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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).
STARTeCH for asynchronous interactive grammar learning: Transforming ESL mastery in Malaysian schools Shukor, Siti Shuhaida; Chuane, Qiu; Albakri, Intan Safinas Mohd Ariff; Madzlan, Noor Alhusna; Gopal, Revathi
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.37666

Abstract

The post-pandemic emphasis on educational experimentation underscores STARTeCHs call for swift school reform and the transformative potential of extracurricular learning. This study investigates the impact of STARTeCH on ESL grammar test scores on ESL grammar scores using online learning modes. Utilizing a quasi-experimental design, 87 Malaysian lower secondary school learners (43 males, 44 females, average age 13), selected via purposive sampling, were divided into asynchronous group (n=29), synchronous group (n=30), and conventional group (n=28). Instruments included pre- and post-tests and CAP (Cognitive, Affective, Psychomotor) questionnaires. ANOVA results indicated significant post-intervention differences among the groups F(2.84)=7.834, p=0.001), with the asynchronous group notably outperforming both synchronous and conventional groups in grammar test scores. The study further uncovered no significant differences in cognitive and affective perceptions between asynchronous and synchronous as well as conventional groups. Furthermore, the study revealed a strong preference for the asynchronous mode, particularly in enhancing psychomotor learning objectives. STARTeCH is found to be efficient in enhancing ESL grammar proficiency through tailored, flexible online learning environments with room to practice, repetition, and hands-on engagement via the asynchronous mode. The study suggests a reconsideration of traditional methods, advocating for flexible, technology-enhanced pedagogies for educators, curriculum developers, and policymakers within ESL education.
Exploring symbolism in Hu Ru Gui by Malaysian Chinese writer Dai Xiaohua among Chinese tertiary students Hua, Shi Shao; Gopal, Revathi
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35709

Abstract

This article explores English literature teaching, particularly the application of symbolism in a literary work called Hu Ru Gui among Chinese tertiary students majoring in English. Hu Ru Gui is a novel written by a Malaysian Chinese writer, Dai Xiaohua, which then became one of the literature teaching materials used at the tertiary level for Chinese students. This paper discusses the spiritual bloodline themes in the form of symbolism which runs through the whole literature work. The themes range from attitudes towards life and death, the national ridge of defending the motherlands dignity, and the patriotic values internalized deeply from generation to generation beyond time, location, and culture. A qualitative method was employed in the current study. Purposive sampling was used to select five students to participate in the study. The students were at the advanced level of English language proficiency. An interview protocol was applied as an instrument to collect data from a semi-structured interview. The feedback from the tertiary students was analysed through thematic analysis in the forms of themes, sub-themes, and codes. The research results revealed that the traditional values and patriotic values in the form of symbolism in Hu Ru Gui, the novel rooted in culture are the seeds of the motherland. Wherever and whenever a person goes, the seeds will bloom and inherited. Future research can focus on exploring how the themes, motifs, and symbols within the text resonate with Chinese tertiary students in Malaysia.
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 Albakri, Intan Safinas Mohd Ariff Chuane, Qiu Hua, Shi Shao Madzlan, Noor Alhusna Mahendran Maniam Nallaluthan, Kesavan Shukor, Siti Shuhaida Suhaimi, Suhazlan Zainal, Mazlan