’s was no presented as the research
only used descriptive analysis on the answers obtained as the main method to analyze their
findings.
The Adaptation of the Survey. The instrument used by Raheem and Hudas’s was
comprised of primarily multiple choice questions with a total of 21 items. As the research was
descriptive in nature, to get a better understanding on the sample’s view of their dictionary
ability and use, the items were adapted and changed into likert scale format. The likert forms is
essential as it allows the research to quantify the opinion of the respondents into scales. The 5
32
point Likert Scales are in two different forms depending on the questions asked; opinion on
dictionary abilities and frequency on dictionary use. As shown in Table 1:
Table 1. Likert Scale
Abilities
Usage
Never
Totally Disagree
Rarely
Disagree
Sometimes
Neutral
Quite Often
Agree
Always
Totally Agree
A pilot test was conducted to analyze reliability of the questionnaire. A total of 120
questionnaires were given out and only 99 were usable as the rest were deemed as unusable;
students only answered 20 to 35 of the 50 questions asked in the questionnaire. The sampling
for the pilot test was conducted among semester two classes; and they were excluded in the real
study later on. The reliability results with a Cronbach Alpha of 0.711. According to Brown [35],
the questionnaire conducted is considered as acceptable. The questionnaires were also provided
in two languages. According to Lew [37], “The questionnaires need to be written in the subject’s
native language”. As this study looks at ability of students to use dictionaries to understand other
languages, there exists the possibility of students who are weak in English, thus unable to
understand the questions thoroughly. The two languages provided were Malay and English
language. It also important to note that out of 240 questionnaires disseminated 192 of them
answered in Malay. It leads to a conclusion that the respondents were more comfortable in
answering in Malay than English.
Findings
A reliability analysis of 41questions (question 8 to 49), was conducted and resulted with Cronbach
Alpha of 0.774. According to Brown [35], the questionnaire conducted is considered as acceptable.
Demographic analysis
The demographic data were collected to ensure the accuracy of this research as it depends on the
students having taken the dictionary ability test during their first semester as well as ensuring that
the students are from year one or year two. This also ensures that the data collected are more
precise. The highest group is female respondents consisting of 46.7% of the sample population.
The second highest group is male respondents, consisting of 41.5% of the sample population. This
means that the samples taken were equal in terms of gender.
Next is the number of respondents according to year of study; year one to year 4. The
highest group is the first year students consisting of 88.2% of the sample population. The second
highest group is second year respondents, consisting of 9.2% of the sample population. The lowest
group is the third year respondents consisting of 1.5%. This means that the goal of sampling
students from semester two is achieved. Finally the respondents are also well dispersed according
to departments which are commerce and engineering field. The highest group is the Engineering
department which consisting of 67.2% of the sample population. The second highest group is the
commerce department, consisting of 32.8% of the sample population.
Discussions and Conclusions
Student’s GPA result. The GPA obtained is a cumulative scoring of mental tests taken by students
at the end of semester one. The tests taken by the samples ranged from mathematical tests,
memorization tests, language and others. The findings were categorized based on polytechnic’s
distinction system where those who obtained a GPA below 2.00 is low, 2.00 to 3.49 is considered
as average and those who obtained 3.5 and higher is considered as high achievers. The results of
this study found that of the 199 respondents, the highest achievers consisted of 13.33% of the
33
sample population. The average group consisted of 82.56% of the sample population. Finally the
lowest achievers consisted of 4.11% of the population. The findings lead to the understanding that
the samples serve as good representation on overall cognitive achievement. As pointed out by
Coyle [38]“A construct central to intelligence is general intelligence, reflected by positive
correlations among mental tests. It has been found to contribute strongly to a test’s predictive
validity at school and work”. The tests predictive validity taken by the samples only comes into
question when majority of the samples scores low or high GPA. However, since the majority
scored average GPA, it can provide a good representation of the target population as a whole.
Student’s Dictionary Ability Test Scores. The findings were categorized based on
polytechnic’s marking system where scoring below 50% is considered as failing the test, between
50% to 79% is considered as average and any scores above 80% is considered as excellent score.
Of the total samples, those who scored high consisted 61% of the sample population. The average
group consisted 36.9% of the sample population. Finally the lowest achievers consisted of 2.1%
of the population. Meaning, majority of the sample population should have no problem using
dictionaries as they have high dictionary abilities. There is a similarity with a research conducted
by Pousi [16], in which the research resulted with a 78.9% success rate in dictionary ability testing.
The research also provided comprehensive dictionary lesson’s before the samples were tested.
Hence, what this implies is that once dictionary ability has been learnt appropriately and with
ample time to study those skills, the probability of them having good dictionary abilities is quite
high.
However, the dictionary test taken by this study’s samples is still classified as a normreferenced test; where the respondent’s scores are compared to the scores of the whole group in
the target sample. According to Schaeffer [39], norm-referenced tests “NRTs are constructed so
that half the populations below the mid-point or average score”. In this study, with 61% scoring
high, it results in the data of dictionary scores curved to the right. It means that the test scores
violated the typical results of what a norm-referenced test should be. With such a skewed test
result, the reliability of the test may be put into question. Hence another type of data was collected
which is on the target sample’s perception of their dictionary ability. When the data are compared
to each other, only then a clearer picture on student’s dictionary ability can be established.
Student’s Perception Dictionary Abilities. This data is on student’s perception on their
dictionary ability. The difference between this data and test scores is that this data used a likert
scale format as the basis of measurement. With the median at 28.57, total number of respondents
who perceives themselves with a low ability in dictionary use at a mean lower than 24 is 12.3%
Those who view themselves as having moderate ability at mean between 24 to 29 is at 44.1% and
finally 43.6% perceives themselves as having high dictionary ability. This implies there is a
difference between the perceptions of dictionary abilities to the test scores obtained by the target
samples. Test scores showed that 61% having high dictionary ability, however that number
dropped by 20% when comparing to the sample’s perception. In short having good perception in
the ability to use dictionaries does not necessarily translate to high test scores in dictionary ability.
How can two data that were supposed to measure the same variable – dictionary ability- can be
different?
Thus, to better understand the phenomenon of this difference between these two data, a
correlation calculation was conducted to find out if they had significant relationship between one
another. The correlations found that there is no statistically significant correlation between
Dictionary ability and Dictionary Ability Test Scores. This means that the two data are not the
same; hence they should be calculated independently from one another when correlating against
other variables. What this implies is that it violated this research early assumption when the
research was first carried out. Research data and theories pointed out that vocabulary learning and
acquisitions yield positive correlations with academic achievements; hence the activity of using
dictionaries to acquire word comprehension was thought to deliver the same outcome. It did not.
34
Student’s Perception on Dictionary Use. A study conducted by Hammilton[40], second
language learners use dictionaries and it appears to provide support to acquire new vocabularies
for the users. Given that the target samples for this study are students, reading may be a major
element in their educational activity and with the policy of polytechnic to teach in both Malay and
English it may influence the use of dictionaries in classrooms. Hence, the probability of notes,
references and other reading materials to be written in both English and Malay is quite high even
though the national language for Malaysian is Bahasa Melayu. This probability may be reflected
through the response obtained in this study. In this study it was found that for dictionary use, the
mean is at 35.892 with a standard deviation of 6.22762. With a median of 36, 13.8% of the
respondents had low dictionary use, 69.8% viewed themselves as using dictionaries moderately
and 16.4% viewed themselves as high users of dictionaries.
If the majority responded in viewing themselves as having low or high use of dictionaries,
it is more likely that one language is favored to be used in a classroom over the other. However
that is not the case as it clear that the majority responded as having moderate use of the dictionary.
This result showed that the majority of the students viewed themselves as using the dictionary
moderately. It is appropriate given the nature of bilingual educational approach taken by
polytechnic. This is further reinforced when the results showed that respondents are more likely
to use a dictionary when they are in class with the highest mean of 3.27 compared to other
situations. Which means the activities in the classroom is prompting them to use a dictionary.
