prposal baru.docx

7/27/2019 prposal baru.docx

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RESEARCH PROPOSAL

TOPIC :

Investigating Teachers Use of Computers and Technology Teaching Aids in ESL

Classroom

Comments :

1. No content Page. Content page must be before the introduction2. Sequence number not in the order. Example 1.0 , 2.0if you have breakdown then 1.0 ,

1.1 ..2.0 , 2.1. Follow the um structure.

3. Lack of references and outdated. Your literature review is very poor. You may need totalk authors perception towards use of ICT in ESL class. Try to compare with a few

develop countries like USA, UK. How do the teachers apply the ICT in ESL. What are

the implication and share the outcomes of using ICT in ESL class. And relate to our

nation schools/ teachers.

4. Please argue why you wanted to use Quantitative not Qualitative. You may also give anysample research based on your topic to produce justification on your research method.

Use any quotes and references to support your research method. How are you going to

design your questionnaires?

5.

Quoted references are not in the reference list.


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1.0 Introduction

Reformation in education occurs everywhere. After independent in 1957, Malaysia has

undergone various reformation and improvement on its education systems. (Professor Dr. Hassan

Bin Said, Education in Malaysia; Enhancing accessibility, capability and quality) Education in

Malaysia has gone through several stages of development. Among these are the KLSR, KBSR

and now the KSSR. Even through the development drastic abridged, but the technology is an

aspect to be considered in improving educational attainment at the national level. Other than

technology, English is an essential aspect. English is an important second language in Malaysia.

English language has been a major motivating factor in teaching and learning in Malaysia

especially to gain information about Science and Technology. (Vinodini Murugesan, ESL

Magazine, March / April 2003). Government has introduced PPSMI in an effort to uphold

English throughout the country but lately the Education System has replaced with MBMMBI

program. Both programs are the government's efforts to improve English proficiency.

Teaching and learning in English Language has also experienced changes such as

education in Malaysia. The use of teaching aids in the classroom is extremely important for the

learners to get more ideas on the subject that they are acquire despite, encourage teachers to

integrate technology in teaching English to help students gain in-depth knowledge of the learning

content in a more engaging way. According to the World Dictionary

(http://dictionary.reference.com) teaching aids mean any device, object, or

machine used by a teacher to clarify a subject. In the past, teaching aids used to teach only the

materials such as chalk, mahjong paper, manila cards, and other tools. Those tools are known as

non-tech teaching aids. However, development has led to the use of technological teaching aids.
http://dictionary.reference.com/http://dictionary.reference.com/http://dictionary.reference.com/http://dictionary.reference.com/


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Teaching aid materials technology means the use of computer-aided, laptop, presentation, and

other materials in the form of technology. According to Cake Evangelista in Philippine Daily

Inquirer had stated that, recently, Dell came out with what it called Connected Classrooms,

doing away with blackboards, chalk, charts and other teaching aids traditionally used to mould

young minds. And the people around the world agreed that, the old materials have to throw

away and teachers must start to use the technology teaching aids. And there were a hard believes

that the developing nations must use the information technology to transform themselves towards

developed country. (Warschauer, 2003). And as we are now in a knowledge-based world, technology

has become such a helpful aid for teachers in preparing their lessons that it has a very important role in

the classroom today and can be used to teach important concepts in almost every subject area (McDaniel,

2000).

Although at present, the use of technology teaching aids is increasing, but the question

is whether the teachers are still using them? The teachers who were knowledgeable in the use of

computers in technical level and integrated computers in teaching of other subjects. (Norhayati

Abd. Mukti, EJISDC (2000) 3, 8, 1-13). For some teachers, the uses of teaching aids need the

expertise of high technology. In Malaysia, the teachers began using technology teaching

aids since PPSMI introduced. Teachers were provided with laptops, computers, projectors, high

technology telescopes and others. Even the students ability and the teachers knowledge also

influence the teachers intention to use the computers in class. (Norhayati Abd. Mukti, EJISDC

(2000) 3, 8, 1-13).

