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Melor Md Yunus is an associate professor in the Faculty of Education, Universiti Kebangsaan Malaysia, and is currently Deputy Dean (Research and Innovation) at the Faculty of Education, Universiti Kebangsaan Malaysia (UKM). She holds a B.A. in English (Linguistics) from the University of Nevada-Reno, USA, and an M.A. in TESL from Arizona State University, USA. She then earned her Ph.D. in Education (TESL) from the University of Bristol, UK. Her areas of concentration are TESL, language pedagogy, and the use of technology in TESL. Her expertise is in the area of technology-enhanced language learning (TELL).
The ubiquitous nature of social media (SM) makes it a very essential tool to use in the world of education, especially with the advent of the COVID-19 pandemic which has led to a paradigm shift in the approaches used in the teaching and learning of English language skills. This review focuses on the use of social media as a medium of instruction to aid the acquisition of speaking skills, which many learners find extremely challenging and inhibiting. Thus, this systematic review investigates the integration of social media in the teaching and learning of speaking skills. To ensure the systematic analysis of the selected articles, Preferred Reporting Items for Systematic review and Meta-Analyses (PRISMA) 2020 guidelines were utilized. A total of 36 peer-reviewed journal articles from the year 2016 to 2021 were accessed from two databases: ERIC and Google Scholar. Prior to the start of the review, an inclusion and exclusion criteria selection process was conducted to ensure the focus of the review. Overall, the articles reviewed presented the claim that the integration of social media is seen as a positive inclusion for the teaching of speaking skills using various social media applications. Findings reveal that there are improvements in speaking skills, as well as confidence to speak and a decline in speaking anxiety. Teachers and educators can now make use of the various social media platforms such as Telegram, Facebook, WhatsApp, and others to provide learners with more practice that is not only restricted to the classroom but has moved beyond it.
Emily John; Melor Md Yunus. A Systematic Review of Social Media Integration to Teach Speaking. Sustainability 2021, 13, 9047 .
AMA StyleEmily John, Melor Md Yunus. A Systematic Review of Social Media Integration to Teach Speaking. Sustainability. 2021; 13 (16):9047.
Chicago/Turabian StyleEmily John; Melor Md Yunus. 2021. "A Systematic Review of Social Media Integration to Teach Speaking." Sustainability 13, no. 16: 9047.
English is a fundamental language to learn as it is used worldwide. The teaching and learning of English has been emphasized in Malaysia as English plays a major role in global communication. However, speaking performance was recorded as poor and weak among pupils in ESL classrooms. Previous researchers explored a myriad of communicative language activities to improve speaking skill. Board games are employed as one of the most useful tools to improve speaking skills among pupils. This systematic review was conducted to examine pupils’ perceptions on the use of board games in learning and speaking, as well as the usefulness of board games in improving their speaking skill. A total of 35 articles, from the period 2017–2021, were accessed through three databases: Google Scholar, ERIC and SAGE Journals. The review was conducted systematically based on the guidelines from the PRISMA statement (Preferred Reporting Items for Systematic Reviews and Meta-Analyses). Based on the articles gathered, the results showed that the qualitative research design was mostly used to collect pupils’ opinions on the use of board games, while quantitative research design was mostly used to evaluate the usefulness of board games in improving speaking. Overall, the systematic review revealed that board games had several positive impacts in pupils’ speaking performances such as improving speaking competency, enhancing motivation in speaking and increasing interpersonal interaction among pupils. It is suggested that future studies could focus on investigating teachers’ opinions on the use of board games in teaching and speaking.
Catherine Hui Tiing Wong; Melor Md Yunus. Board Games in Improving Pupils’ Speaking Skills: A Systematic Review. Sustainability 2021, 13, 8772 .
AMA StyleCatherine Hui Tiing Wong, Melor Md Yunus. Board Games in Improving Pupils’ Speaking Skills: A Systematic Review. Sustainability. 2021; 13 (16):8772.
Chicago/Turabian StyleCatherine Hui Tiing Wong; Melor Md Yunus. 2021. "Board Games in Improving Pupils’ Speaking Skills: A Systematic Review." Sustainability 13, no. 16: 8772.
Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.
Siti Abd Rahman; Melor Md Yunus; Harwati Hashim. Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning. Sustainability 2021, 13, 8571 .
AMA StyleSiti Abd Rahman, Melor Md Yunus, Harwati Hashim. Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning. Sustainability. 2021; 13 (15):8571.