Relationship between GPA and Dictionary Ability (Dictionary Test Scores and
Dictionary Ability) Dictionary test scores and dictionary abilities are both to be used as separate
data representing the same variable; dictionary ability. Furthermore, analysis also showed that the
two data has no or negligible correlations between one another. When one sample views
themselves as having high dictionary ability, as there is no correlation it does not mean that the
sample would have high score in dictionary test and vice versa. Hence it comes to a conclusion
means is that the two data cannot interchangeably represent one another as they are found to be
different. Dictionary test scores showed that there is a positive correlation however the correlations
is weak, with only 4.24% of the variance in Semester one GPA can be associated with the variance
in Dictionary ability test result. However, when looking at the perception of the respondents in
their dictionary ability it resulted in no or negligible correlations between GPA. The result is that
1.02% of the variance in Semester one GPA can be associated with the variance in Dictionary
ability. Even though the two data are supposed to represent the variable of dictionary ability it
resulted in two different findings, with one having a positive correlations and the other does not.
This makes sense as mentioned earlier, the two data are found to have no relation to one another.
Given that dictionary test scores still have positive correlations, to have better
understanding of the results, a regression analysis was carried out. It reveals that the weak positive
correlations also reflect on the predictive ability of test scores on GPA. The regression analysis
resulted with test scores as a statistically significant predictor GPA. However, test scores only
explained 4.2% of the variance semester one GPA.
What this means is that even though the findings lead to dictionary scores being a positive
predictor, it can be argued that it is too small to have any meaningful impact. The early assumption
of this research is that students are equipped with good dictionary abilities can aid them in their
studies of other subjects and thus attain better academic achievements. However, it has been
proven false as the findings leads to the conclusion that even when a sample has high or even low
abilities it provides little to no impact towards their academic achievements.
Relationship between GPA and Dictionary Use. In this study’s literature review, strong
evidence showed that time spent on foreign language study strongly reinforces the core subject
areas of reading [27, 28, 29, 30, 41]. Even when comparing to studies that emphasized on
vocabulary acquisition [33], they found that “academic ability and vocabulary knowledge are
good predictors of overall academic performance”. They also found that the weaker the student’s
vocabulary knowledge the poorer their overall academic performance. Vocabulary acquisition has
35
been proven to improve academic achievements. The use of a dictionary acts as tool for vocabulary
acquisition thus the use of dictionaries should likely results in a positive correlation with GPA.
However this study found the opposite to what have been the typical results in other study.
This study found that there was no or negligible positive correlation between Semester one GPA
and Dictionary use result. Only 0.152% of the variance in Semester one GPA can be associated
with the variance in dictionary use. It leads to the conclusion that aside from the benefits it brings
to language learning, words acquisitions derived from dictionary use has little effect to academic
achievements. It is important to note, however, that this study is not a replication of other studies.
It tries to look at the gap of knowledge barely touched by other studies; the correlations between
dictionary use and abilities with academic achievements.
Implication of the Study
Countless studies have shown that there is a positive correlation between language leaning
and cognitive development and there are also a plethora of studies that also noted positive
correlations between dictionary use and language learning, however there are not enough studies
that tries to look at the correlations between dictionary use and ability with cognitive development.
According to Krashen’s theory [11], dictionary use and abilities among the target samples should
correspond with their GPA. Krashen [11] pointed out that with vocabulary knowledge and
acquisition it would allow comprehensible input, hence playing a role as the foundation of
language learning. This theory is further supported by Cohen [9], which Second language
acquisition deals with the cognitive strategy of the mind in which it usually involves the
identification, retention, storage or retrieval of words, phrases and other elements of the second
language. Finally the use of dictionaries should also allow the students to attain better academic
achievements as it helps them to understand the content of their lessons better. As stated, “the
second component to the element of Input hypothesis is translation. It is the key concept of making
words comprehensible”[12].
However, the findings of this study resulted in no correlations between dictionary use and
GPA and the same results when comparing Dictionary Abilities with GPA. Even when a positive
correlation was found between Dictionary Test scores and GPA, the relationships and the
predictability of the variables is too small and can be argued to be negligible. The question to be
answered now; does the results of this study violates the theories proposed by Krashen and others.
The answer is no. The result of this study tried to look at the gap of research that has been looked
over by past researches. This study focused on dictionary use and abilities and their relationship
with academic achievements. Even if there is no correlation it only means that dictionaries do not
have an effect on GPA. It is important to keep in mind activity for vocabulary acquisition can be
accomplished in a plethora of ways other than the use of dictionaries; contextualized guessing,
communicative activities, writing activities and a lot more can contribute to vocabulary
acquisition. Hence the implications of this study can only be used in relations of dictionary use
and abilities towards academic achievements. It should not be used as a reference to determine
language acquisition with academic achievements.
Recommendations for Future Research
This study was done based on the assumptions and results of other researches and theories;
in that there is a positive correlation between language learning with dictionary use and language
learning with academic achievements. Hence this study did not take into considerations target
samples relationships between dictionary use and ability with language abilities as this type of
research has been conducted many times. With that in mind, further research into the target
sample’s language abilities as well as their learning activities may provide a better picture on the
results of this study. As stated before dictionaries is only one tool out many; in ways the target
samples use and acquire second language vocabularies. Speaking, listening, contextualized
guessing, role plays and many more may provide better positive correlations with language
learning and maybe results into strong positive correlations with academic achievements.
36
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38
Perbandingan Sifat-Sifat Kejuruteraan Di Antara Papan Lembut Biasa
Dengan Papan Lembut Batang Pinang
Nur Syuhaila Binti Ahmad1,a, Nor Hayati Binti Mohamad Alli2,b
1,2
Jabatan Kejuruteraan Awam
Politeknik Tuanku Sultanah Bahiyah,
Kulim Hi-tech Park,09000 Kulim,
Kedah, Malaysia.
a
[email protected], b [email protected]
Abstrak . Papan lembut merupakan gentian kayu yang dicantumkan bersama pengikat untuk
dijadikan kepingan yang besar dalam industri pembinaan. Kekurangan bahan mentah dan kos yang
tinggi memberikan masalah kepada negara kerana tanpa kawalan sumber kayu akan mengalami
kepupusan. Kajian terhadap sampel papan lembut batang pinang merupakan satu alternatif baru
untuk menggantikan papan lembut biasa yang terdapat di pasaran. Ujian makmal yang dijalankan
ke atas sampel yang dihasilkan adalah ujian resapan air, ujian tegangan dan ujian lenturan. Ujianujian ini memberi keputusan bagi kekuatan diantara papan lembut biasa dengan papan lembut
batang pinang dengan menggunakan sampel yang disediakan mengikut nisbah fiber dan resin iaitu
sampel 1 (1:1), sampel 2 (3:4) dan sampel 3 (3:5). Ujian ini dijalankan adalah berdasarkan
piawaian ASTM D790, D3039, D570, D2842 dan D5229. Hasil yang diperolehi menunjukkan
sampel 1 mempunyai kadar resapan air yang sangat rendah. Manakala sampel 2 tinggi kadar
lenturannya manakala ujian yang terakhir menunjukkan kadar tegangan yang dimiliki oleh sampel
3 adalah paling berkesan. Keputusan ini diperolehi dengan membandingkan sampel papan lembut
biasa dengan sampel papan lembut batang pinang yang berbeza-beza nisbahnya.
Kata Kunci: Papan lembut, Batang Pinang, Ujian Resapan Air, Ujian Tegangan, Ujian Lenturan
Pengenalan
Malaysia merupakan sebuah negara pengeksport kayu yang terkenal di dunia. Banyak jenis kayu
tempatan yang bermutu tinggi baik untuk bahan binaan mahupun bahan untuk membuat perabut
dan kegunaan lain. Kayu merupakan sejenis bahan yang berguna untuk di jadikan venir,papan
lembut, papan lapis dan papan gentian. Selain daripada itu, kayu juga digunakan untuk
menghasilkan kertas dan sebagai bahan mentah dalam penghasilan alkohol kayu, arang, turpetin
dan lain-lain juga [1].
Statistik pada setiap tahun bagi permintaan kayu sememangnya semakin meningkat. Bagi
mengatasi masalah ini kaedah bagi mandapatkan penggantian sumber kayu adalah sesuatu yang
boleh dipertimbangkan. Kayu adalah sejenis bahan organik yang memiliki beberapa sifat unik
yang tidak dimiliki oleh bahan lain. Jadi, penggantian kayu yang hendak difikirkan mestilah
mempunyai ciri dan sifat yang hampir sama dengan kayu. Salah satu bahan yang dapat dijadikan
alternatif penggantian kayu adalah batang pinang atau atas nama saintifiknya Areca Catechu L [2].