The use of teaching aids is essential to give an insight to students about the

lessons learned. The uses of teaching aids are also provided numerous benefits to as well as


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enhance understanding. For some tasks, computers can provide distinct advantages over more

traditional approaches. The use of a computer for listening exercises often provides not only

sound, but also visual input providing students with more contextual clues. Use visual aids to

teach technology to avoid students became boring with the education. In addition, students are

also able to understand what is learned easily. Besides interested in tech materials used, can also

pioneered new technology in line with national development. Students can learn something new

through the teachers.

The Government also supports the use of visual aids to teach technology in our

country. Through smart program, the government has begun to supply technology equipments to

schools. Since 2000, the government's noble efforts have originated from town

schools to urban schools. But the government has sent the required materials although the

schools are in urban areas. The government aim is to increase students' understanding in

learning a lesson since the Government has introduced PPSMI as an effort to help

improve English proficiency among students

2.0 Statement of Problem

Since 1997, the Smart school project is a pathway to develop the usage of Information and

Communication Technology (ICT) among the students and teachers. The government spends

thousands and millions to develop the usage of computers and ICT in the developing world. But

according a recent study show that, the teachers are still scared to use the computers and ICT


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gadgets towards producing a great teaching and learning process. The first problem every teacher

trainer comes up against is peoples fear, which can be roughly divided into two aspects: one,

fear of the new technology itself; two, fear of showing ones ignorance. (Nina M. Koptyug,

2003).

The digital dividea technology gap which has arises in Malaysia is a strong reason why there

are some teachers unable to use technology in their lesson. Teachers felt that having basic

knowledge of computers is insufficient to teach with computers in the classroom. They felt

uncomfortable and under prepared to teach with computers. (Norhayati Abd. Mukti, EJISDC

(2000) 3, 8, 1-13). Some of the old teachers are never took any initiative to learn new technology

to improve themselves and the teaching and learning activities during their classes. But, in

Malaysia, the government had prepared enough gadgets in the schools not only in town schools

but also in the rural area schools. So the government had done its job towards enhancing the

usage of ICT in English teaching.

Look in Malaysia; even the kids who dont know to write alphabets able to turn on or off the

computers and play games using the ipads. The students are now advance in the terms of

computer and ICT compare to the teachers. So the teachers must be computer literate so that they

can present a good teaching in the classes. Malaysian newspaper had stated, Teachers are

responsible for establishing the classroom environment and preparing the learning opportunities

that facilitate students use of technology to learn, communicate and develop knowledge. (The

Star, 2010).


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Although the government had done a great job; but the teachers are still not using ICT in

teaching and learning process in their classes. The government is now worrying about the

students; where the students computer and technology literacy is even better than the teachers.

The kids in urban school will definitely lost their interest in studies because the teachers are still

using chalk and talk method to teach. It is believed that actually some teachers still often lack the

knowledge and confidence to utilize the growing technology to its full educational potentials

(Adams, 1992). Some teachers are not ready to touch and feel the technology. And some teachers

are not ready to integrate themselves with ICT.

The gadgets are enough to bring up the education up in the terms of development, but how about

the teachers? In this research, the researcher is going to investigate the teachers use of the

computer and ICT gadget to conduct English in ESL classrooms.

3.0 Research Questions

The uses of computers among teachers in the teaching and learning mainly English in

ESL classrooms in always a question. However in the sense to conduct a good research there are


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several questions to be brought up. These questions will be used to evaluate the current problem

in using ICT in teaching and learning. The teachers nowadays are not using much ICT gadgets to

prepare and even present their lesson.

1. What are the teachers attitudes towards integrating computer and ICT in English teaching?

2. What are the problems faced by the teachers in the ESL classroom?

3. What are the ways to overcome the problems?

4.0 Significance of the study

The main reason to conduct this research is to find out the problems faced by government in the

sense of implementation of ICT in English, Science and Mathematics teaching in ESL

classrooms. This study will conduct to determine the problems faced by teachers in


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conducting English classes using visual aids to teach with technology. The government has

spent money in providing high-tech products to all schools. However, there is also a school

that used it. The Government continues to give priority to the mastery of English among

students.