Chicago/Turabian StyleSiti Abd Rahman; Melor Md Yunus; Harwati Hashim. 2021. "Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning." Sustainability 13, no. 15: 8571.
The teaching and learning of English as a second language have always been emphasized by the Ministry of Education (MOE). In the Malaysia Education Blueprint (2013–2025), among the many goals is to produce learners who can comprehend the language for various purposes, including for information and enjoyment. Over the years, the teaching and learning of English have changed from conventional chalk-and-talk methods to modern methods that involve various platforms such as Quizizz, which is free and easy to use. This systematic literature review focuses on teachers’ perception on the use of Quizizz in the teaching and learning of English. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology, a total of 45 articles related to the use of Quizizz in the English language classroom were identified from the ERIC and Google Scholar databases. Based on the articles from the year 2017 to 2021, the results show that the mixed-method research design was most used to gather teachers’ perspectives on the use of Quizizz in the teaching and learning of English. Overall, the results of this study show that Quizizz is accepted positively among teachers due to its effectiveness, feasibility, ease of use, and motivating nature for learners. As a suggestion for future research, more focus can be put on investigating the effectiveness of Quizizz from the perspective of parents and issues related to the implementation of gamified learning, such as Internet connection and device availability.
Thomas Lim; Melor Yunus. Teachers’ Perception towards the Use of Quizizz in the Teaching and Learning of English: A Systematic Review. Sustainability 2021, 13, 6436 .
AMA StyleThomas Lim, Melor Yunus. Teachers’ Perception towards the Use of Quizizz in the Teaching and Learning of English: A Systematic Review. Sustainability. 2021; 13 (11):6436.
Chicago/Turabian StyleThomas Lim; Melor Yunus. 2021. "Teachers’ Perception towards the Use of Quizizz in the Teaching and Learning of English: A Systematic Review." Sustainability 13, no. 11: 6436.
The mastery of all four language skills has become one of the topmost priorities among English as a Second Language (ESL) learners worldwide. Despite multiple efforts taken to master the necessary skills, speaking remains to the most challenging skill for many Malaysian ESL learners. Previous studies suggest that Mobile-assisted Language Learning (MALL) for speaking has taken its first steps in Malaysian tertiary and secondary levels of education. However, there is still a paucity of research done on MALL at the primary level. The present case study therefore sought to fill in the gap by exploring how the ChatterPix Kids mobile app has helped 5 purposively selected Year 3 primary school pupils develop their speaking fluency. This was done through speaking practices conducted over 12 speaking lessons during the Movement Control Order (MCO) from their perspective. The pupils’ responses obtained through the semi-structured interviews were triangulated using the responses obtained from them through both a focus group and their parents’ feedback obtained through an open-ended questionnaire. The findings were thematically analysed. Seven themes were highlighted which indicate the crucial need to incorporate MALL for speaking among Malaysian primary school pupils. Further studies are recommended to be done on how ChatterPix Kids could be exploited when learning other language skills such as listening, reading, and writing. So far as the study’s limitations are concerned, there is a need to investigate how the pupils’ confidence could be sustained in the absence of the app when speaking in public.
Thirumangai Rajendran; Melor Md Yunus. Chatterpix Kids: A Potential Mobile App for Helping Primary ESL Pupils Improve Their Speaking Fluency. International Journal of Learning, Teaching and Educational Research 2021, 20, 18 -42.
AMA StyleThirumangai Rajendran, Melor Md Yunus. Chatterpix Kids: A Potential Mobile App for Helping Primary ESL Pupils Improve Their Speaking Fluency. International Journal of Learning, Teaching and Educational Research. 2021; 20 (4):18-42.
Chicago/Turabian StyleThirumangai Rajendran; Melor Md Yunus. 2021. "Chatterpix Kids: A Potential Mobile App for Helping Primary ESL Pupils Improve Their Speaking Fluency." International Journal of Learning, Teaching and Educational Research 20, no. 4: 18-42.
