APPLYING NATURAL AND TOTAL PHYSICAL RESPONSE
METHOD INTO AN ENGLISH-LEARNING COURSEWARE
DEVELOPMENT
SITI AISYAH
WGA050022
DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENT FOR THE DEGREE OF MASTER OF
COMPUTER SCIENCE
FACULTY OF COMPUTER SCIENCE AND INFORMATION
TECHNOLOGY
UNIVERSITY MALAYA
KUALA LUMPUR
DECEMBER 2007
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ABSTRACT
This paper illustrates the design and development of the English Learning Courseware
(ELC) prototype. This multi-media courseware is intended for the teaching and learning of
the English subject for Malaysian first year primary school students. Natural and Total
Physical Response (TPR) teaching method was adapted into the development of this
prototype. The two methods were chosen since they are recognized as an appropriate
combination of teaching methods that cater all different type of learning. The discussion
involves the development life cycle methodology which is the Interaction Design Model
that consists of four main phases which are analysis to identify needs, design, prototyping,
and testing or evaluation.
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ACKNOWLEDGMENTS
In the name of Allah, Most Gracious, Most Merciful. Praise be to Allah, “Rabb” of
the universe and peace be upon the Prophet Muhamad S.A.W., his family, and his
followers.
The success of this project is made possible with the guidance, help and support
from a number of people. I wish to express my sincere appreciation and gratitude to those
people concerned.
My supervisor, Dr. Rodina Ahmad for her invaluable advice, guidance and help
throughout my project and to all of FSKTM staff for their support.
Ministry of Education of Malaysia for the survey approval.
Teachers and students in SK Kelana Jaya 1 and 2 that had given me their support
and full cooperation during the survey.
All the teacher all over Selangor, Malaysia that has replied my mail survey.
Last but not least, I would like to thank my family and friends for their love, faith
and continuous prayers through this hard time. I would not been able to make it without
your support.
Kuala Lumpur, 2007
Siti Aisyah
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DEDICATION
I would dedicate this work firstly to my father, Aba, for all the support he gave me.
Terima kasih aba, I would not be able to finish this work without you. If this work can be
seen as a house, then you are the foundation. This house will not be able to stand up
straight without you. I love you ba, stay healthy.
Secondly this work goes to my wonderful husband Yudi for all the love he has been
giving me. Thank you for being the most patience person I have known in my life. You
transform this “house” into a home. It’s a bliss to have you beside me and I love you honey.
Thirdly, this work goes to my beloved sister, teacher Heidi, I know you are
watching and smiling from there. I love you and miss you more than words can say.
Lastly, this work is dedicated to all of you out there who has been giving me so
much support that I can not ask for more.
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TABLE OF CONTENTS
TITLE .................................................................................................................................... i
ABSTRACT .......................................................................................................................... ii
ACKNOWLEDGMENTS .................................................................................................. iii
DEDICATION ..................................................................................................................... iv
TABLE OF CONTENTS ..................................................................................................... v
LIST OF FIGURES .......................................................................................................... viii
LIST OF TABLES .............................................................................................................. xi
LIST OF ABBREVIATIONS ........................................................................................... xii
CHAPTER 1 INTRODUCTION ........................................................................................ 1
1.1 Background of the Study ................................................................................................ 13
1.2 Problem Statement ......................................................................................................... 16
1.3 Research Objectives ....................................................................................................... 16
1.4 Scope of Study ............................................................................................................... 17
1.5 Significance of the Study ............................................................................................... 18
1.6 Research Methodology................................................................................................... 18
1.6.1 Primary Approach ................................................................................................... 19
1.7 Structure and Outline of Study ....................................................................................... 23
CHAPTER 2 REVIEW OF THE RELATED LITERATURE ...................................... 24
2.1 Introduction .................................................................................................................... 24
2.2 The importance of English in Malaysia ......................................................................... 24
2.3 How Malaysian Young Students Learn English? .......................................................... 26
2.4 ESL (English Second Language) Teaching Techniques ................................................ 30
2.5 Theoretical Framework Model ....................................................................................... 35
2.6 Summary ........................................................................................................................ 37
CHAPTER 3 FEATURE OF THE PROPOSE ENGLISH LEARNING
COURSEWARE (ELC) ..................................................................................................... 38