Pada zaman sekarang, masalah kekurangan bahan mentah dan kos yang tinggi dalam
pembinaan menyebabkan sesetengah pihak mencari alternatif yang lain untuk menjimatkan kos
dan mendapat keuntungan yang lebih. Seperti yang diketahui penggunaan papan lembut dan papan
lapis semakin meluas kerana kos dan keselesaan. Namun yang menjadi kebimbangan adalah
kerana sumber kayu-kayan negara jika terus digunakan tanpa kawalan pasti akan mengalami
39
kepupusan [3]. Dengan ini penggunaan batang pinang sebagai gantian dalam pembuatan papan
lembut biasa merupakan satu alternatif dimana sedikit sebanyak dapat membantu dalam bidang
pembinaan seperti permukaan perabut, pintu rata, dinding pembahagi ruang, siling, panel dan
sebagainya.
Berdasarkan latar belakang pemilihan dan penyataan masalah, maka kajian yang dijalankan
mempunyai objektif dalam menghasilkan papan lembut menggunakan batang pinang, mengkaji
perbandingan mengenai kadar lenturan, kadar tegangan dan kadar resapan air bagi papan lembut
yang sedia ada dengan papan lembut yang menggunakan batang pinang. Sebanyak tiga sampel di
hasilkan dengan bancuhan nisbah yang berbeza-beza. Ketebalannya ialah 5.6 mm dan bersaiz
300 mm x 300 mm. Kegunaan papan lembut yang dihasilkan adalah sebagai dinding pembahagi
ruang dalam sesebuah bangunan.
Papan lembut diperbuat daripada gentian kayu yang dicantumkan bersama pengikat
dijadikan kepingan besar yang sesuai digunakan untuk pembinaan. Papan lembut mempunyai tebal
di antara 12 mm hingga 24 mm dan panjangnya di antara 1800 mm hingga 3600 mm. Papan lembut
bersifat lembut dan mampu menyerap bunyi dan digunakan untuk membina siling, dinding dan
papan kenyataan. Papan lembut adalah berketumpatan rendah daripada papan gentian dengan
pengaliran haba kira-kira 0.055 W / mK [4][5].
Batang pinang merupakan bahan utama dalam penyelidikan ini. Ianya merupakan batang
yang datang dari pokok pinang yang juga dikenali sebagai Areca Catechu L. Pokok pinang
merupakan tumbuhan dari kelas monokitil yang juga daripada keluarga Arecaceae atau Palmae
[6]. Kandungan kimia bagi batang pinang telah diteliti dan ia menunjukkan terdapatnya kandungan
alkaloid, tannin, kanji, resin, karbohidrat, proantosianidian dan arekolin [7]. Batang pokok pinang
dapat mencapai tinggi 15 meter sehingga 20 meter tinggi. Batang pokok pinang merupakan jenis
tegak lurus berdiameter 15 cm. Pembentukan batang baru terjadi setelah berumur 2 tahun dan
bergantung kepada keadaan tanah [8].
Resin adalah sejenis polister dalam erti lain namanya sebagai NORSODYNE 2805 A.
Resin polister tidak tepu yang terbentuk oleh tindakbalas asid asas organik dan alkohol polihidrik.
Resin polister digunakan dalam sebatian pengacuan lembaran, sebahagian besar membentuk
sebatian dan toner pencetak laser. Penggunaan polister tak tepu dan aditif seperti stirena
merendahkan kelikatan resin. Damar pada mulanya berbentuk cecair dan bertukar kepada pepejal
[9]. Ciri-ciri bagi resin polister adalah bahan ini mempunyai potensi untuk menjadi seratus peratus
pepejal. Ini bergantung kepada berapa cepat tindakbalas berlaku. Kelebihan bagi resin polister
adalah komponennya berada dalam satu bekas, tahan lama, murah dan bahan baik pada konkrit
dan kayu [10].
Metodologi
Bagi menyempurnakan kajian yang dibuat, penyediaan bahan merupakan perkara penting bagi
memastikan kajian dapat berjalan dengan lancar. Bagi menyiapkan produk ini, bahan yang
berkualiti dan mencukupi adalah perkara utama yang dititikberatkan. Bahan tersebut adalah batang
pinang dan resin NORSODYNE 2805 A. Terdapat tiga ujian yang dilakukan terhadap papan
lembut yang dihasilkan iaitu ujian resapan air, ujian tegangan dan ujian lenturan. Kesemua ujian
ini dilakukan setelah papan lembut tersebut siap dibuat. Carta alir Rajah 1 menggambarkan secara
keseluruhan proses kajian yang dilakukan.
40
Mula
Penyediaan batang pinang
Hasilkan serbuk daripada batang pinang
Proses Ujian Jeltime
Penyediaan sampel mengikut nisbah
Ujian Resapan Air
Ujian Tegangan
Ujian Lenturan
Analisis data
Tamat
Rajah 1. Carta alir proses kajian
Proses Penyediaan Batang Pinang
Tinjauan ke atas pokok pinang dilakukan. Setelah mengenalpasti pokok pinang yang berbatang
agak keras pokok tersebut di tebang dan 90% daripada kulitnya dibuang. Kemudian batang pinang
ini di belah menjadi bilah berdiameter 2 cm dan sepanjang 15 cm. Alatan yang digunakan semasa
fasa ini ialah parang, kapak, kayu pengalas dan pisau peraut. Batang pinang ini kemudiannya
dijemur di bawah sinaran matahari selama seminggu untuk tujuan pengeringan.
Proses Menghasilkan Serbuk Batang Pinang
Batang pinang ini hendaklah dijadikan di dalam bentuk serbuk terlebih dahulu. Kombinasi batang
pinang yang berbentuk serat dengan gam adalah lebih baik daripada kombinasi batang pinang yang
besar. Serat batang pinang yang di hasilkan ini bersaiz yang lebih kurang sama iaitu 0.01mm.
Mesin penghancur merupakan alatan yang digunakan pada fasa ini. Saiz yang dihasilkan di bawah
seliaan mesin, maka saiz yang dihasilkan adalah lebih seragam.
Rajah 2. Proses penyediaan dan pengeringan batang pinang
41
Proses Ujian Jeltime
Ujian ini dilakukan sebelum membuat papan lembut yang sebenar. Ujian ini dilakukan untuk
menguji tindakbalas di antara NORSODYNE2805 A(resin) dengan BUTANOX M-50 (sejenis
bahan kimia). Antara bahan yang digunakan adalah alat penimbang elektronik (UWE), cawan
kertas, batang aiskrim, NORSODYNE 2805 A (resin) dan BUTANOX M-50 (sejenis bahan
pengawet).
Proses Penyediaan Sampel Sebenar
Tujuan sampel ini disediakan adalah untuk menyediakan nisbah yang sesuai untuk menjalankan
ujikaji yang ingin dijalankan bagi menentukan perbezaan diantara papan lembut batang pinang
dengan papan lembut biasa. Antara bahan yang diperlukan semasa ujikaji ini adalah alat
penimbang elektronik (UWE), gayung, resin (NORSODYNE 2805 A), fiber batang pinang dan
acuan papan lembut berbentuk segi empat tepat. Nisbah yang ditetapkan diantara fiber dan resin
adalah 1:1 , 3:4 dan 3:5. Jadual 1 menunjukkan nisbah sampel papan lapis batang pinang yang
telah dihasilkan.
Jadual 1. Nisbah sampel papan lapis batang pinang
Sampel
Bahan
Nisbah bancuhan
Resin
350
Sampel Pertama
Fiber
350
Sampel Kedua
Resin
Fiber
Resin
300
400
300
Sampel Ketiga
Fiber
500
Ujian Kadar Resapan Air
Ujian kadar resapan air dilakukan bagi mendapatkan kadar keupayaan papan lembut untuk
menyerap air. Kaedah yang dilakukan ialah sampel papan lembut yang telah siap ditimbang dan
dicatat beratnya. Seterusnya sampel kemasan tersebut kemudianya direndam ke dalam air selama
24 jam. Setiap sampel kemudianya ditimbang dan data-data tersebut direkodkan. Formula yang
digunakan untuk ujian ini adalah [11]:
Resapan air = [( w1 – w2) / w2 ] x 100%
Di mana w1 = berat benda uji setelah direndam air.
w2 = berat benda uji kering.