Learning English through games is one of the most preferred strategies in the 21st Century classroom. However, limited digital portability, connectivity, and flexibility throughout Sarawak posed a milestone for teachers to utilize educational games in their classrooms. This research focuses on how the educational game VocScape can be used to facilitate vocabulary acquisition and retention among pupils in Sarawak primary ESL classroom. The action research is therefore conducted in 4 different schools with 100 participants of Year 2 pupils. To seek the capacity VocScape holds in vocabulary acquisition and retention among Year 2 pupils, pre and post-tests are used in this study. Observation checklist and questionnaire are used to determine participants’ perceptions of the educational game. Most students show significant interest and motivation in using the application while others become demotivated due to unfamiliarity and time-constraints of the challenges in the game. Hence, the findings suggest that VocScape is effective to be used in Sarawak primary ESL classroom. It can function as both learning and assessment tools. Therefore, the new application paves an exciting possibility for Sarawak educational settings.
Melanie Jerry; Melor Md. Yunus. The Use of 'VocScape' in Vocabulary Acquisition Among Year 2 Pupils in Sarawak. Malaysian Journal of Social Sciences and Humanities (MJSSH) 2021, 6, 308 -319.
AMA StyleMelanie Jerry, Melor Md. Yunus. The Use of 'VocScape' in Vocabulary Acquisition Among Year 2 Pupils in Sarawak. Malaysian Journal of Social Sciences and Humanities (MJSSH). 2021; 6 (4):308-319.
Chicago/Turabian StyleMelanie Jerry; Melor Md. Yunus. 2021. "The Use of 'VocScape' in Vocabulary Acquisition Among Year 2 Pupils in Sarawak." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 4: 308-319.
Student-centred teaching and learning methods are favoured for promoting active and collaborative learning. In the flipped classroom approach, student-centred teaching and learning are the focus in the learning process. The approach has been gaining attention from educators at all levels worldwide. The present study was aimed at exploring Malaysian primary ESL (English as a Second Language) teachers’ perceptions of the implementation of flipped classroom. The study used the mixed method design, a Likert-scale questionnaire and an open-ended question. This research employed a whole population sample, which consisted of primary ESL teachers in a rural area in Malaysia. The findings showed that the teachers have positive perceptions of the flipped classroom approach as well as some concerns regarding its implementation, such as the availability of ICT (information and communications technology) gadgets and Internet connection in rural areas. Teachers’ perceptions of flipped classrooms can be used to make suggestions or give ideas to the authorities for improving the infrastructure in rural areas to help teachers and students. It is recommended that future studies be carried out with a larger and more diverse population to gather a more detailed picture of Malaysian teachers’ perceptions of the flipped classroom approach.
Ngo Hui Kiang; Melor Md Yunus. What do Malaysian ESL Teachers Think About Flipped Classroom? International Journal of Learning, Teaching and Educational Research 2021, 20, 117 -131.
AMA StyleNgo Hui Kiang, Melor Md Yunus. What do Malaysian ESL Teachers Think About Flipped Classroom? International Journal of Learning, Teaching and Educational Research. 2021; 20 (3):117-131.
Chicago/Turabian StyleNgo Hui Kiang; Melor Md Yunus. 2021. "What do Malaysian ESL Teachers Think About Flipped Classroom?" International Journal of Learning, Teaching and Educational Research 20, no. 3: 117-131.
. The objective of this research is to conduct an investigation into the attitudes of primary pupils towards using Flipgrid in learning English speaking skills in a Year 4 Common European Framework of Reference for Languages (CEFR) classroom. The research used a mixed-methods approach using an explanatory sequential design. Data collection was via a questionnaire and semi-structured interviews with 60 CEFR primary Year 4 pupils with low English-speaking proficiency. The results of the questionnaire were analysed descriptively, whereas the data from the semi-structured interviews was analysed using thematic analysis. The findings showed that primary pupils in a CEFR classroom had a high positive attitude towards using Flipgrid to learn English speaking skills. This research has highlighted the potential use of Flipgrid in both learning and teaching English speaking skills in a CEFR classroom. More extensive research into the use of Flipgrid by secondary pupils in a CEFR classroom would be of further interest. Future research on this topic may provide greater insight into the different ways in which English educators can teach English speaking skills to secondary pupils. Moreover, the results could provide useful information to the Ministry of Education on the use of the e-learning approach in the learning and teaching of English speaking skills in the Malaysian CEFR classroom.
Joan Lim Ker Shin; Melor Md Yunus. The Attitudes of Pupils towards using Flipgrid in Learning English Speaking Skills. International Journal of Learning, Teaching and Educational Research 2021, 20, 151 -168.
AMA StyleJoan Lim Ker Shin, Melor Md Yunus. The Attitudes of Pupils towards using Flipgrid in Learning English Speaking Skills. International Journal of Learning, Teaching and Educational Research. 2021; 20 (3):151-168.
