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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa Journal of ICSAR Proceedings of the 1st UR International Conference on Educational Sciences JR-ELT (Journal of Research in English Language Teaching)
Mohd Hanafi Mohd Yasin, Mohd Hanafi
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Education Languange, Linguistic, Communication & Media

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Clinical Language Intervention Programme (KLISA PROGRAMME) to Improve Reading Skill of Students with Learning Disability with Potential in Education Abduh, Bungawali; Tahar, Mohd Mokhtar; Mohd Yasin, Mohd Hanafi
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa VOL 4, NO 1 (2017): JURNAL PENELITIAN DAN PENGEMBANGAN PENDIDIKAN LUAR BIASA
Publisher : Department of Special Education

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Abstract

Reading is one of the fundamental skills across all subjects. A student with low competency in reading will experience difficulties in teaching and learning. The purpose of this research is to improve reading skills among student with learning disability in one secondary school in Bangi, Selangor. This action research had employed Reading Assessment Approach and descriptive analysis in data collection. Seven students with reading problem participated in this research. However, these students were having potential to be included in either Inclusive Program or Job Transition Program. Therefore, one reading program known as KLISA Program (Language Clinic Program) was created and it has been implemented in classroom for 30 minutes during the first period every day. This 9-month program had employed phonics method and used a set of ‘Bacalah Anakku’ books and ABM Velcro in three phases. The reading assessment was conducted at the end of each phase to evaluate the students’ achievement in reading. The findings of this research proved that KLISA Program was effective for students’ improvement in reading. Hence, it is recommended that this program can be consistently implemented to overcome illiterate and reading disorder among primary and secondary school students.Kemahiran membaca adalah merentas semua matapelajaran. Kelemahan dalam kemahiran membaca akan menyebabkan kesulitan mengikuti pengajaran dan pembelajaran. Tujuan penelitian ini adalah untuk meningkatkan kemahiran membaca di kalangan murid-murid bermasalah pembelajaran di sebuah sekolah menengah di Bangi, Selangor. Penelitian tindakan ini menggunakan pendekatan penilaian penaksiran bacaan dan analisis deskriptif untuk mengumpul data, Seramai 7 orang murid dalam sebuah kelas terlibat dalam kajian ini. Mereka terdiri dari murid bermasalah pembelajaran yang berpotensi untuk diserapkan di dalam Program Inklusif atau Transisi pekerjaan tetapi masih tidak boleh membaca. Satu program pemulihan bacaan iaitu Program KLISA (Program Klinik Bahasa) dilaksanakan selama 30 menit masa pertama sesi pengajaran setiap hari persekolahan. Pelaksanaan program ini menekankan kaedah fonik menggunakan set buku ‘Bacalah Anakku’ dan ABM Velcro serta dibuat dalam 3 gelungan yang mengambil masa 9 bulan. Penilaian bacaan dibuat setiap 3 bulan yang mewakili satu gelungan untuk melihat pencapaian murid dalam bacaan. Penilaian tersebut dibuat menggunakan satu set instrumen penilaian yang mewakili 8 tahap bacaan. Hasil penelitian membuktikan peningkatan kemahiran bacaan yang memberansangkan di kalangan murid-murid yang terlibat. Justeru itu disarankan program seumpamanya dilaksanakan secara konsisten bagi mengatasi masalah buta huruf dan tidak pandai membaca dikalangan murid-murid peringkat rendah dan menengah.
Teaching and Learning using Software “Let’s Reading” for Malay Language Subjects for Students with Learning Disabilities Md Hassan, Nur Wahida; Tahar, Mohd Mokhtar; Mohd Yasin, Mohd Hanafi
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa VOL 4, NO 1 (2017): JURNAL PENELITIAN DAN PENGEMBANGAN PENDIDIKAN LUAR BIASA
Publisher : Department of Special Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (25.583 KB)

Abstract

The process of teaching and learning that is active and can attract many students to learn. Especially those with learning difficulties who require special methods for helping their learning process to make it more interesting. Therefore, this study is more focused on teaching and learning courseware ‘Let’s Reading’ methods using reading method called syllables have features that can help students with learning disabilities to learn Malay Language. The respondents comprised of six students with learning disabilities moderate levels studying in a secondary school in Kuala Lumpur. A monitoring form adaptation course from Davis et al. (2007) and (Sidek et al., 2014) with some modifications has been used as an instrument to evaluate the study. The findings were analyzed using quatitative methods. In addition, the oral test is carried out before and after the use of the software is run. The study found software has been developed according to the development ASSURE model is able to attract pupils with learning disabilities to learn Malay Language. In addition, these children also showed improvements in reading.Proses pembelajaran dan pengajaran yang aktif dan pelbagai dapat menarik minat murid untuk belajar. Terutamanya murid bermasalah pembelajaran yang memerlukan kaedah khusus bagi membantu proses pembelajaran mereka agar lebih menarik. Oleh itu, kajian ini dijalankan yang lebih tertumpu kepada pengajaran dan pembelajaran menggunakan perisian kursus ‘Jom Bacalah’ yang menggunakan kaedah membaca menggunakan kaedah sebut suku kata yang mempunyai ciri-ciri yang dapat membantu murid bermasalah pembelajaran untuk belajar Bahasa Melayu. Responden kajian terdiri daripada enam murid bermasalah pembelajaran aras sederhana yang sedang belajar di sebuah sekolah menengah di Kuala Lumpur. Satu borang pemantauan kursus adaptasi daripada kajian Davis et al. (2007) dan Sidek et al. (2014) dengan sedikit pengubahsuaian telah digunakan sebagai instrumen bagi menilai kajian ini. Selain itu, ujian lisan dijalankan sebelum dan selepas penggunaan perisian dijalankan. Dapatan kajian dianalisis menggunakan kaedah kuantitatif. Hasil kajian mendapati perisian yang telah dibangunkan dengan berpandukan kepada pembangunan model ASSURE ini mampu menarik minat murid bermasalah pembelajaran untuk belajar Bahasa Melayu. Selain itu, kanak-kanak ini juga menunjukkan peningkatan dalam bacaan.
Influence of Motivation and Language Learning Environment on the Successful Efl Learning Masyhur, Masyhur; Mohd, Melor; Yunus, Yunus; Mohd Yasin, Mohd Hanafi
Proceedings of the UR International Conference on Educational Sciences 2018: Proceedings of the 2nd UR International Conference on Educational Sciences
Publisher : Proceedings of the UR International Conference on Educational Sciences