42
Rajah 3. Ujian kadar resapan air.
Ujian Tegangan
Ujian ini dilakukan dengan menggunakan mesin ujian tegangan model INSTRON 5582. Ujian ini
merupakan salah satu ujian yang digunakan secara meluas dalam sektor pembinaan. Nisbah yang
berbeza memberikan nilai kekuatan yang berbeza. Papan lembut yang berukuran 250 mm x 25
mm dibuat hanya bertujuan untuk menjalankan ujian tegangan ini. Papan lembut tersebut diuji
mengikut piawai yang telah ditetapkan iaitu piawai ASTM D3039
Rajah 4. Ujian tegangan.
Ujian Lenturan
Ujian lenturan ini dilakukan dengan menggunakan mesin yang sama iaitu mesin model INSTRON
5582 tetapi hanya perlu melakukan sedikit pertukaran atau perubahan pada alat yang digunakan
oleh mesin tersebut. Bagi menjalankan ujian ini nisbah yang berbeza juga diperlukan untuk
mendapatkan nisbah yang baik dan papan lembut yang terbaik. Papan lembut yang berukuran 80
mm x 25 mm dibuat hanya untuk tujuan ujian lenturan ini sahaja. Papan lembut tersebut seterusnya
diuji mengikut piawai yang telah ditetapkan iaitu piawai ASTM D790.
43
Rajah 5. Ujian lenturan.
Keputusan Dan Analisis Data
Dalam ujian yang dijalankan, 3 sampel yang berbeza nisbahnya iaitu sampel papan lembut yang
mengunakan batang pinang sebagai perbandingan dengan papan lembut yang berada di pasaran,
saiz bagi kesemua sampel adalah sama iaitu 300 mm x 300 mm x 5.6 mm dan nisbah yang
ditentukan ialah 3:4, 1:1 serta 3:5 seperti Jadual 2.
Jadual 2. Sampel papan lembut yang dihasilkan
Sampel
Saiz
Nisbah
Bentuk
Sampel 1
Sampel 2
Sampel 3
300mm x 300mm x 5.6mm
300mm x 300mm x 5.6mm
300mm x 300mm x 5.6mm
1:1
3:4
3:5
Segi empat
Segi empat
Segi empat
Jadual 3 menerangkan nilai – nilai peratus kadar resapan bagi papan lembut batang pinang
dan papan lembut biasa yang diperolehi selama 48 jam. Ia menunjukkan purata kadar resapan bagi
batang pinang adalah sama setelah diuji, manakala papan lembut biasa kadar yang diperolehi
adalah tinggi kadar resapannya. Jadual ini menunjukkan kadar resapan terendah adalah bagi
sampel 1 iaitu 0.0005 ml.
Jadual 3. Data ujian resapan bagi papan lembut batang pinang dengan papan lembut biasa
Sampel
Berat sebelum direndam (kg)
Berat selepas
direndam(kg)
Kadar resapan
(ml)
Sampel biasa
0.004
0.0090
0.0050
Sampel 1
0.005
0.0055
0.0005
Sampel 2
0.005
0.0065
0.0015
Sampel 3
0.005
0.0070
0.0020
Jadual 4 menunjukkan keputusan peratusan kadar resapan air terhadap papan lembut
batang pinang pada setiap sampel yang telah diuji daripada hasil rendaman selama 48 jam. Hasil
daripada keputusan yang diperolehi, resapan air yang berlaku ke atas sampel selepas direndamkan
selama 48 jam dan dikeringkan selama 7 hari, kadar resapan yang berlaku pada papan lembut biasa
tinggi manakala papan lembut batang pinang kadar resapan air rendah.
44
Jadual 4. Keputusan ujian kadar resapan air.
Sampel
Kadar resapan (ml)
Kadar resapan (%)
Sample biasa
Sampel 1
Sampel 2
Sampel 3
0.0050
0.0005
0.0015
0.0020
125
10
30
40
Jadual 5 menunjukkan nilai kekuatan lenturan bagi sampel papan lembut biasa dan papan
lembut mengunakan batang pinang. Beban yang dikenakan ke atas semua sampel adalah 10 tan.
Keputusan yang diperolehi menunjukkan purata nilai bacaan kadar beban atau lenturan pada jenis
sampel yang berlainan bagi papan lembut batang pinang pada sampel 1, 2 dan 3 adalah 221.59,
272.37 serta 280.59, manakala purata kadar lenturan pada papan lembut biasa adalah 64.28. Ini
menunjukkan papan lembut batang pinang boleh melentur dengan baik seperti tidak mudah patah
atau merekah berbanding papan lembut biasa yang cepat patah ketika beban dikenakan.
Jadual 5. Keputusan ujian lenturan
JENIS SAMPEL
Sampel biasa
Sampel 1
Sampel 2
Sampel 3
TAKAT BEBAN (N)
64.28
221.59
272.37
280.59
Jadual 6 menunjukkan nilai kekuatan tegangan bagi sampel papan lembut biasa dan papan
lembut mengunakan batang pinang. Terikan yang dikenakan ke atas semua sampel dan
menunjukkan kadar tegangan papan lembut biasa berbeza dengan papan lembut menggunakan
batang pinang. Keputusan yang diperolehi menunjukkan ketiga- tiga papan lembut batang pinang
mempunyai kekuatan terikan tinggi berbanding papan lembut biasa iaitu 2.45, 2.54 dan 2.56.
Jadual 6. Keputusan ujian tegangan
Jenis Sampel
Sampel Biasa
Beban (KN)
0.15
Sampel 1
2.45
Sampel 2
Sampel 3
2.54
2.56
Kesimpulan
Ketiga-tiga ujian yang dijalankan adalah berdasarkan piawaian ASTM D790, D3039, D570,
D2842 dan D5229 [12][13][14]. Hasil daripada ujian kadar resapan air yang telah dijalankan
terhadap kemasan yang dihasilkan serta papan lembut yang berada di pasaran, kadar resapan bagi
papan lembut biasa yang berada dipasaran ialah 0.0050 ml pada hari pertama dan juga hari
kedua,untuk sampel papan lembut batang pinang bagi sampel nisbah yang pertama adalah 0.0005
ml pada hari pertama dan kedua. Manakala sampel nisbah yang kedua pula ialah 0.0015 ml pada
hari pertama dan kedua dan bagi sampel nisbah yang terakhir pula sebanyak 0.0015 ml pada hari
pertama dan kedua. Melalui data-data yang diambil, secara kesimpulannya kadar resapan air pada
45
papan lembut batang pinang yang dihasilkan adalah kurang dari papan lembut biasa yang ada
dipasaran sekarang.
Ujian lenturan dijalankan bagi mengetahui tahap ketahanlasakan yang terkandung di dalam
sampel yang dihasilkan. Melalui ujian lenturan yang telah dijalankan terhadap papan lembut yang
dihasilkan serta papan lembut yang berada dipasaran, lenturan bagi papan lembut yang sediada di
pasaran ialah 64.28N manakala sampel nisbah yang pertama ialah 221.59N untuk sampel nisbah
yang kedua ialah 280.59N dan sampel nisbah yang terakhir ialah 272.37N.
Ujian tegangan dijalankan bagi mengetahui kekuatan yang terkandung di dalam sampel
yang dihasilkan. Melalui ujian tegangan yang telah dijalankan terhadap papan lembut batang
pinang yang berada di pasaran, ujian tegangan bagi papan lembut yang dihasilkan ialah 0.15KN
bagi papan lembut biasa yang ada dipasaran dan 2.45KN bagi sampel nisbah yang pertama, 2.54
pula adalah untuk sampel nisbah yang kedua dan 2.56KN untuk sampel nisbah yang terakhir.
Secara keseluruhan daripada hasil ujikaji yang dijalankan ke atas sampel papan lembut
biasa dengan sampel papan lembut batang pinang yang berbeza-beza nisbah, data yang diperolehi
menunjukkan Sampel 1 mempunyai kadar resapan air yang sangat rendah manakala Sampel 2
tinggi kadar lenturannya manakala ujian yang terakhir menunjukkan kadar tegangan yang dimiliki
oleh Sampel 3 adalah yang paling berkesan.
Rujukan
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
Tan Boon Tong, Teknologi Binaan Bangunan. Kuala Lumpur, Dewan Bahasa dan
Pustaka,
2000.