Chicago/Turabian StyleJoan Lim Ker Shin; Melor Md Yunus. 2021. "The Attitudes of Pupils towards using Flipgrid in Learning English Speaking Skills." International Journal of Learning, Teaching and Educational Research 20, no. 3: 151-168.
Online learning has become essential in education as the spread of coronavirus 19 (COVID-19) pandemic has brought significant changes to the field. However, education should remain welcoming and supportive to all the learners as it is important to keep the students’ behavioural intention in any form of learning environment. Thus, this study is significant as online learning is leading the trend of education now. Past studies revealed that the factors of performance expectancy, effort expectancy, social influence, and facilitating conditions under the unified theory of acceptance and use of technology (UTAUT) model affect learners’ behavioural intention to use online learning. This study intended to identify the most significant factors that influence TESL postgraduate students’ behavioural intention towards the use of online learning during the COVID-19 pandemic. It also examined the relationship amongst the four factors and postgraduate students’ behavioural intention to use online learning. The participants consisted of 169 postgraduate students at a public university in Malaysia. To achieve the aim, the study utilized a survey design using a questionnaire. The results from regression analysis revealed that all of the factors have positive effects on postgraduate students’ behavioural intention to use online learning. Meanwhile, performance expectancy has the greatest influence on postgraduate students’ behavioural intention. Hence, this study concludes that the practicality and the usefulness of online learning should be highlighted by the authorities.
Melor Md Yunus; Wee Ang; Harwati Hashim. Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic. Sustainability 2021, 13, 3524 .
AMA StyleMelor Md Yunus, Wee Ang, Harwati Hashim. Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic. Sustainability. 2021; 13 (6):3524.
Chicago/Turabian StyleMelor Md Yunus; Wee Ang; Harwati Hashim. 2021. "Factors Affecting Teaching English as a Second Language (TESL) Postgraduate Students’ Behavioural Intention for Online Learning during the COVID-19 Pandemic." Sustainability 13, no. 6: 3524.
Education sector in Malaysia had put emphasis on the use of online learning or e-learning with technology and devices as a mediator of communication to replace face-to-face learning during the COVID-19 pandemic. Subsequently, with the improvement of learning technologies, English as a Second Language (ESL) teachers faced various challenges in language teaching. In this regard, this study aimed to investigate the challenges ESL teachers faced in implementing e-learning during COVID-19. Using a qualitative approach, this research was a case study which involved 20 primary ESL teachers. Data collection was done through an in-depth interview to explore teachers’ e-learning experiences and challenges in teaching the English language. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various limitations such as teachers’ readiness to adopt e-learning, accessibility to mobile phones and Internet connectivity, classroom management in term of low students’ participation and assessment. Thus, the researcher recommended more studies to highlight teachers’ insight regarding the significance of e-learning. ESL teachers, stakeholders, policy makers, and institutions can benefit from the results of the study and come out with practical strategies to utilize online sources for education in the pandemic situation.
Brenda Anak Lukas; Melor Md Yunus. ESL Teachers’ Challenges in Implementing E-learning during COVID-19. International Journal of Learning, Teaching and Educational Research 2021, 20, 330 -348.
AMA StyleBrenda Anak Lukas, Melor Md Yunus. ESL Teachers’ Challenges in Implementing E-learning during COVID-19. International Journal of Learning, Teaching and Educational Research. 2021; 20 (2):330-348.
Chicago/Turabian StyleBrenda Anak Lukas; Melor Md Yunus. 2021. "ESL Teachers’ Challenges in Implementing E-learning during COVID-19." International Journal of Learning, Teaching and Educational Research 20, no. 2: 330-348.
The emergence of the Fourth Industrial Revolution (4IR) had led to discussions of the constructive relationship between the integration of technology and teaching and learning to meet society's needs in the innovative era. However, despite the current technology advancement, rural schools' circumstances propelled teachers to shy away from integrating technology in their instruction. Therefore, this paper presented a research to examine primary school teachers' experiences and views on the application of blended learning in their English language instruction using a mixed-method explanatory design. A survey questionnaire was employed to collect data from 86 teachers from schools in the Betong district, while a semi-structured interview was designed and done with five teachers. Data from the questionnaire were analysed descriptively, while the interview was analysed thematically. The results illustrated that teachers lacked exposure and adequate knowledge of blended learning. It was deduced that teachers had mixed reactions towards blended learning, varying based on their experiences. Teachers emphasised that the lack of facilities and technological constraints, time, limited exposure and skills in ICT use, and teacher readiness were the main challenges they encountered. This study may serve as a building block towards the broad dissemination of blended learning among teachers and serious consideration and effective solutions for the problems faced in its adoption, particularly in rural schools.