3.1 Introduction .................................................................................................................... 38
3.2 Teaching Methodology Selection .................................................................................. 38
3.3 Graphical User Interface Usability Feature.................................................................... 42
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3.4 Usable and Appropriate English-Learning Courseware (ELC) ..................................... 44
3.5 Review of Existing English Learning Courseware Based ............................................. 44
3.5.1 Teaching Courseware English Language Year 1 .................................................... 45
3.5.2 Click and Learn - KBSR Tahun 1-6 Series 3 .......................................................... 50
3.5.3 Guli-guli kuiz wira – English for Year 1 ................................................................ 55
3.6 Summary of Existing Courseware Evaluation ............................................................... 59
3.7 Summary ........................................................................................................................ 62
CHAPTER 4 DESIGND AND DEVELOPMENT OF ENGLISH LEARNING
COURSEWARE (ELC) ..................................................................................................... 64
4.1 Introduction .................................................................................................................... 64
4.2 Interaction Design Methodology.................................................................................... 64
4.3 Identify Needs / Establish Requirements ....................................................................... 66
4.3.1 Data Gathering ........................................................................................................ 67
4.3.2 Data Interpretation and Analysis ............................................................................. 68
4.4 Design and Prototyping .................................................................................................. 76
4.4.1 Design ..................................................................................................................... 77
4.4.1.1 Learning Objectives. ........................................................................................ 78
4.4.1.2 Courseware Content and User Interface Design. ............................................. 83
4.4.2 Prototype ............................................................................................................... 114
4.4.2.1 Development Environment ............................................................................ 114
4.4.2.2 Courseware Implementation and System Architecture .................................. 115
4.5 Summary ...................................................................................................................... 116
CHAPTER 5 TESTING AND EVALUATION ............................................................. 117
5.1 Introduction .................................................................................................................. 117
5.2 Objectives ..................................................................................................................... 117
5.3 Evaluation Methods ..................................................................................................... 118
5.3.1 Self Appraisal ........................................................................................................ 118
5.3.2 User Interview ....................................................................................................... 122
5.4 Evaluation Analysis ..................................................................................................... 126
5.4.1 Analysis of Self Appraisal Evaluation .................................................................. 127
5.4.2 Analysis of User Interview Evaluation ................................................................. 135
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5.5 Summary ...................................................................................................................... 136
CHAPTER 6 CONCLUSION ......................................................................................... 137
6.1 Introduction .................................................................................................................. 137
6.2 Findings ........................................................................................................................ 137
6.3 Limitation ..................................................................................................................... 141
6.4 Suggestions for future research .................................................................................... 142
REFERENCES ................................................................................................................. 131
APPENDIX A HURAIAN SUKATAN PELAJARAN .................................................... 137
APPENDIX B SURVEY RESULT .................................................................................. 179
APPENDIX C REFERENCES OF VOICES AND PICTURES ...................................... 196
APPENDIX D USER MANUAL OF PROGRAM INSTALLATION AND UN-
INSTALLATION ............................................................................................................... 198
APPENDIX E USER MANUAL OF PROGRAM UTILIZATION ................................ 204
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LIST OF FIGURES
Figure 1.1 The primary approach of the research ................................................................ 20
Figure 2.1 Theoretical framework model............................................................................. 36
Figure 3.1 Courseware content ............................................................................................ 46
Figure 3.2 Emphasize keywords with a different color word. ............................................. 47
Figure 3.3 The windows did not show any navigation button (before mouse over) ............ 48
Figure 3.4 The windows show some navigation button (after mouse over) ........................ 48