J.F. Dumanauw, Mengenal Kayu. Semarang,Pendidikan Industri Kayu Atas, 1990.
Shamsuddin Ibrahim, Penyelidikan di Institut Penyelidikan Perhutanan Malaysia. Forest
Research Institute Malaysia, 1999.
E.C. Alan, Materials. New York, Routledge Third Avenue, 1994.
T. Woolley et. al Green Building Handbook: Volume 1: A Guide to Building Products.
E & FN Spon, New York, 2002.
Sihombing, Pinang, Budi Daya & Prospek Bisnis. Penebar Swadaya, 2000.
Maskromo and Miftahorrochman, Keragaman Genetic Plasma Nutfah. 2007.
R.I.Depkes, Materials. Medika Indonesia, 2005.
D.Fengel and G.Wagener. Kayu : Kimia, Ultra Struktur, Reaksi-Reaksi. Gadjah Mada
University Press (Terjemahan), 1995.
Mohd Asri Bin Zulkifli Pembasmian Hutan (Deforestation) Dan Kepupusan Spesis
(Species Extinction) Di Malaysia. Universiti Malaysia, 2010.
D. Breyer et. al. Design of Wood Structures-ASD/LRFD. McGraw Hill Professional,
2006.
ASTM Standard D2842, D570 AND D5229. Method of Test – WATER ABSORPTION.
American Society for Testing and Materials : ASTM 2001.
ASTM Standard D3039. Method of Test – Tensile. American Society for Testing and
Materials : ASTM 2001.
ASTM Standard D790. Method of Test – Flexure. American Society for Testing and
Materials : ASTM 2001.
46
Study On Visitors Parking Facilities In Kulim Hospital
Rosidi Bin Muhamad Nor1,a, Masalinda Binti Mansor2,b,
Noor Liza Binti Ramli3,c
1,2,3
Jabatan Kejuruteraan Awam
Politeknik Tuanku Sultanah Bahiyah,
Kulim Hi-tech Park,09000 Kulim,
Kedah, Malaysia.
a
[email protected] , [email protected], [email protected]
Abstract. Parking facility is parts of business support in facilities management. It plays a major
role in providing comforts and security in hospital. This study was conducted to find the need of
parking in Hospital Kulim compound. Based on the standard specification by JKR, the number of
visitor parking available are 116 spaces. It is comply with the JKR standard but not the actual
visitor needs. It is cause by the increasing number of outpatient and other visitor. The numbers
of parking needed are based on average 4 month observation. After the observation was carried
out, it is found that an average of 175 parking spaces is needed each hour. Based on this
calculation, it represents the actual scenario of Hospital Kulim visitor’s parking area. Waiting
time and illegal parking cause discomfort for the visitor. As conclusion, the numbers of parking
provided by Hospital Kulim are insufficient with the visitors needs.
Keywords: Parking, facilities, space management, providing comfort
Introduction
Hospital Kulim was inaugurated in 14.7.1990 by Dato' Sri Dr. Mahathir Mohamad. This is the
first hospital build based on nucleus. The cost of this hospital is RM90 million. It can
accommodate 314 bed, and can be increase up to 500 bed based on the current need. Medical
services are an essential aspect of our lives. Thus, hospital created to meet the community needs
and solving various problems related to health. Facilities are not limited to the physical facilities
only, but it also involves the aspects of services. If the qualities of facilities services are not
satisfactory, the visitor’s satisfaction couldn’t be achieved. This will affect the quality and
productivity of life [4]. One of the facilities provided for hospital visitors is parking facilities.
Parking lots exert a powerful undertow on local economies [9]. Due to rapid increase in the
number of vehicles, the need for parking is on rise [8]. Parking provided are based on the demand
of car user which are increasing every year. The development of transportation in Malaysia
indirectly has increase the problem of insufficient parking space.
There are double increments of private vehicle [7]. There are relations between society
mobility’s and accessibility to facilities [1]. Parking around the hospital is restricted [16]. Parking
policies at hospitals for patients, visitors and workers is a hotly debated issue, but has received
little or no attention in the (health) economic literature [5]. The difficulties of finding parking
space, especially during peak hours, which is afternoon and evening has cause inconvenient for
visitors [10]. The driver has to park in that particular allocated slot without searching for a vacant
space thus reducing the time for parking and making an efficient use of available space [8]. The
attitude of visitors who doesn’t obey the rules cause problem for others to goes in and out from
the hospitals compound. This problem has occurred in Hospital Tengku Ampuan Rahimah Klang
(HTAR) [10].
47
Objectives
With increasing number of automobiles in recent days and lack of free parking space, especially
in metros, the need for developing an automated car parking system which makes efficient use of
space and avoids traffic congestion arises [8]. Based on this problem, the main objectives of this
study are:1. To determine the number of parking space available with the total number of parking space
needed.
2. Identify the number of parking needed
3. To determine whether the parking provided is sufficient with the parking space needed
Scope of study
Hospital Kulim Hi-Tech has been selected as the case study. This selection is based on the
informal observation and past experience in finding parking space.
Literature
Hospital parking policies for patients, visitors and workers is a hotly debated issue [13].
Development planning need to be undergo thoroughly. This is important to ensure the comfort for
people during heavy traffic. A future planning should be carried out to cater for the population
increment [6].
Parking space can be defined as a space where an automobile can be parked [11]. It is a
planned space, provided to park vehicles. The development of our country has affected the growth
of transportation population. The direct impact of this increment is the increasing of parking
demand, especially in the urban area. (J.P.B.D Pahang online). The issue of parking is taken for
granted, until you’re circling the entire block for an elusive space. Even for transportation
professionals and urban planners, parking tends to be little more than an afterthought. Duration
process of parking activities has to be limit. Is certain location, roadside parking may be allowed,
but not in the pick hour. One of the disadvantages of parking based on time is the budget and
enforcement. These disadvantages can be overcome by using parking meter [2].
The purpose of parking density research being carried out is not only to determine where
the vehicle is parked, but it’s involves the number of vehicles parked at any location (on and off
road parking). The information regarding the number of vehicles parked in and outside the
hospital is recorded in the questionnaire [12]. The supply of parking space is based on the number
of space provided in the selected area. The parking demand is based on the desire to park the car
to destination route. The study of supply and demand for consumption is often associated with
desire to park the car close to destination, but it is constrain with the limited existing space.
Off road parking location are either on the road surface or in the garage. The choice of the
parking space design for off road parking depends on the land value and the frequency of facilities
usage. The land value is very high, especially in the urban area. This is where the multi storey
parking space is constructed. During development period, planning of parking allocation is
important. The study of parking allocation are based on the regulation, traffic and forecasting the
need of parking in the long and short term.
The vehicles parked in the parking area gave significant impact on the environment in the
surrounding area. Noise and smoke produced from vehicle in the parking area. It is become source
of discomfort to visitors, staff and patients. During design period, overall building layout design
is related to the aesthetic value. Unfortunately the effect of parking design does not consider the
aesthetic of surrounding environment. Most of new parking proposals are not considering the
aesthetic and environmental value [16]. In order to reduce the parking problem, public
transportation is strongly suggested; unfortunately most of public transportation is not efficient.
This is because their services are not effective in term of schedule, route, quality, comfortable,
inadequate and sometimes dirty. The unappropriate location leads to unpopular use of public
transportation. The risk of caught in a traffic jam, especially in peak hours has lower the interest
of people to use the public transport [3].
48
JKR standard for parking has been developed as a guideline. It is a guide, to calculate a
minimum parking space requirement for buildings, houses etc. As for our study, which is parking
facilities for hospital, according to JKR standard for parking, the car park was built according to
the specifications laid down construction method of the car compartment ¼ patient beds, an
additional 1 car compartment / 1 doctors and other professional staff, additional 1 car compartment
/ 3 employees, plus 20% of motorcycle compartments and space lay-bay for taxi..
Methodologi
This research is carried out using qualitative and quantitative method. Qualitative method is
carried out by using observations, and interviews. As for quantitative method, questionnaires will
be distributed. This method is carried out to acknowledge the efficiency of parking provided in
Kulim Hospital. This area is small and congestion due to drivers who is driving slowly to find a
parking spot at certain time. Observation is carried out by visiting the case study location. It is to
achieve the objectives of the research study. The observation is to determine the number of
vehicles in the hospital area. This observation is carried out based on selected time frame.