Melanie Jerry; Melor Md Yunus. Blended Learning in Rural Primary ESL Classroom: Do or Don’t. International Journal of Learning, Teaching and Educational Research 2021, 20, 152 -173.
AMA StyleMelanie Jerry, Melor Md Yunus. Blended Learning in Rural Primary ESL Classroom: Do or Don’t. International Journal of Learning, Teaching and Educational Research. 2021; 20 (2):152-173.
Chicago/Turabian StyleMelanie Jerry; Melor Md Yunus. 2021. "Blended Learning in Rural Primary ESL Classroom: Do or Don’t." International Journal of Learning, Teaching and Educational Research 20, no. 2: 152-173.
In Malaysia, English as a second language (ESL) students vary widely in terms of language proficiency. Their performance in writing shows a great disparity. The good students are able to write excellently while the weak ones struggle to write. The aim of this study was to validate the scaffolding models and modules for teaching the writing skills particularly to weak learners of English. This research was conducted using a qualitative approach. It was employed throughout the whole study except for ascertaining the students' performance in tests given to them for which a quantitative approach was used. The techniques for collecting data were document analysis, classroom observation, interviews and tests. Data from the lessons observed were triangulated with those obtained from the teachers' lesson plans. The findings have shown positive and favourable effects of scaffolding on the teaching and learning of writing among weak ESL learners. The effectiveness of the model was seen in the strategies used by the teachers. The teachers were competent in teaching English language lessons as they had more than five years of teaching English to weak students.
Charanjit Kaur Swaran Singh; Tunku Mohani Tunku Mohtar; Napisah Kepol; Nadiah Yan Abdullah; Mazyanie Mat; Sasigaran Moneyam; Tarsame Singh Masa Singh; Eng Tek Ong; Melor Md Yunus; Ilmi Zajuli Ichsan; Henita Rahmayanti. ESL Teachers' Scaffolding Strategies to Teach Writing. Universal Journal of Educational Research 2020, 8, 3064 -3076.
AMA StyleCharanjit Kaur Swaran Singh, Tunku Mohani Tunku Mohtar, Napisah Kepol, Nadiah Yan Abdullah, Mazyanie Mat, Sasigaran Moneyam, Tarsame Singh Masa Singh, Eng Tek Ong, Melor Md Yunus, Ilmi Zajuli Ichsan, Henita Rahmayanti. ESL Teachers' Scaffolding Strategies to Teach Writing. Universal Journal of Educational Research. 2020; 8 (7):3064-3076.
Chicago/Turabian StyleCharanjit Kaur Swaran Singh; Tunku Mohani Tunku Mohtar; Napisah Kepol; Nadiah Yan Abdullah; Mazyanie Mat; Sasigaran Moneyam; Tarsame Singh Masa Singh; Eng Tek Ong; Melor Md Yunus; Ilmi Zajuli Ichsan; Henita Rahmayanti. 2020. "ESL Teachers' Scaffolding Strategies to Teach Writing." Universal Journal of Educational Research 8, no. 7: 3064-3076.
Fluent speaking skills in English are considered major requirements in the growth of universal civilization as the fluency of spoken words allow a person to be well understood in the designated area. Learners are expected to forward ideas confidently and independently. However, they faced challenges in managing simple English communication among their circle. Therefore, the implementation of WhatsApp based audiovisual tasks were infused action research to enhance learners' speaking skills. The research was conducted among learners aged eight in a rural primary school in the district of Cameron Highlands, Pahang, Malaysia. Results were collected from pre-test and post-test, observation and survey. Data revealed that learners were involved actively in collaborative speaking sessions by exchanging ideas confidently and independently. Significantly, their spoken Performance Level improved as they began to socialize and prompt proper language usage in the interactions through the aid of pictures, videos and audios. Researchers had suggested the incorporation of genuine learning and assessment of speaking skills via WhatsApp based audiovisual materials as an effective effort in eventually producing confident and independent English speakers.
Pavitthra Arulchelvan; Melor Md Yunus. WHATSPEAK: Audiovisual Digital Assessment in Enhancing Confident and Independent Speaking Skills. Universal Journal of Educational Research 2020, 8, 2816 -2824.
