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All Journal Global Advances in Business Studies Studies in English Language and Education
Gopal, Revathi
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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Triple-based teaching approach: ‘student as manager’ model in business studies (evaluation and result) Nallaluthan, Kesavan; Suhaimi, Suhazlan; Gopal, Revathi; Zainal, Mazlan
Global Advances in Business Studies Vol. 1 No. 2 (2022): Global Advances in Business Studies (GABS)
Publisher : Ifma Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (609.059 KB) | DOI: 10.55584/Gabs001.02.2

Abstract

The triple-based teaching approach is a student-center learning process that is implemented for undergraduate business studies. It is mixed with the game, problem, and challenge-based learning strategy that aims to prepare business students to manage unexpected and complex global or industrial issues in the 21st century. It encourages an active and reliable learning environment that requires students' creative input, collaboration, and industrial involvement. The action research method applied for this Triple-based teaching approach which implements the ‘Student as Manager’ model with a relevant task for undergraduate business students at Universiti Pendidikan Sultan Idris (UPSI). Therefore, for the pilot test the Strategic Management subject (PPB3073) A191 semester selected to implement this teaching approach. Overall result Course Learning Outcome (CLO) shows that 75.1 percent and this subject overall performance was 95.46 percent. This teaching approach beneficial for undergraduate students to getting know about industrial phenomena with 21st learning skills (collaborative, creative, critical thinking, and communication).
Measuring Malaysian lower secondary learners' reading ability on a CEFR-aligned text Gopal, Revathi; Maniam, Mahendran; Nallaluthan, Kesavan
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.28013

Abstract

To capture learners interest in reading and help them understand the content of their reading, it is important to write at a level that aligns with their reading abilities. This will motivate learners to read and comprehend the material. A CEFR-aligned textbook is a valuable tool for improving the English language skills of lower secondary learners in English Language classrooms. Therefore, it is significant to assess learners reading competence in text comprehension using a reading text from a CEFR-aligned textbook. These assessments were conducted based on a narrative text from the CEFR-aligned textbook using two different techniques: miscue analysis and retelling. The sample comprised 20 C grade learners randomly selected from Malaysian lower secondary schools. The data on miscues were analysed quantitatively, following Goodman, Watson, and Burkes In-Depth Procedure (2005). The quality of retelling was evaluated based on the criteria set by Irwin and Mitchells (1983) 5-point scoring method. The findings revealed that all 20 learners achieved the target descriptor scale B1, indicating that they can read simple texts on topics relevant to their field and interests with sufficient comprehension. This study implies that CEFR-aligned reading texts are appropriate for lower secondary learners to read and understand. Furthermore, miscue analysis and retelling can effectively monitor learners reading comprehension levels and help enhance reading skills among low intermediate-level learners. Based on learners reading habits that require assistance, teachers can plan upcoming reading lessons.
Co-Authors Mahendran Maniam Nallaluthan, Kesavan Suhaimi, Suhazlan Zainal, Mazlan