Figure 3.5 The windows end button ..................................................................................... 49
Figure 3.6 Volume and story navigational control Menu .................................................... 49
Figure 3.7 Message box ....................................................................................................... 50
Figure 3.8 To select year ...................................................................................................... 51
Figure 3.9 To select subject ................................................................................................. 51
Figure 3.10 Table of content of the courseware tutorial ...................................................... 52
Figure 3.11 Tutorial 1. ......................................................................................................... 52
Figure 3.12 Tutorial 5 .......................................................................................................... 53
Figure 3.13 Front page ......................................................................................................... 54
Figure 3.14 Background story to motivate student .............................................................. 56
Figure 3.15 The clickable icon was not shown before mouse over ..................................... 57
Figure 3.16 The clickable icon was shown after mouse over .............................................. 57
Figure 3.17 Correct answer .................................................................................................. 58
Figure 3.18 Wrong answer. .................................................................................................. 59
Figure 4.1 Interaction design model. ................................................................................... 65
Figure 4.2 Activity 1 – Identifying needs/establishing requirements .................................. 66
Figure 4.3 Activity 2-3 – Design and prototyping ............................................................... 77
Figure 4.4 Courseware general content. .............................................................................. 84
Figure 4.5 Main form interface design ................................................................................. 85
Figure 4.6 Level selection form interface design ................................................................. 86
Figure 4.7 Beginner level-topic selection form interface design ......................................... 87
Figure 4.8 Beginner ‘alphabet’ theory-1 form interface design ........................................... 88
Figure 4.9 Beginner ‘alphabet’ theory-2 form interface design ........................................... 89
Figure 4.10 Beginner ‘alphabet’ theory-3 form interface design ......................................... 89
Figure 4.11 Beginner ‘alphabet’ theory-4 form interface design ......................................... 90
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Figure 4.12 Beginner ‘alphabet’ activity form interface design. ......................................... 91
Figure 4.13 Beginner ‘number’ theory-1 form interface design .......................................... 92
Figure 4.14 Beginner ‘number’ theory-2 form interface design. ......................................... 92
Figure 4.15 Beginner ‘number’ activity form interface design............................................ 93
Figure 4.16 Beginner ‘chat’ theory-1 form interface design ................................................ 94
Figure 4.17 Beginner ‘chat’ theory-2 form interface design. ............................................... 95
Figure 4.18 Beginner ‘chat’ activity-1 form interface design. ............................................. 96
Figure 4.19 Beginner ‘chat’ activity-2 form interface design .............................................. 96
Figure 4.20 Finish topic form interface design .................................................................... 97
Figure 4.21 Finish level form interface design .................................................................... 98
Figure 4.22 Intermediate level-topic selection form interface design.................................. 99
Figure 4.23 Intermediate ‘family’ theory-1 form interface design .................................... 100
Figure 4.24 Intermediate ‘family’ theory-2 form interface design .................................... 100
Figure 4.25 Intermediate ‘family’ activity form interface design ...................................... 101
Figure 4.26 Intermediate ‘you and I’ theory-1 form interface design................................ 102
Figure 4.27 Intermediate ‘you and I’ theory-2 form interface design................................ 103
Figure 4.28 Intermediate ‘you and I’ activity form interface design ................................. 104
Figure 4.29 Intermediate ‘where’ theory-1 form interface design ..................................... 105
Figure 4.30 Intermediate ‘where’ theory-2 form interface design ..................................... 105
Figure 4.31 Intermediate ‘where’ activity form interface design ...................................... 106
Figure 4.32 Advanced level-topic selection form interface design.................................... 107
Figure 4.33 Advanced ‘noise’ theory form interface design.............................................. 108
Figure 4.34 Advanced ‘noise’ activity form interface design ............................................ 109
Figure 4.35 Advanced ‘present past’ theory form interface design ................................... 110
Figure 4.36 Advanced ‘present past’ activity form interface design ................................. 111
Figure 4.37 Advanced ‘song’ theory form interface design .............................................. 112
Figure 4.38 Advanced ‘song activity form interface design .............................................. 113
Figure 4.39 Finish all level form interface design ............................................................. 114
Figure 5.1 Theory form before alteration ........................................................................... 124
Figure 5.2 Theory form after alteration.............................................................................. 125