AMA StylePavitthra Arulchelvan, Melor Md Yunus. WHATSPEAK: Audiovisual Digital Assessment in Enhancing Confident and Independent Speaking Skills. Universal Journal of Educational Research. 2020; 8 (7):2816-2824.
Chicago/Turabian StylePavitthra Arulchelvan; Melor Md Yunus. 2020. "WHATSPEAK: Audiovisual Digital Assessment in Enhancing Confident and Independent Speaking Skills." Universal Journal of Educational Research 8, no. 7: 2816-2824.
Saadiah Kummin; Universiti Kebangsaan Malaysia Citra Centre; Shahlan Surat; Ruslin Amir; Maslawati Mohamad; Melor Md Yunus. The Effects of Meta-Discussion Strategies Toward Low English Proficiency Students in Oral English Performance. Asia Pacific Journal of Educators and Education 2020, 35, 75 -91.
AMA StyleSaadiah Kummin, Universiti Kebangsaan Malaysia Citra Centre, Shahlan Surat, Ruslin Amir, Maslawati Mohamad, Melor Md Yunus. The Effects of Meta-Discussion Strategies Toward Low English Proficiency Students in Oral English Performance. Asia Pacific Journal of Educators and Education. 2020; 35 (1):75-91.
Chicago/Turabian StyleSaadiah Kummin; Universiti Kebangsaan Malaysia Citra Centre; Shahlan Surat; Ruslin Amir; Maslawati Mohamad; Melor Md Yunus. 2020. "The Effects of Meta-Discussion Strategies Toward Low English Proficiency Students in Oral English Performance." Asia Pacific Journal of Educators and Education 35, no. 1: 75-91.
The importance of teaching English as a second language has been given emphasis as stated in the Malaysian Education Blueprint (2013-2025). Previous studies had proven that it was extremely draining to teach vocabulary to pupils using conventional chalk and talk methods. Pupils were demotivated and they could not remember the words learned. Hence, this research was carried out to enhance and encourage pupils to learn vocabularies. Pocable is a form of game-based learning and is initiated based on the concept taken from two popular games known as “Scrabble Board Game” and “Chinese Play Card Game”. Pear Deck was incorporated as an interactive online platform used to engage pupils in individual and social learning. In this quasi-experimental research, pre-test, post-test, and survey questionnaire were applied to collect data from 40 Year Four pupils of four rural schools in Sarawak ranging from Subis and Bintulu districts. The data collected were analysed descriptively. The findings of the research showed that majority of the respondents had improvements in their vocabulary skills and 4C’s (cooperation and collaboration, communication, creative and critical thinking skills) and 1V (value). They were also encouraged to learn more vocabularies. This research had also shone some light on the potential use of Pocable Game as ESL learners had better memory retention of the vocabularies learned. https://doi.org/10.26803/ijlter.19.6.9
Chai Kar Ni; Bonaventure Jong; Mary Anne Dison; Sylvia Anak Thomas; Melor Md Yunus; Ashairi Suliman. Enhancing Malaysian Primary Pupils’ Vocabulary Skills using Pocable Game and Pear Deck. International Journal of Learning, Teaching and Educational Research 2020, 19, 145 -160.
AMA StyleChai Kar Ni, Bonaventure Jong, Mary Anne Dison, Sylvia Anak Thomas, Melor Md Yunus, Ashairi Suliman. Enhancing Malaysian Primary Pupils’ Vocabulary Skills using Pocable Game and Pear Deck. International Journal of Learning, Teaching and Educational Research. 2020; 19 (6):145-160.
Chicago/Turabian StyleChai Kar Ni; Bonaventure Jong; Mary Anne Dison; Sylvia Anak Thomas; Melor Md Yunus; Ashairi Suliman. 2020. "Enhancing Malaysian Primary Pupils’ Vocabulary Skills using Pocable Game and Pear Deck." International Journal of Learning, Teaching and Educational Research 19, no. 6: 145-160.
Syafrimen Syafril; Nova Erlina Yaumas; Noriah Mohd Ishak; Rorlinda Yusof; Nur Rohmatul Aini; Melor Md Yunus; Iip Sugiharta. Characteristics and educational needs of gifted young scientists: a focus group study. Journal for the Education of Gifted Young Scientists 2020, 947 -954.