Questionnaire needed to collect related data, such as types of vehicle, destination, duration of
parking and range of walking distance from the parking space to destination. Sampling is carried
out by distributing questionnaire to the respondent [10]. Interview is carried out by interviewing
the respondent in the parking area. It is carried out when the vehicle reach or leaving the parking
space. The number of respondent determine after the interview conducted. Visitor and staff are
among the selected candidate for the interview.
Data analysis
Based on the research, data is gain from Thursday to Monday, in 4 month starting from November
2012. Observation data started at 8.00 am and 6.00 pm. The study area is focusing on visitor
parking area (refer table 2).
Table 2. Observation Date
Observation Date
28/11/12
39/11/12
3/12/12
13/12/12
10/1/13
11/1/13
17/2/13
18/2/13
Month
November
December
January
February
30/12/12
15/12/12
12/1/13
19/2/13
Data collection
Based on the observation, the vehicle entrance on January are the highest compare to the rest of
the month, which is 6699. In November the vehicle entrance is only 2469. This shows that the
number of vehicle entrance is not consistently high every month.
Vehicle Entrance
7000
6000
5000
4000
Vehicle Entrance
3000
2000
1000
0
November
December
January
February
Figure 1. Vehicle Entrance
49
The observation for vehicle exit of Kulim Hospital shows similarity with the entrance.
January observation shows vehicle exit, 5976 numbers. The number or exit vehicle, are parallel
with number of entrance for each observation session (refer Graph 2).
Vehicle Exit
5976
6000
4930
5000
4187
4000
3000
Vehicle Exit
1955
2000
1000
0
November
December
January
February
Figure 2. Vehicle Exit
Result
Based on the findings, it is found that the parking provided is not enough for the visitor needs.
This is obvious during peak hour such as visiting hour. In order to answer the first objective,
observation and calculation based on JKR standard has been carried out. The total Number of 314
unit bed is available in Hospital Kulim. According to the calculation based on visitor’s bed, the
parking space provided should be 79 units. Based on observation, Hospital Kulim has the total
number of 116 for car and 244 for motorcycle parking. According to the theory, visitor’s parking
provided for Hospital Kulim is more than enough, because based on the calculation they should
provide only 79 parking spaces instead of 116 parking spaces currently available.
Identify the number of parking needed is the second objective. The total numbers of
parking space needed are 175 per hour. This calculation made based on the average car entrance
for 4 month. The observation was carried out for 3 day, each month. Each days, 10 hours of car
entrance observation has been being carried out.
Objective 3 is to determine whether the parking provided is sufficient with the parking
space needed. Based on the calculation the parking space available are not enough for the visitor
needs. The parking provided are 116 spaces, and the overall car entrance are 175 per hour in four
month. Unfortunately based on the observation and interview, it is found that most of the time
there are not enough parking space especially during peak hour, which is visiting hour.
Discussion
Transportation is critical to the social, environmental, and economic health of every metropolitan
rea, decisions to change this system must be considered with knowledge of the likely impacts of
proposed actions and the consequences if no decision is made [14]. Based on research done, it is
concluding that the parking demands are not in line with parking supply. As a result, visitors were
facing with difficulties to find a parking spot, during peak hour. They have to wait for a parking
spot. This will cause congestion and wasting visitor’s valuable time.
Multi storey car park is one of the alternative parking for high market value area. Multi
storey car park with a large capacity, designed to accommodate the optimum number of vehicles
between 500 and 750 vehicles [15]. The operations of multi storey parking are by machine,
parking attendant or the combine of both.
Lack of parking is often associated with increased use of private vehicles. Carpooling will
reduce congestion and parking place while reducing air pollution and noise terms. Employees or
consumers who are heading to the same destination can share a vehicle to avoid the occurrence of
inadequate parking
50
Conclusion
In general, study for the lack of parking area is due to the excessive number of vehicles. The study
of parking facilities at the hospital is based on number of patients’ bed and the total number of
parking lots. Number of vehicle entering and exit will increase in certain days, which is Sunday
and Monday, where the outpatient will come for their check-up with the physician. Some of the
patient parks their car for days, since they went to the hospital themselves during hospital
admission. At the same time the visitor for other admitted patient will also compete for parking.
This is causing problem such as blocking other’s car, parking in unauthorized area and waiting
for hour, to park their car. The overall phenomena shows that the parking provided are insufficient
with the visitor’s need.
Referances
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
[9]
[10]
[11]
[12]
[13]
[14]
[15]
[16]
Abd Rahim Md. Nor,”Impak Pengangkutan Terhadap Kualiti Amal Sekitar Bandar:
Mitigasi Melalui Penggunaan Pengangkutan Awam”, dalam Jamaluddin Md. Jahi, Mohd
Jailani Mohd Nor, Kadir Arifin & Mohd Rizal Razman. Isu-isu Persekitaran di
Malaysia.UKM Bangi (2002)
Meor, Asri, Mohamed Rehan “Rekabentuk Jalan Raya Untuk Jurutera” (2003), (M.S. 7375)
Mohd Noor Awang “Analisis Penyediaan Tempat Letak Kereta Mengikut Jenis Guna
Tanah Bandar-Bandar Di Malaysia”. Fakulti Alam Bina, Universiti Teknologi Malaysia.
(2004).
Mohd. Ali, Hishamuddin and Baba, Maizan Kualiti perkhidmatan fasiliti hospital kerajaan
dari persepsi pengunjung (kes kajian: unit kecemasan dan kemalangan, Hospital Kerajaan,
Sarikei, Sarawak). In: First Real Estate Educators and Researchers Malaysia (REER)
Seminar, 27-28 September 2005, UTM City Campus, Kuala Lumpur (2005).
National Parking Association, ,”Parking in America: The second annual review of parking
rates in north America. National Parking Association, Washington DC. (2009)
Norhasimah “Kajian Tempat Letak Kereta Dikawasan Medan Letak Kereta, Pantai Jaya,
Jalan Pintu Pong, Kota Bharu, Kelantan. Fakulti Kajuruteraan Awam, Universiti Teknologi
Malaysia. (2003/2004).
Unit Perancangan Ekonomi Kualiti Hidup Manusia (1999),”
V. Sumathi, N.V. Pradeep Varma and M. Sasank, Energy Efficient Automated Car Parking
SystemSchool of Electrical Engineering, VIT University Vellore India. (2013)
Wormser, Lisa. Planning Don't even think of parking here false10-15 American Planning
Association (1997):
http://berita.cari.com.my/news.php?id=13784.
http://Garis panduan perancangan tempat letak kenderaan.pdf
Uzairi Hj.Saidin,”Kajian Kes Penawaran Dan Permintaan Tempat Letak Kereta Di
Persekitaran Pekan Jitra 2, Jitra, Kedah Darulaman”POLIMAS Jitra Kedah(2011)
Van Ommeren, Jos Russo, Giovanni “Hospitals, Employees and Parking”, Tinbergen
Institute, Amsterdam and Rotterdam (2010),
Mayer and Miller”Urban transportation planning: a decision-oriented approach”.
McGraw-Hill, New York(2001),
J Brierley, RJ Prizeman, RP Prizeman “Parking of motor vehicles”. Applied Science
Publishers (1972),
J Siffleet, A Munns, L Shields” Costs of Meals and Parking for Parents of Hospitalised
Children in an Australian Paediatric Hospital”. Neonatal, Paediatric & Child Health
Nursing, (2010), Vol. 13, No. 3
51
Hubungan Keupayaan Menyelesaikan Ungkapan Algebra Dengan
Keputusan Matematik SPM : Satu Tinjauan Terhadap Pelajar Semester
Satu Diploma Kejuruteraan di Politeknik Tuanku Sultanah Bahiyah
Fatim Fauziani binti Hussin1,a dan Syajaratul Dur binti Ramli2,b
1,2
Jabatan Matematik, Sains dan Komputer
Politeknik Tuanku Sultanah Bahiyah,
Kulim Hi-Tech Park,09000 Kulim,
Kedah, Malaysia
a
[email protected], [email protected]
Abstrak. Keupayaan menyelesaikan ungkapan algebra merupakan kemahiran asas yang amat
penting dalam kursus matematik bermula diperingkat sekolah rendah dan sekolah menengah.
