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TREND TERKINI PENGAJARAN BAHASA DI PERGURUAN TINGGI: SATU ANALISIS Mahamod, Zamri
AT-TALIM Vol 19, No 1 (2012)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

This paper discusses the most current trend in language learning.Â It focuses on pedagogical content knowledge (PCK) which should be mastered by every langauge teachers.Â PCK refers to the knowledge of curriculum, curriculum content, teaching pedagogy, and studentsâ characters.Â Language teachers need to consider considerable changes in language education especially dealing with educational curriculum and language teachersâ trainings, language skills, the competence in teaching the suitable form and structure curriculum, teaching and learning strategies

Malay essay writing module based on thematic approach for non-native speaker: a need analysis in primary schools Austrus, Edmund; Mahamod, Zamri; Adnan, Nor Hafizah
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.31040

The challenges faced by non-native speaking pupils in primary schools, characterized by diverse backgrounds, highlight the difficulty in teaching and learning essay writing. This study was conducted to identify the needs for the development of a Malay language essay writing module based on a thematic approach through the needs analysis phase. This qualitative study was conducted among Malay language teachers in Sarawak. Eight teachers were purposively sampled, and thematic analysis was employed for data analysis. The findings found that there are six themes that have been identified, namely: i) relevant form of teaching and learning in essay writing; ii) relevant teaching and learning resources; iii) relevant teaching and learning activities; iv) relevant teaching and learning strategies; and v) the needs of the thematic approach in essay writing; vi) the needs for the development of thematic-based essay writing module. The findings underscore the imperative development of a Malay essay writing module based on a thematic approach to enhance the essay writing proficiency of non-native-speaking pupils. Furthermore, the study's insights offer valuable guidance for researchers in designing and developing modules during the subsequent phases, contributing to the refinement of essay writing pedagogy in primary schools.

Authentic assessment activities for oral Malay language skills in primary schools Ramlan, Norliza; Wan Mohammad, Wan Muna Ruzanna; Mahamod, Zamri
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.32079

The quality of assessment conducted by teachers plays an important role in ensuring students’ mastery of Malay language skills, particularly oral skills. Assessment through direct activities can highlight students’ true potential and skills. Therefore, this study aims to explore the forms of authentic assessment activities for Malay language oral skills in primary schools in Malaysia. The study design is qualitative, using a case study method involving one case across multiple locations. This study involves five Malay language teachers as study participants from five primary schools located in five different states in Malaysia. The research methods used include interviews, observations, and document analysis. The study findings were analyzed thematically using Nvivo14 software. The results of the study identified seven forms of authentic assessment activities implemented by Malay language teachers: role-playing, storytelling, stimulus materials, questioning, edutainment, presentations, and language games. Interview interpretations are supported by observation and document analysis results, which prove that teachers conduct various forms of authentic assessment activities as the best alternative assessments for evaluating primary school students’ Malay language oral skills. Authentic assessment focuses on engaging and realistic activities to facilitate teachers in directly observing students' language development and skills.

The relations between technological knowledge, pedagogical knowledge, and inventive skills among Malay language teachers Ahmad Kusaini, Ezwafahmey; Mahamod, Zamri; Wan Mohammad, Wan Muna Ruzanna
Jurnal Cakrawala Pendidikan Vol. 43 No. 3 (2024): Cakrawala Pendidikan (October 2024)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v43i3.58354

Through the use of technology in the classroom, teachers can improve their ability to deliver effective and relevant content. Teachers should be more prepared to apply this technology to ensure that students will have more fun and have a high interest in continuing to learn in the era of globalization which is based on the use of these information communication technology elements in the classroom during the teaching and facilitation process. Thus, this study was to identify the relationship between technological knowledge, technological content knowledge, technological pedagogical knowledge, technological pedagogical content knowledge, and inventive skills for teachers. The questionnaire was distributed to 400 teachers who teach Malay language subjects at Secondary schools in Malaysia. To test the hypothesis, the structural equation using a PLS-SEM framework was used. The results showed that technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge have a positive relationship with inventive skills for teachers.

Flipped classroom approach of language education: a systematic review Mazlan, Rohaida; Mahamod, Zamri; Jamaludin, Khairul Azhar
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.31718

The flipped classroom approach has emerged as an innovative pedagogical model in language education, transforming traditional teaching methods by reversing the conventional sequence of instruction and homework. The objectives of this systematic literature review are to examine the impact of various technological enhancements on the effectiveness and student engagement in flipped classrooms. Secondly, to explore the perceptions and attitudes of students and teachers towards flipped classroom methodologies across different educational contexts. Thirdly, to assess the effects of flipped classroom approaches on students’ academic performance and critical thinking skills across various disciplines. This study conducted an extensive search of scholarly articles from reputable databases such as Scopus and Web of Science, focusing on studies published from 2021 until 2024. The flow of the study is based on the PRISMA framework. The database search identified 35 final primary studies that were analyzed. The findings were divided into three themes: i) technological enhancements in flipped classrooms, which were found to significantly improve student engagement and learning outcomes; ii) student and teacher perceptions of flipped classrooms, which were generally positive, with many highlighting increased interaction and autonomy in learning; and iii) outcomes and effectiveness of flipped classroom approaches, showing a positive impact on students’ academic performance and critical thinking skills. In conclusion, the flipped classroom approach holds considerable promise for language education, offering a more effective and engaging alternative to traditional instruction. This review provides valuable insights for educators and policymakers seeking to adopt innovative teaching strategies in language education.