Through this study the researchers also want to say a few proactive steps to address

problems faced by these teachers. And all will relinquish measures proposed by the teachers who

participated in this study. Through this study, the researchers feel that there are those who will

have an understanding of the constraints in using visual aids to teach technology among teachers.

And the researcher believes that, this research will be a mile stone to reduce the gap between the

teachers and the computer and high technology gadgets. And moreover, the kids will be more

information literate in age 2020.

5.0 Objective of the study.

This study will be conduct to investigate the use of visual aids and computer technology in

teaching English in ESL classes. English is a second language in our country. The Government

has introduced various measures to improve English proficiency among students. There are


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several goals to be achieved during the study ended.

The purpose of this study is to identify problems faced by teachers in various parts of

the country, whether urban or went around town to teach English with the help of computers.

The second purpose is to review positive steps toward reducing the gap between computers and

teachers to teach English in the ESL classroom. These measures will be forwarded to the parties

concerned to take appropriate action.

6.0 Limitation of the research.

In the late February 1991, MSC was announced by Tun Dr.Mahathir in order to achieve Vision

2020. Due to that, the importance is given to IT in several sectors. Especially, in Education field.

Teachers were their focus in use of technology in educating their students. The importance is

given to English, Science and Mathematics. There are some limitations for this research. As

stated, the teachers will select randomly from Selangor with the view that the teacher is a

graduate and he or she must worked for past five years.


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Mainly, due to the heavy work load in teaching either they truly answer the questions or just

make it. The second limitation is it will be hard to get information about the teachers with

specific criteria. The concept and conclusion of this study either different form the other state

because this research is conducted only in Selangor.

7.0 Methodology

7.1 Sample

The methodology of the study that will be used by the researchers is the questionnaire.

Researchers will select 20 teachers as participants in this study. All teachers selected will

be made up of teachers from all over Malaysia. 10 teachers will be a high school teacher,

while another 10 will consist of primary school teachers.


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All the teachers who selected to participate in this study must have diploma in education. In

addition, they should be teaching English in schools for more than five years. Another aspect to

be emphasized is that the places of teachers work. Questionnaire will be sent to teachers in rural

and urban areas. This is to ensure that researchers get comprehensive information.

The teacher will be selected as stated above and the respondents will be contacted through school

and will be given the questionnaire.

7.2 Data Collection

Complete questionnaire will designed to be given to teachers to find out sluggish. Questions will

be provided in the questionnaire based on questions that have been selected. Questions will be

chosen, given the significance to the stage, positions and the different teachers. Questions that

are designed will also cover all aspects of the experience, education, placement, efforts, abilities,

advantages and disadvantages in the study area. The questions are as below.

.

7.3 Data Analysis

The collected data will be analyzed using SPSS version 16. The software will be chosen to do

the analysis to get accurate information about the research. Through this software, the data will

be analyzed and plot into graphs. Other than that, discriminate analysis will be conduct to get

accurate information about the research.

Section Title of Section Type of information requested No. ofItems


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1 Personal details Name, age, place of work, teachingexperience, numberof students taught, ownership of thepersonal computer at home

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2 Usage of computersamong teachers inteaching English

frequency of usage, number of timeusing technology teaching aids andcomputers in the class in a month,number of courses attended by theteacher in a semester to improve thecomputer knowledge, level ofconfidence of using the computer inthe class, advantages of using thecomputer in the class to teach English,

6

3 Problems faced by

teachers to teachEnglish usingcomputers.

Problems that discourage the teachers

to teach English using computers.

2

4 Ways to overcomethe problems.

Suggestion to overcome the problemsin the class.

1

Total items15

8.0 Literature Review

English and Bahasa Malaysia are the official languages used widely in Malaysia. Despite, both

play a vital role in binding together a multicultural nation made up largely of three separate and

distinct races-the Malay, the Chinese and the Indians (Vinodini Murugesan, March/April, 2003).

English is a global language and in Malaysia it is taught as second language due to its important

role in education and development since from that, in schools technology play a vital role among

the teachers and students. The Malaysian government has made several nationwide exhortations


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to the public in order to achieve the high standard of English and its proficiency by providing

incentives and encouragement in various forms (Vinodini Murugesan, March/April, 2003).