Figure 5.3 Topic’s number ................................................................................................. 125
Figure 5.4 Greeting activity ............................................................................................... 128
Figure 5.5 Writing practice activity ................................................................................... 128
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Figure 5.6 Listening and practice activity .......................................................................... 129
Figure 5.7 Using command to direct user behavior ........................................................... 129
Figure 5.8 Connecting vocabulary with actions ................................................................. 130
Figure 5.9 Story telling activity with humor touch ............................................................ 131
Figure 5.10 Upper, middle and lower part of the form ...................................................... 132
Figure 5.11 Command button ............................................................................................ 132
Figure 5.12 Activity button is disabled .............................................................................. 133
Figure 5.13 Activity button is enabled ............................................................................... 133
Figure 5.14‘Tick’ sign for correct answer.......................................................................... 135
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LIST OF TABLES
Table 3.1 Evaluation of ESL teaching techniques against learning style. ........................... 39
Table 3.2 Natural method recommended features for children courseware ........................ 40
Table 3.3 TPR method recommended features for children courseware ............................. 41
Table 3.4 Usability recommended features for children courseware ................................... 42
Table 3.5 Summary of Existing Courseware Evaluation ..................................................... 60
Table 4.1 Learning outcomes ............................................................................................... 79
Table 5.1 The proposed new courseware assessment ........................................................ 119
Table 5.2 Average rate of all courseware involved in the study ........................................ 121
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LIST OF ABBREVATIONS
CALL Computer Assisted Language Learning
CD Compact Disk
CS Computer Science
ELC English Learning Courseware
ESL English Second Language
GUI Graphical User Interface
ICT Information and Communications Technology
IDM Interaction Design Method
IEEE Institute of Electrical and Electronics Engineers
ISO International Standard Organizations
IT Technology Information
KBSR Kurikulum Baru Sekolah Rendah
N&T Natural-Total Physical Response
NAEYC National Association for the Education of Young Children
TPR Total Physical Response
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CHAPTER 1
INTRODUCTION
1.1 Background of the Study
English has been known as the international language, the language that has been
used worldwide. People from different countries, languages, and cultures, can communicate
with each other easily as long as they acquire the ability to speak in English. Due to this
matter, people who come from non-English country were positively forced to learn this
language in order to be able to speak up his or her mind through out the world. In fact,
nowadays, English course is offered not only for adult but children as well.
In his article about language learning for children, McGlothlin mentioned term of
childhood magic. This term presents the significant ability of children in learning a new
language. Children can learn new language very easily compare to adult since this magic
theory is limited to childhood (McGlothlin, 1997). McGlothlin’s paper about children’s
ability in language learning is one of the supportive sources in conducting this proposed
research. However, McGlothlin’s article only reviews on the first language acquisitions for
children. When it comes to the second language acquisitions for children, the process also
need to be made as naturally as they learn their first language. The proposed research will
try to look into this different idea and may be viewed as a further study for McGlothlin’s
research that can contribute a new knowledge in the area.
A lot of learning-teaching strategies and techniques have been introduced. Some of
them were specifically elaborate into language learning environment. Theodore S. Rodgers,
Professor Emeritus of University of Hawaii lists some of the theories. They are, Situational
Language Teaching, Audio-lingualism, Communicative Language Teaching, Total
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Physical, etc (Rodgers, 2001). The proposed research will look for detail into each and
more of the techniques mentioned above and later on to determine which techniques that
suit children most.
Looking back into the terms of English Second Language or English Foreign
Language, we would find another closely related term which is bilingual. The language a
child knows better is called the dominant language and the new language can be considered
as the second language. Non-English speaker children are considered as bilingual as they
try to learn English as his/her second language. This research’s subject will relay on
children falls into that category.
Nowadays, many learning techniques are affected by the presence of Computer
Science (CS). Electronic media such as computer, compact disk (CD), website, e-book, etc
has been widely used all over the world to support learning-teaching activities. CS now
becomes something that cannot be separated from our modern education life. Various
courseware have been developed to fulfill each of any learning objectives.
Basically, courseware is software that is designed to be used in an educational
program. It delivers course material and instruction via computer. In language learning,
there is a familiar term which is Computer Assisted Language Learning (CALL) that
presents a specific courseware covering any activities involves in language-learning
processes.