Kajian ini bertujuan untuk mengetahui hubungan keupayaan menyelesaikan ungkapan algebra
dengan keputusan matematik SPM bagi pelajar semester satu Diploma Kejuruteraan di Politeknik
Tuanku Sultanah Bahiyah (PTSB). Peserta kajian terdiri daripada 550 orang pelajar dari sesi Jun
2012. Ujian Diagnostik Ungkapan Algebra (UDUA) telah dijalankan ke atas peserta kajian dan
data dianalisis secara kuantitatif. Hasil kajian menunjukkan bahawa tiada hubungan dua hala di
antara pelajar yang lemah di dalam SPM akan lemah di dalam UDUA yang dijalankan. Hanya
25.7% sahaja pelajar yang lemah SPM turut lemah di dalam UDUA. Kajian ini telah
mencadangkan supaya pendekatan pengajaran dan pembelajaran (PnP) diberi transformasi inovasi
yang berterusan dan pelbagai disamping mengadakan bengkel pengukuhan di peringkat jabatan.
Disamping itu pengkaji juga menyarankan agar faktor minat pelajar, teknik belajar perlu dikaji
untuk melihat keupayaan pelajar menyelesaikan ungkapan algebra.
Kata kunci: Pencapaian Pelajar, Matematik SPM, Pembelajaran, Ungkapan Algebra, UDUA.
Pengenalan
Pembelajaran matematik merupakan elemen yang menjadi faktor penting di peringkat Sijil
Pelajaran Malaysia (SPM). Matematik menjadi salah satu matapelajaran teras yang perlu dipelajari
di dalam Kurikulum Bersepadu Sekolah Menengah (KBSM) [1]. Secara umumnya kandungan
matematik KBSM merangkumi pengetahuan dan kemahiran daripada tiga bidang yang saling
berkait iaitu nombor, bentuk dan ruang dan perkaitan. Berdasarkan sukatan pelajaran matematik
KBSM, proses pengajaran dan pembelajaran matematik menegaskan pemahaman konsep dan
penguasaan kemahiran dalam ketiga-tiga bidang tersebut. Ini bermakna pelajar perlu menguasai
sesuatu tajuk dalam matematik sebelum mempelajari tajuk seterusnya supaya dapat menyelesaikan
sesuatu masalah matematik dalam pelbagai situasi [2].
Dalam laporan analisis yang dibuat oleh Lembaga Peperiksaan Kementerian Pendidikan
Malaysia, prestasi matematik SPM 2011 menunjukkan bahawa masih terdapat segolongan besar
pelajar yang belum dapat menguasai konsep dan kemahiran asas matematik [3]. Manakala merujuk
[4], menyatakan pelajar-pelajar tingkatan empat dan lima lemah dalam kemahiran asas matematik
yang menyebabkan mereka tidak berjaya dalam matematik moden dan matematik tambahan.
Pembangunan politeknik-politeknik di Malaysia bermula dari aspirasi negara ke arah
menjadi sebuah negara perindustrian dan seterusnya meningkatkan daya saing dalam pasaran
ekonomi dunia. Program yang ditawarkan di politeknik merangkumi bidang teknikal, perdagangan
dan perkhidmatan sememangnya memerlukan pelajar yang mempunyai pengetahuan matematik
yang secukupnya. Pengetahuan asas yang kuat dalam bidang matematik adalah penting dalam
masyarakat kita yang menuju ke arah sebuah negara maju yang berteraskan sains dan teknologi
52
[5]. Untuk mencapat matlamat ini, pihak Kementerian Pendidikan Malaysia telah menetapkan
syarat minimum kemasukan ke politeknik peringkat Diploma Kejuruteraan adalah dengan
mendapat sekurang-kurangnya lulus iaitu gred C di peringkat SPM.
Di PTSB kursus Matematik Kejuruteraan 1 merupakan kursus teras yang wajib diambil
dan lulus oleh semua pelajar semester satu Diploma Kejuruteraan. Ini adalah kerana kursus ini
merupakan pra syarat kepada kursus Matematik Kejuruteraan di peringkat seterusnya. Secara
keseluruhannya kandungan kurikulum kursus ini banyak melibatkan konsep algebra. Antaranya
adalah asas algebra, bentuk piawai, indeks dan logaritma, pengukuran dan geometri, geometri
koordinat dan graf serta trigonometri. Statistik keputusan pencapaian pelajar semester satu
Diploma Kejuruteraan di PTSB pada sesi Disember 2011 menunjukkan bahawa 54 % pelajar
lemah di dalam algebra. Keputusan ini berdasarkan kepada analisis data yang diperolehi daripada
Unit Peperiksaan PTSB.
UDUA adalah ujian untuk menentukan penguasaan topik ungkapan algebra secara
menyeluruh kepada pelajar. Ujian ini merangkumi kembangan ungkapan algebra bagi hasil darab
suatu ungkapan dengan suatu sebutan, kembangan ungkapan algebra bagi hasil darab dua
ungkapan, menukar ungkapan algebra yang mengandungi dua sebutan kepada hasil darab satu
sebutan dengan satu ungkapan, menukar ungkapan algebra yang mengandungi dua sebutan kepada
hasil darab satu sebutan dengan dua ungkapan dan menukar ungkapan algebra yang mengandungi
tiga sebutan kepada hasil darab dua ungkapan,
Namun begitu melihat kepada kemerosotan penguasaan pelajar di dalam kursus Matematik
Kejuruteraan ini, mendorong pengkaji untuk menjalankan kajian ini. Melalui kajian ini, pengkaji
ingin melihat hubungkait di antara keputusan SPM yang diperolehi dengan keputusan UDUA yang
telah dijalankan kepada pelajar semester satu di PTSB.
A+
A
A-
Cemerlang
B+
B
Baik
C+
C
Lemah
SPM
A
B
C
UDUA
Rajah 1: Hubungan gred pencapaian SPM dengan UDUA
Rajah 1 menjelaskan tentang hubungkait yang sedang dijalankan oleh pengkaji. Anggapan
awal pengkaji berpendapat bahawa pelajar yang memperolehi keputusan cemerlang dalam
matapelajaran matematik SPM tidak menghadapi masalah untuk menjawab soalan UDUA yang
dikemukakan.
53
Secara tidak langsung, ini menunjukkan bahawa keputusan SPM berkait rapat dengan
keputusan UDUA yang diperolehi. Ini adalah kerana peperiksaan SPM merupakan satu sistem
pentaksiran pendidikan yang mantap dan telah mendapat pengiktirafan antarabangsa.
SPM
UDUA
Rajah 2. Hubungan dua hala antara SPM dan UDUA
Metodologi Kajian
Kajian yang dijalankan melibatkan proses pengumpulan dan penganalisaan data berbentuk
kuantitatif melalui satu set UDUA yang mengandungi 20 item berbentuk subjektif. UDUA ini
telah diadaptasi daripada kajian Keupayaan Menyelesaikan Ungkapan Algebra, Diges PKK Edisi
1. Soalan berbentuk subjektif akan dapat memberi peluang kepada peserta kajian dalam
menyumbangkan sebarang bentuk jawapan yang difikirkan sesuai [6], manakala tempoh yang
diperuntukkan untuk menjawab soalan adalah selama 30 minit. Berdasarkan kepada [7], ujian
diagnostik dijalankan untuk mengenalpasti keupayaan pelajar dalam menyelesaikan ungkapan
algebra. Peserta kajian ini terdiri daripada 550 orang pelajar Diploma Kejuruteraan, iaitu
melibatkan keseluruhan pelajar semester satu dari Jabatan Kejuruteraan Awam, Jabatan
Kejuruteraan Elektrik dan Jabatan Kejuruteraan Mekanikal di PTSB.
Dapatan Kajian
Berdasarkan kepada Jadual 1, keputusan pencapaian pelajar di dalam SPM dan UDUA
dibahagikan kepada tiga kategori iaitu cemerlang, sederhana dan lemah. Kategori cemerlang
adalah bagi pelajar yang mendapat gred A di peringkat SPM dan UDUA, kategori sederhana
adalah untuk pelajar yang mendapat gred B , manakala kategori lemah adalah untuk pelajar yang
mendapat gred C bagi keputusan SPM dan UDUA yang diperolehi.