According to Drake (2001) describes technology drawn a line between teachers and students to

make them into learners. Perhaps, the researcher believes that technology not only changing the

roles of teachers and students but, it also made the teachers to be a facilitator, a decision maker,

and a model of a life-long learner, and the students became helper to their peers (Sookhee Kim,

2001). In Further, Sookhee Kim (2001) explains the role of a teacher as a facilitator in ESL

(English as a Second Language) classroom started to use communicative language teaching

techniques where they practice learning styles with students by engaged in interactive group

activities such as mock interviews or role-play. So by this, the researcher believes teachers in the

language classrooms encourage the students to participate in active conversation and make them

an independent learner. This way will ensure on students ability and their motivation towards

learning English.

Education in Malaysia started to transform to a new face. Transforming the educational system

will entail changing the culture and practices of Malaysias primary and secondary schools,

moving away from memory-based learning designed for an average student to an education that

stimulates thinking, creativity, and caring in all students, cater to individual abilities and learning

styles, and are based on more equitable access. (The Malaysian Smart School, A conceptual

Blueprint, (1997). The idea of using computers in teaching and learning process mainly for

English, Mathematics and Science was such a fantastic idea. The government wants the kids to

prepare for the Information Age. The smart school initiative has been identified as one of the

flagship in the MSC planning to provide skilled knowledge workers in ICT industries and


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companies (M. I. Hamzah, A. Ismail, and M. A. Embi, World academy of Science, Engineering

and Technology, 49 2009). The Malaysian Smart School is a learning institution that has been

systemically reinvented in terms of teaching-learning practices and school management in order

to prepare children for the Information Age. The continuous development of ICT integration in

education in our country is relevant to the development of ICT around the world.

Victoria (2002) in her research stated that internet and technology aids for sure will bring the

kids up in their education and well prepare them towards globalization and global challenges in

the coming years. In recent years, there has been a groundswell of interest in how computers and

the Internet can best be harnessed to improve the efficiency and effectiveness of education at all

levels and in both formal and non-formal settings (Victoria L. Tinio, 2002). And for sure, the

digital devices especially the technology aids had raise the interest among the kids to study.

Besides that, Ridenhour (2001) mentioned besides using old technology aids in ESL classrooms

teachers can venture into new technologies such as Internet, TV, DVD and CD as their additional

technologies as their innovative teaching aids which make the teachers to expand their resources

and support their teaching. This makes the students to learn innovatively and draws the interest

of students in learning English. As the researcher believes, students are given the freedom to

learn English in their own creativity; besides teachers play a role as a facilitator and always a

decision maker and how to teach students in order to motivate them and enhance their problem -

solving and critical thinking skills (Sookhee Kim, 2001).

But, the uses of computer among the teachers still less. Some teachers are really scared to use

and even integrate the system into education. According to Laborda, J.G., & Royo, T.M. (2007)


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they describe Researcher had found from her research that, a great number of teachers in Russia

have never used a computer in their lives, and they are terribly shy when they are confronted

with new technology, and the confusing new terminology used. Even the students ability and

the teachers knowledge also influence the teachers intention to use the computers in class.

(Norhayati Abd. Mukti, EJISDC (2000) 3, 8, 1-13). Joseph Samuel and Zaitun Abu Bakar in

their research titled Utilization and Integration of ICT Tools, had found that the teachers, once

back to school from ICT courses, they will change back to the traditional way of teaching.

Laborda and Royo (2007) have mentioned, computers and technology become fears and insecure

for English language teachers where there are many teaching materials and teaching aids already

available for teaching. Despite, in many countries the government has taken step in modernizing

their equipment into better technology integration in language learning (Tsou, Wang & Tzeng,

2006). Moreover, teachers dont show their appropriate interest and their role in teaching English

use Technological teaching aids in classrooms. In addition, most teachers claim they dont have

sufficient time for out-of-school training which synchronized with their own teaching schemata

in classrooms (Laborda & Royo, 2007).