AMA StyleSyafrimen Syafril, Nova Erlina Yaumas, Noriah Mohd Ishak, Rorlinda Yusof, Nur Rohmatul Aini, Melor Md Yunus, Iip Sugiharta. Characteristics and educational needs of gifted young scientists: a focus group study. Journal for the Education of Gifted Young Scientists. 2020; ():947-954.
Chicago/Turabian StyleSyafrimen Syafril; Nova Erlina Yaumas; Noriah Mohd Ishak; Rorlinda Yusof; Nur Rohmatul Aini; Melor Md Yunus; Iip Sugiharta. 2020. "Characteristics and educational needs of gifted young scientists: a focus group study." Journal for the Education of Gifted Young Scientists , no. : 947-954.
Recently, the incompetency in writing skills has been the main concern among the Malaysian Primary School. Sentence construction is considered the biggest obstacle, which hinders the pupils from obtaining a good result in the classroom-based assessment (PBD) especially among Chinese primary schools. Therefore, the researcher proposes an effective alternative in teaching sentence construction. This research aims to deal with the incompetency in writing skills and helps to improve the ability in sentence construction among Year 3 mixed-abilities classroom through 'RollRoll Dice' method. The dice serves as the core of the method introduced. The study focuses on constructing Subject, Verb, Object and Adverb sentences based on the pupils' level of proficiency. Pre and post-test were used as the main data collection method for the quantitative study. 30 pupils from an urban school in Kota Bharu, Kelantan, Malaysia who were mostly weak in sentence construction were selected as the participants. The research findings revealed that 'RollRoll Dice' served as an effective method in enabling the pupils to understand the sentence pattern, consequently helped in improving writing skills especially in constructing SVOA sentences. The finding is believed to be beneficial to the practitioners, especially the ESL teachers and educators as 'RollRoll Dice' can be used as an insightful alternative in teaching writing skills. The recommendations that can be derived from this study is that, it would be better for the future researcher to carry out the study for a longer period of time.
Chua Chin Nee; Melor Md Yunus. RollRoll Dice: An Effective Method to Improve Writing Skills among Year 3 Pupils in Constructing SVOA Sentences. Universal Journal of Educational Research 2020, 8, 2368 -2382.
AMA StyleChua Chin Nee, Melor Md Yunus. RollRoll Dice: An Effective Method to Improve Writing Skills among Year 3 Pupils in Constructing SVOA Sentences. Universal Journal of Educational Research. 2020; 8 (6):2368-2382.
Chicago/Turabian StyleChua Chin Nee; Melor Md Yunus. 2020. "RollRoll Dice: An Effective Method to Improve Writing Skills among Year 3 Pupils in Constructing SVOA Sentences." Universal Journal of Educational Research 8, no. 6: 2368-2382.
Good reading skills enable understanding of a piece of writing. According to Malaysian Curriculum Development Department [31], reading skill is one of the focus language skills. However, pupils are showing least interest in reading particularly English materials. This paper aimed to examine the effectiveness of using Seesaw, an online application, to increase the interest of reading for Year 3(9-year-old) ESL pupils in a school in Selangor. Seesaw is a digital portfolio that empowers pupils by providing them with a platform to showcase their learning in school. With Seesaw, pupils could learn from the feedback of their peers and teacher regardless of the time frame and geographical factors. This virtual platform has gained pupils' motivation to present on a reading task and aroused their interest in accomplishing reading tasks. This research is only focused on the effectiveness of using Seesaw to increase the interest of pupils in reading in Seri Kembangan, Selangor area. The data were collected from interviews and questionnaires with the adaptation of action research model by Kemmis and McTaggart. A total of 30 Year 3 pupils who are studying in the same school were purposively selected as the sampling of the study. Results have shown that the interest of pupils in reading is increased after using Seesaw. Hence, further study is needed to ascertain the effectiveness of using Seesaw in other language skills. Future studies with more participants from different levels are also needed to generalise the findings to a larger population and provide a deeper insight.
Lee Yi Rou; Melor Md Yunus. The Use of Seesaw in Increasing Pupils' Reading Interest. Universal Journal of Educational Research 2020, 8, 2391 -2396.
AMA StyleLee Yi Rou, Melor Md Yunus. The Use of Seesaw in Increasing Pupils' Reading Interest. Universal Journal of Educational Research. 2020; 8 (6):2391-2396.