Jadual 1. Jumlah pelajar mengikut tahap pencapaian matematik SPM terhadap UDUA
UDUA
SPM
Cemerlang
Sederhana
Lemah
Cemerlang(A)
108
35
5
Sederhana(B)
98
78
16
Lemah(C)
75
81
54
Hasil daripada kajian ini menunjukkan seramai 108 orang pelajar yang cemerlang di
peringkat SPM iaitu pelajar yang mendapat gred A di peringkat SPM turut cemerlang di dalam
UDUA yang telah di jalankan dan hanya 5 orang pelajar berada di dalam kategori lemah bagi
UDUA. Pelajar yang mendapat gred B di dalam SPM turut menyumbang kecemerlangan di dalam
UDUA yang telah dijalankan iaitu seramai 98 orang. Namun begitu, hanya sebahagian kecil pelajar
yang mendapat gred C di dalam SPM berada di dalam kategori lemah di dalam UDUA iaitu
sebanyak 54 orang. Sebahagian besar pelajar yang mendapat gred C di peringkat SPM ini masih
dapat menguasai konsep algebra dengan baik. Ini kerana, seramai 75 orang pelajar yang mendapat
54
gred C di peringkat SPM mendapat keputusan yang cemerlang di dalam UDUA yang telah
dijalankan.
Series1,
Sederhan
a,
23.60%,
24%
Series1,
Lemah,
3.40%,
3%
Series1,
Cemerlan
g, 73%,
73%
Rajah 3. Peratus hubungan kategori cemerlang SPM terhadap UDUA.
Rajah 3 menunjukkan peratusan pelajar kategori cemerlang SPM terhadap UDUA. Kajian
menunjukkan sebanyak 73% pelajar yang mempunyai kelulusan yang cemerlang di dalam SPM
mendapat keputusan yang cemerlang di dalam UDUA. Namun begitu, masih terdapat 23.6%
pelajar yang berada di dalam kategori ini hanya mendapat keputusan yang sederhana , manakala
3.4% pelajar yang cemerlang SPM ini lemah di dalam UDUA.
Berdasarkan Rajah 3 ini, tidak dapat dinafikan bahawa pelajar yang cemerlang di peringkat
SPM sememangnya akan cemerlang di dalam UDUA yang dijalankan. Pelajar yang bermotivasi
dan berkebolehan dapat menyelesaikan masalah matematik dengan baik. Pada kebiasaannya
pelajar yang cemerlang sentiasa bermotivasi tinggi dan berminat untuk belajar [8,9]. Ini
menunjukkan terdapat hubungan dua hala di antara keputusan SPM dan UDUA bagi pelajar yang
cemerlang di dalam keputusan matematik SPM.
Series1,
Lemah,
8.30%,
8%
Series1,
Sederhan
a,
40.60%,
41%
Series1,
Cemerlan
g, 51%,
51%
Rajah 4. Peratus hubungan kategori sederhana SPM terhadap UDUA.
Berdasarkan Rajah 4 di atas, kajian menunjukkan sebahagian besar pelajar berada di dalam
kategori sederhana di peringkat SPM mendapat keputusan yang cemerlang di dalam UDUA iaitu
sebanyak 51%. Manakala 40.6 % mendapat keputusan yang sederhana dan hanya 8.3 % mendapat
keputusan yang lemah. Ini menunjukkan pelajar yang mendapat keputusan yang sederhana di
55
peringkat SPM masih mampu mencapai kecemerlangan di dalam UDUA di PTSB. Pencapaian
pelajar yang cemerlang ini berkemungkinan berkait rapat dengan gaya pembelajaran pelajar
tersebut semasa berada di PTSB. Ini kerana, gaya pembelajaran pelajar yang positif dan kesediaan
pelajar untuk mempelajari matematik dengan lebih mendalam dapat membantu meningkat prestasi
pelajar tersebut. Kesediaan pelajar bukan hanya untuk mendapatkan aspek-aspek tertentu di dalam
algebra, malah untuk mempelajari teorem dan membuat tugasan matematik secara fokus [8].
Series1,
Lemah,
25.70%,
26%
Series1,
Cemerlan
g, 36%,
36%
Series1,
Sederhan
a, 38.60%,
38%
Rajah 5. Peratus hubungan kategori lemah SPM terhadap UDUA.
Merujuk kepada Rajah 5, kajian menunjukkan tiada hubungkait bagi kategori pelajar yang
lemah SPM terhadap UDUA. Ini kerana sebanyak 36% pelajar yang lemah di peringkat SPM
masih cemerlang di dalam UDUA, manakala sebanyak 38.6% pelajar masih lagi berupaya
memperolehi tahap baik di dalam UDUA, dan hanya 25.7% mendapat keputusan yang lemah.
Dapatan data ini menunjukkan, pelajar yang lemah matematik di peringkat SPM tidak semestinya
akan lemah di dalam UDUA yang dijalankan di PTSB. Pencapaian pelajar yang berada di dalam
kategori ini berkemungkinan dapat ditingkatkan sekiranya pelajar ini diberi motivasi dan di
dedahkan dengan gaya pembelajaran yang sesuai di IPT. Selain itu, kaedah mengajar perlulah
dipelbagaikan dan diperbaharui dari masa ke semasa mengikut perubahan teknologi yang mana
dapat meningkatkan minat pelajar untuk mengikut proses pembelajaran [10].
Kesimpulan
Secara umumnya kajian dijalankan untuk melihat hubungan dua hala diantara keputusan SPM dan
UDUA yang telah dijalankan. Hasil kajian menunjukkan tiada hubungkait di antara pelajar yang
lemah dalam SPM akan lemah di dalam UDUA yang telah dijalankan. Kejayaan dalam keputusan
peperiksaan SPM tidak menjamin kecemerlangan prestasi pelajar semasa di politeknik. Pelajar
perlu menyesuaikan diri dengan kaedah pembelajaran di institut pengajian tinggi. Walaupun
kursus Matematik Kejuruteraan 1 yang di ajar di politeknik banyak menekankan kepada
penguasaan dan konsep algebra yang telah dipelajari oleh pelajar di peringkat SPM, namun masih
lagi terdapat pelajar yang lemah dan tidak dapat menguasai kursus ini. Ini terbukti melalui UDUA
yang telah dijalankan, dimana masih terdapat pelajar yang lemah di dalam UDUA walaupun
pelajar tersebut berada di kategori cemerlang dan sederhana di peringkat SPM. Sikap ambil mudah
dan kurang bersemangat akan mempengaruhi prestasi pembelajaran mereka.
56
Beberapa cadangan dikemukakan bagi membantu meningkatkan prestasi pelajar yang
lemah di dalam algebra iaitu;
i. Pengajaran dan pembelajaran (PnP)
Terdapat dua faktor utama yang harus diberikan penekanan dalam proses PnP iaitu kaedah
mengajar dan belajar. Kaedah mengajar perlulah dipelbagaikan dan diperbaharui dari masa
ke semasa mengikut perubahan teknologi. Merujuk kepada [11], lima amalan guru yang
menyumbang kepada kebimbangan dalam matematik iaitu penegasan penghafalan,
penekanan kelajuan, penekanan membuat kerja rumah sendiri dan tidak banyak
kepelbagaian dalam proses pengajaran dan pembelajaran. Proses pembelajaran pula
hendaklah di dalam suasana yang tenang, bersih dan berkesan.
ii. Mengadakan bengkel pengukuhan di peringkat jabatan
Sebagai pensyarah yang bertanggungjawab terhadap penerangan, pengelolaan dan
pelaksanaan kursus matematik, pensyarah hendaklah mengambil inisiatif mengatur
program atau bengkel di peringkat jabatan khususnya. Melalui program atau bengkel ini
pelajar akan didedahkan dengan pendekatan baru dalam pembelajaran
Pengkaji akan datang disarankan agar mengkaji aspek-aspek tambahan sebagai bahan
kajian lanjutan dengan melihat hubungan pendekatan pembelajaran dengan teori kecerdasan
Gardner (Multiple Intelligent) dengan pencapaian matematik. Contohnya, adakah wujud
hubungan di antara pendekatan pembelajaran matematik dan tahap pendekatan pembelajaran.
Kajian juga boleh diperluaskan dengan mengkaji hubungan antara pendekatan pembelajaran
dengan kecerdasan yang lain dan hubungannya dengan pencapaian matematik. Disamping itu,
pengkaji juga menyarankan agar faktor minat dan teknik belajar juga diambilkira didalam kajian
yang seterusnya.
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