As the researcher believes, teachers always need to polish their knowledge and skills with new

information about teaching techniques with new technological teaching aids which available in

market now. According to Sookhee (2001) .teacher always needs to update himself/herself

with new information about teaching techniques, research findings on teaching and learning and

changes in educational policies, attending and participating in workshops or conferences and

reading periodical journals or articles. This is in relation to, a drastic changes everyday which


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teachers always advised to keep themselves update and cater some real-life situations, and

engage in lifelong learning and model this process for their students (Jacobs & Farrell, 2001).

According to BECTA (1999) the learning potential of ICT is not being realized, because many

teachers are not familiar with ICT and do not use it in their teaching. If the teachers themselves

are not using the ICT, how we can expect that kids will be able to compete in this ICT world.

Research by Story and Sullivan (1986) found that the kids who are using ICT in teaching and

learning process will be able to complete their tasks better than the kids who are not using it.

And the researcher also found that, the inner motivation of the students who are using ICT will

be better than the kids who are not. So, the uses of computer in English classes are necessary.

The teachers should upgrade themselves to better usage of ICT and technology aids towards

teaching English in ESL classrooms. Teaching English in classrooms are not only important,

whereby teachers need to realize on their past and present teaching styles and methods which

they need to make an adaption of the growth of new technology (Nurul Atikah A, Mohamad

Jafre, Wong Su Luan, Omar Majid & Hanafi Atan, April 2006).

Teaching English will be better using the technology gadgets and computers. A teacher in a

research had stated that, there are various authentic resources and materials form English

language websites and software programs. She did mention that the students are showed their

interest, realistic and creative enough to draw students attention and interest. (International

Journal of Pedagogies and Learning, 5(2). November 2009). It means the usage of computers and

ICT or technology gadgets in education will enable the students to learn English in different way and

easily.


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REFERENCES

Melor Md Yunus,Malaysian ESL teachers use of ICT in their classrooms: expectations and

realities. (2007, volume 19-Issue 01). Graduate School of Education, University of Bristol.

Assoc Prof Fong Soon Fook. (2010, May 30).Beyond Computer Literacy. The Star.

Victoria L. Tinio. (2002).ICT in Education.

Neil Kisby. (2000). The Role of ICT in EFL Classrooms.

Nina M. Koptyug. (2003).ICT in the Classroom: Solving EFL Teacher Problems. Methods of

Teaching. 47 (1). Retrieved fromhttp://eng.1september.ru/2003/47/1.htm EPPI English Review

Group. (January 2004).

Sookhee Kim , (Sept 19, 2001).Integrating Technology into Instruction. Johns Hopkins

University. 893.506.61

Vinodini Murugesan, (March/April, 2003).Malaysia Promotes Excellence in English. ESL

Magazine. (P.26-28)

Loborda, J.G., & T.M. (2007). Book review: How to teach English with Technology (Gavin

Dudeney & Nicky Hockly).Educational Technology &Society, 10 (3), 320-324.
http://eng.1september.ru/2003/47/1.htmhttp://eng.1september.ru/2003/47/1.htm


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MELOR MD YUNUS, Malaysian ESL teachers use of ICT in their classrooms: expectations

and realities. (2007, volume 19-Issue 01). Graduate School of Education, University of Bristol.

Assoc Prof Fong Soon Fook. (2010, May 30) Beyond Computer Literacy. The Star.

Victoria L. Tinio. (2002). ICT in Education. Retrieved from

www.saigontre.com/FDFiles/ICT_in_Education.PDF.

Neil Kisby. (2000). The Role of ICT in EFL Classrooms. Retrieved fromwww.google.com.my.

Nina M. Koptyug. (2003).ICT in the Classroom: Solving EFL Teacher Problems. Methods ofTeaching. 47(1). Retrieved from http://eng.1september.ru/2003/47/1.htm

EPPI English Review Group. (January 2004).
http://www.saigontre.com/FDFiles/ICT_in_Education.PDFhttp://www.saigontre.com/FDFiles/ICT_in_Education.PDFhttp://www.google.com.my/http://www.google.com.my/http://www.google.com.my/http://www.google.com.my/http://www.saigontre.com/FDFiles/ICT_in_Education.PDF

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