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Abstract

This case study investigates the influence of motivation and language learning environment on successful English as a foreign language (EFL) learning. The research examines: (1) the nature of the motivation of successful EFL learners; and (2) how language learning environment affects theirsucess.The data were obtained from six EFL learners identified as successful learners based on their high-level English language proficiency and in their overall success of the language use. EFL motivation is conceptualized and illustrated as a dynamically changing construct that plays important roles in the EFL learning process. The design of the study involves both holistic and focused analysis. Each participant’s learning history is created through individual interviews. The research traces each participant’s learning history, including motivational changes and salient motivational sources, such as their learning environments. The results showed that sustained motivation is not always present in successful EFL learning.Thesix learners’ successesresult from their ability to sustain their learning commitment. The research also reveals that a supportive parental family environment affects their success in the EFL learning. It is not only a feature found in the participants’ birth families and it also presents in the new families they gained after marriage. The findings provide important knowledge to language learners, language educators, and policy-makers about the critical role of motivation and commitment in EFL, in particular, in contexts where the majority of learners fail to attain high-level of language proficiency despite many years of informal or formal language study.
Parental Support in the Learning of Students with Deaf and Hard of Hearing at Home Paskaran, Thilakavathy; Mohd Yasin, Mohd Hanafi
Journal of ICSAR Vol 4, No 2 (2020): July
Publisher : Department of Special Education

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Abstract

Education policy encourages parental support as a mechanism for improving learning outcomes. This survey was conducted to determine how well parents can contribute to academic achievement in the special education needs (SEN) among deaf and hard of hearing students. This study uses the Epstein Parent involvement Model and Bronfenbrenner Ecological Theory.  A set of 20 questionnaire items with a five-point Likert scale adapted from this study by the Ministry of Education Malaysia was used. A total of 22 students from a secondary school in Seremban were selected for the purpose of this study. The data were analyzed descriptively and in inference using Statistical Package for the Social Sciences (SPSS) version 25 to obtain scores. The Pearson correlation test shows that the relationship between deaf and hard of hearing students' academic achievement and parental support is a strong and significant positive relationship (p <0.05). The findings show low parental support with deaf and hard of hearing students' academic achievement, which is also a low level. Overall, the study found that parents need to pay close attention to providing a home-based learning environment, social interaction, communication, and academic support to help children develop their potential self and achieve better student academic achievement.
Using Multiple Questioning Strategies Viewed from Teachers’ and Students’ Perspectives Supriusman, Supriusman; Yunus, Melor Md; Mohd Yasin, Mohd Hanafi
JR-ELT (Journal of Research in English Language Teaching) Vol. 1 No. 2 (2017): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/jr-elt.v1i2.8

Abstract

The current study was carried out to identify teachers’ perspectives regarding their knowledge and comprehension towards questioning strategies and its implementation as well as the extent to which it effects towards students’ acceptance in improving their learning motivation, critical thinking skills and English proficiency. Meanwhile, from the students’ perspectives, the focus of the study was on the extent to which their acceptance towards their learning motivation, critical thinking skills and English proficiency. This survey utilised a set of questionnaires as the main instrument. A number of 160 English teachers and as 1600 secondary school students from Pekanbaru, Riau Indonesia involved in this study. They were recruited by using stratified random sampling. An overall pilot test result using Chronbach’s Aplha analysis revealed that there was a high reliability for all the constructs i.e. 0.772 to 0.962. Data analysis of the present study uses SPSS 22.0 involving descriptive analysis (mean and standard deviation) and inferential statistics involving MANOVA and regression. Overall results demonstrated that the teachers’ knowledge and comprehension regarding questioning strategies and its implementation were at the moderate levels. Meanwhile, differential analysis revealed that there was no significant difference between genders and teaching experience for some constructs. Regression analysis showed that questions’ preparation was a dominant contribution towards its implementation (55.5%). From the students’ perspectives, overall results revealed that students’ acceptance towards various questioning strategies were at the moderatelevels where some of them were at the higher level. Differential statistical analyses results showed that there were some differences between genders with regards to the questioning strategies implemented. Regression analysis demonstrated that types or formats of questions contributed 55.4% towards English proficiency among students. Implications of this study have highlighted using multiple questioning strategies can be used as an approach to overcome English language problems among students.
Co-Authors Abduh, Bungawali Masyhur Masyhur Md Hassan, Nur Wahida Mohd Mokhtar Tahar, Mohd Mokhtar Mohd, Melor Paskaran, Thilakavathy Supriusman Supriusman, Supriusman Yunus Yunus Yunus, Melor Md