Chicago/Turabian StyleLee Yi Rou; Melor Md Yunus. 2020. "The Use of Seesaw in Increasing Pupils' Reading Interest." Universal Journal of Educational Research 8, no. 6: 2391-2396.
It has been taxing for most English teachers to conduct proper English lessons since their pupils know minimal English vocabulary. Experiencing meaningful learning to understand the lesson content is more challenging when there is a limited chance to fully integrate ICT into English lessons, especially in rural schools in Sarawak. Therefore, this study aimed to unveil the U-NO-ME card game's potential as an educational game in enhancing Primary One pupils' vocabulary acquisition. The research design employed in this study is quasi-experimental. The two types of data collection instruments used were pre- and post-test and a Likert-scale questionnaire. A total of fifty-two (52) Primary One pupils from four different schools of four different districts in Sarawak were selected through purposive sampling. The vocabulary adopted into the card game was aligned with the current CEFR-based curriculum as designed in the Supermind textbook of Primary One and Primary Two's pupils in Malaysia. There is a significant improvement in pupils' vocabulary acquisition based on the scores between the pre- and post-test. Results from the questionnaire implied that pupils had positive perceptions of U-NO-ME card game as it enhanced pupils' memory retention and encouraged their learning motivation. Moreover, this study provides an insight for English teachers to discover the use of educational games in creating more interesting, useful, and meaningful teaching and learning vocabulary lessons. https://doi.org/10.26803/ijlter.19.5.19
Brenda Ak Lukas; Finola Iba Ak Patrick; Gloria Chong; Nursuriati Binti Jaino; Melor Md. Yunus. Using U-NO-ME Card Game to Enhance Primary One Pupils’ Vocabulary. International Journal of Learning, Teaching and Educational Research 2020, 19, 304 -317.
AMA StyleBrenda Ak Lukas, Finola Iba Ak Patrick, Gloria Chong, Nursuriati Binti Jaino, Melor Md. Yunus. Using U-NO-ME Card Game to Enhance Primary One Pupils’ Vocabulary. International Journal of Learning, Teaching and Educational Research. 2020; 19 (5):304-317.
Chicago/Turabian StyleBrenda Ak Lukas; Finola Iba Ak Patrick; Gloria Chong; Nursuriati Binti Jaino; Melor Md. Yunus. 2020. "Using U-NO-ME Card Game to Enhance Primary One Pupils’ Vocabulary." International Journal of Learning, Teaching and Educational Research 19, no. 5: 304-317.
Due to the rise of the digital era, various industries demand employees with a proficient communicative English skills, but many are still not up to par with the demands. One solution for this is to provide communicative English trainings for employees, especially support staffs, yet face-to-face trainings have many limitations, which can be overcome through mobile learning. Due to the fact that mobile learning can be accessed anytime and anywhere by anyone, the Massive Online Open Courses (MOOC) is one of the platforms that can be used to curb the issue. This paper aimed to identify the perceptions of support staffs towards using ‘ìSPEAK: English for the Workplace’ in MOOC. A total of 30 respondents were selected through purposive sampling and a survey through a 4-point Likert scale questionnaire was given out. The main findings showed that overall, the support staffs have a positive attitude towards using ìSPEAK. Nevertheless, half of them were unsure of the reliability of the sources available in the course. However, the findings of this study implied that ìSPEAK could be one of the training alternatives for support staffs to improve and increase their communicative ability. Future research can look into designing and developing various modules of communicative English in various mobile learning platforms, which could cater to different levels of proficiency of learners.
Karmila Rafiqah M. Rafiq; Harwati Hashim; Melor Md Yunus; Helmi Norman. ìSPEAK: Using Mobile-Based Online Learning Course to Learn ‘English for the Workplace’. International Journal of Interactive Mobile Technologies (iJIM) 2020, 14, 19 .
AMA StyleKarmila Rafiqah M. Rafiq, Harwati Hashim, Melor Md Yunus, Helmi Norman. ìSPEAK: Using Mobile-Based Online Learning Course to Learn ‘English for the Workplace’. International Journal of Interactive Mobile Technologies (iJIM). 2020; 14 (8):19.
Chicago/Turabian StyleKarmila Rafiqah M. Rafiq; Harwati Hashim; Melor Md Yunus; Helmi Norman. 2020. "ìSPEAK: Using Mobile-Based Online Learning Course to Learn ‘English for the Workplace’." International Journal of Interactive Mobile Technologies (iJIM) 14, no. 8: 19.