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All Journal Journal of Digital Education, Communication, and Arts (DECA) Frasa: English Education and Literature Journal
Ismail, Syafini
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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A PRELIMINARY STUDY ON NEW UNDERGRADUATES’ EXPERIENCE OF UNDERTAKING ONLINE ASSESSMENTS FOR ENGLISH POST COVID-19 PANDEMIC Ahmad, Badrul Hisham; Ismail, Syafini; Ab Rahim, Ina Suryani; Ahmad, Norkhairi bin
JOURNAL OF DIGITAL EDUCATION, COMMUNICATION, AND ARTS (DECA) Vol 6 No 02 (2023): Journal of Digital Education, Communication, and Arts (DECA)-September 2023
Publisher : Pusat Penelitian dan Pengabdian Masyarakat, Politeknik Negeri Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30871/deca.v6i02.6824

Abstract

This initial study set out to investigate university freshmen’s feedback on their online assessment experience using the university’s learning management system in their English Language course which was conducted online. The objectives of this study were to investigate a) the learners’ perception on their overall online assessment experience for a language course using the university’s LMS, b) the learners’ experience in completing a writing assessment and c) the learners’ experience in completing a listening assessment. This basic mix-method study investigated 27 English Language learners of a public university in Malaysia attending Level 1 English proficiency course. A questionnaire containing 17 items using 5-points Likert-type scale was administered to measure their general online experience and their writing and listening assessment experience using the university LMS. This was followed by a round semi-structured interviews to probe further reasons behind their perception and experience. The study found that the freshmen expressed positive perception towards their overall online language assessment experience. They also indicated positive feedback for their experience in taking online writing and listening assessments Through the interviews the students highlighted that they are able to familiarize themselves and adapt faster by drawing on their previous experience during online learning at home during Covid-19 pandemic for their high school studies. They learnt to be patient and not panicky whenever there is any technical glitch which they had faced quite a lot during the pandemic. This shows that the students have developed certain level of literacy and digital education competency.
PROBLEM BASED COOPERATIVE LEARNING AND ITS POTENTIAL IN ENHANCING LANGUAGE LEARNERS HIGHER ORDER THINKING SKILLS (HOTS) Ismail, Syafini; Maasum, TNRTM; Ahmad, Norkhairi
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 3 No. 1 (2022): Vol. 3 No. 1 March 2022
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (526.744 KB) | DOI: 10.47701/frasa.v3i1.2178

Abstract

This qualitative study investigated the language learning strategies adopted by students whom developed higher order thinking skills (HOTS) via Cooperative Problem- based learning (CPBL) activities in the writing class. The objective of the study is to investigate how language learning strategies in writing lessons adopted by the students develop their higher order thinking skills in the CPBL ESL writing classroom. This study further explored the language learning strategies that students adopted in order to complete writing tasks which require them to exercise their higher order thinking skills. The study was conducted on 13 secondary level form 4 students from an urban school where the collection of data was via structured reflective journal and teacher interviews. The study revealed that the language learning strategies in writing that developed higher order thinking skills within the students were cognitive and compensation strategies while the indirect strategies are cognitive and social strategies. These language learning strategies in writing developed the higher order thinking skills of analysing, evaluating and creating. This study also provided insights on the strategies that English teachers should focus on in the writing classroom via implementation of problem based cooperative learning activities to develop students higher order thinking skills among their students.
AN ANALYSIS CODE SWTICHING BY LANGUAGE TEACHERS WITH STUDENTS OF MIX PROFICIENCY LEVELS OF ENGLISH AT A SUB SECONDARY SCHOOL Ahmad, Norkhairi; Ismail, Syafini
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 3 No. 2 (2022): Vol. 3 No. 2 September 2022
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (487.81 KB) | DOI: 10.47701/frasa.v3i2.2310

Abstract

Code switching is a linguistic phenomenon within bilingual and multilingual settings around the world. For a multiracial country like Malaysia, it is crucial to examine the linguistic realities of the multilingual communities where the presence of code switching is the hallmark. A crucial area where code switching happens but not thoroughly studied is within the educational at school between teachers and students. This study set outs to explore the nature of code-switching that occur between language teachers and students in the school context. A qualitative case-study method via purposive sampling of seven English language teachers at a sub urban secondary school was adopted for this research endeavor. Rich data was elicited via written interviews comprising five key questions were distributed to all the English language teachers as respondents. The teachers responded in full to all questions and the data were prepared, qualitatively analyzed and verified. A summary of the responses was generated and presented as key findings for the study. There were general consensus among the English teachers that code switching is present as part of their repertoire of tools and strategies to ease and facilitate the learning process when situations demand for it. Code switching as a tool serves useful communication and pedagogic functions for the teachers to utilize strategically and not indiscriminately. It is used only when necessary  particularly when teaching groups of students with low language proficiency. The findings from this study are significant as it shed light on the realities of teaching and learning languages. The contrastive view that code switching is not permissible for being an obstacle to learning a target language needs to be reassessed and the view that it a taboo in language teaching and learning must also be dispelled.
Co-Authors Ab Rahim, Ina Suryani Ahmad, Badrul Hisham Ahmad, Norkhairi Ahmad, Norkhairi bin Maasum, TNRTM