Challenges in Malay essay writing: a qualitative study among non-native speakers in primary school Austrus, Edmund; Mahamod, Zamri; Adnan, Nor Hafizah
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22503

This research addresses challenges faced by non-native speakers in primary school, specifically focusing on the proficiency of Malay essay writing skills. A qualitative study was conducted among five primary school teachers in the Kapit area of Sarawak, specializing in Malay language. They were selected through purposive sampling to actively participate in this study, bringing their expertise and experiences to enrich the research. The study involved meticulous conduction through semi-structured interviews, and the data were analyzed using thematic analysis with NVivo 12. The results revealed pervasive issues, including i) weak writing skills, ii) poor performance levels, iii) a lack of interest in writing, iv) inadequate language proficiency, v) limited vocabulary, and vi) ineffective idea processing. This study serves as a valuable resource for future researchers by providing insights into the complex challenges faced by non-native speakers in primary school. The identified issues offer a foundation for designing targeted interventions, pedagogical approaches, and curriculum enhancements to improve the writing skills and overall academic performance of non-native speakers.

Comprehensive structured review of implementing flipped classroom approaches in education Mazlan, Rohaida; Mahamod, Zamri; Jamaluddin, Khairul Azhar
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22655

In recent years, the flipped classroom model has garnered significant attention in education, marking a shift from conventional teaching methods to a more student-centered approach. This systematic review delves into the implementation of flipped classrooms and their influence on educational environments. The focus is on effective teaching strategies that enhance student engagement and learning outcomes. A detailed analysis of current research identifies common methodologies, such as using pre-recorded lectures and active learning techniques in class. Evidence suggests that flipped classrooms contribute to improved academic performance, increased student participation, and higher satisfaction levels. This review involved an extensive search of scholarly articles from databases like Scopus, Web of Science (WoS), and ERIC, covering studies published between 2021 and 2024. Using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, 35 primary studies were analyzed, revealing three main themes: i) the effectiveness of blended learning, ii) flipped classroom methodologies and their impacts, and iii) technological innovations and gamification in education. In conclusion, the flipped classroom model shows promise for enhancing language education through more effective and engaging instructional methods. However, successful adoption requires careful planning and support to overcome potential challenges. This review offers valuable insights for educators and policymakers interested in innovative teaching approaches in language education.

Systematic review of teaching methods in language education: trends and innovation Mohd Noor, Nur Atikah; Mahamod, Zamri; Nasri, Nurfaradilla Mohamad
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.31774

This systematic literature review (SLR) examines the developing pedagogical methods in language instruction, emphasizing modern practices, technological advancements, and cultural diversity. The research seeks to fill significant gaps in the literature by examining effective pedagogical strategies that improve language acquisition results. In accordance with the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, a systematic search of the Scopus and Web of Science (WoS) databases was performed, focusing on publications published from 2022 to 2024. 30 primary studies were examined through topic synthesis and integrative analysis. The findings are categorized into three themes: i) contextualized and adaptive teaching methods in language education: balancing traditional approach and innovation; ii) impact of innovative teaching on language learning: technology and student engagement; and iii) cultural diversity’s impact on language education and engagement. The results underscore the imperative of modifying teaching strategies according to different situations and incorporating technology to enhance engagement and results. Furthermore, culturally sensitive techniques were demonstrated to improve inclusivity in multilingual classrooms. These insights are pertinent to academic and professional settings, indicating widespread significance for enhancing communication and cross-cultural skills. Future research should investigate the long-term effects of these initiatives and ensure equal access to educational resources and teacher training.

Enhancing Malay essay writing through scaffolding: a pedagogical approach Mohd Noor, Nur Atikah; Mahamod, Zamri; Nasri, Nurfaradilla Mohamad
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22820

Essay writing is crucial for students as it fosters effective communication and improves critical and analytical thinking. This study investigates the impact of scaffolding techniques on Malay language essay writing proficiency among year 5 students in Malaysia. Based on Vygotsky’s socio-cultural theory, scaffolding offers structured support that gradually disappears as students gain proficiency. A quasi-experimental design was employed, comparing an experimental group using scaffolding methods with a control group following traditional teaching. Results revealed that scaffolding significantly improved students’ essay length, coherence, and overall content quality. The experimental group demonstrated higher scores and greater independence in writing. These findings support the integration of scaffolding in essay instruction to enhance student performance and autonomy in writing. Further research should explore its applicability across diverse age groups and contexts.

Understanding of teachers on thematic approach to Malay language in primary schools Ramlan, Norliza; Wan Mohammad, Wan Muna Ruzanna; Mahamod, Zamri
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22728

In ensuring an effective and successful teaching session, teachers must be wise in selecting teaching approaches that meet the needs of students in this age of information evolution. The thematic approach is one of the methods that offers engaging and realistic learning. Therefore, the main objective of this study is to explore teachers’ understanding of the thematic approach in the Malay language subject for primary schools. This qualitative study used a case study approach, specifically a multi-location case study. The study participants consisted of 5 Malay language teachers from 5 primary schools located in 5 different states in Malaysia. Data collection methods included interviews, observations, and document analysis, with the data analyzed thematically using Nvivo14 software. The findings of the study show that Malay language teachers are able to describe the features of the thematic approach in detail, indicating a strong understanding of the thematic approach. The results also show that Malay language teachers are capable of effectively applying the thematic approach in their teaching and learning sessions. This proves that primary school Malay language teachers are well-prepared in terms of understanding the implementation of the thematic approach in schools. In conclusion, empowering teaching and learning through the thematic approach can ensure the effective delivery of knowledge and language skills. Furthermore, to enhance the application of the thematic approach in improving teachers’ pedagogical practices, future studies could explore the effectiveness of the thematic approach in both teaching and student learning.

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