Up till now, there is many children’s courseware available for English learning.
Some of them even free in terms of money and downloadable through the Internet known
as freeware. The benefits of having courseware as a primary or supplementary source in
learning processes can be differentiated according to its user point of view.
From the point of view of user or the learner, self-learning courseware are
convenient to use, they can use it anywhere and anytime they want and can be considered
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cheaper than other formal classes. While from the point of view of teachers, in-class
courseware helps them to reduce the manual process such grading quizzes, simulating
graphics, etc since all of these processes can be done automatically from the courseware.
Some of the courseware are specially designed to fulfill the different needs and interests of
each organization based on a formal curriculum. On the contrary, some was just made for
the commercial purpose and did not consider any appropriate teaching strategies.
The following studies have shown that children are not discriminating when it
comes to computer software. Study done by Escobedo (1997) shown that children may
respond positively to software even though it may be developmentally inappropriate for
them. The study done by Shade (1994) involved 72 children ages 4–8 years old. Half of the
children worked alone at the computer and half worked with a peer. The children’s facial
expressions were monitored while using software with varying degrees of developmental
appropriateness. Regardless of age, gender, or social condition, children expressed no
negative affects (anger, fear, sadness, disgust) with any type of software. Rather children’s
facial expressions exhibited high degrees of interest, joy, and surprise. Children spent twice
as much time using drill-and-practice software which is inappropriate according to software
National Association for the Education of Young Children (NAEYC) guidelines (Clements,
1994; NAEYC, 1996). Based on that, teachers or other who have the selection role need to
be aware and do appropriate courseware selection in order to achieve complete learning
objectives. Furthermore, an appropriate evaluation is needed on their current
implementation to see whether their existing supported courseware has given them what
they need.
This research will evaluate several English-learning courseware available for
Malaysian first year primary school students. The evaluation criteria would mainly related
to the teaching approach and the usability aspect adapted inside each of those courseware.
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And at the end, this research is expected to come up with a prototype of an improved
English-learning courseware that can help to achieve a better performance on student
English proficiency.
1.2 Problem Statement
The problem to be overcome within the research capacity is represented by below
statement: “A lot of English-learning courseware for bilingual student is developed
without a solid basis of an appropriate teaching technique”.
This problem may lead to an unpleasant situation to our education system.
Ineffective way of teaching language to bilingual student, especially to our Malaysian
student, will generate undelivered learning objectives and poor achievement regarding
English proficiency. Therefore, we need to look for the resolution to overcome the
problems. This research is expected to deliver a contribution that can give a better
resolution against these problems and to provide an improved English-learning courseware
that can fully deliver the learning objectives.
1.3 Research Objectives
Below are the lists of the research’s objectives that required to be accomplished
within research’s development:
1. To evaluate the existing English-learning courseware in terms of their teaching
technique appropriateness and usability.
2. To identify the most suitable English-teaching techniques for young learner, in this
case, Malaysian first year primary school students.
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3. To apply the evaluation results to the design and development of a new and
improved English-learning courseware prototype.
1.4 Scope of Study
Although it would be magnificent to study and to provide a complete tool to
facilitate English-learning for the Malaysian first year primary school students, it would be
too wide of a scope for this research to handle. As a result, the author has to draw some
restriction on this research capacity. Below list will show you on the things that will be
identified as the research scope.
- This research population target will concentrate only on the Malaysian first year
primary school students.
- In the terms of courseware content, this prototype produced will only focus on some
of the learning outcomes supplied from the ministry of education English
curriculum specification.
- The English-learning courseware proposed is categorized as in-class type of
courseware. Meaning, some of the features might require another part of role to
support such as teacher to help the student during the uses of the courseware.
However, the courseware is not restricted for in-class use only. Parent can use the
courseware in their homes.
- The English-learning courseware proposed will not only focuses on the adaptability
of teaching methods but also to consider the graphical user interface usability
features as the supported crucial features.
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1.5 Significance of the Study
As mentioned previously, currently a lot of English-learning courseware were built
or developed without a proper base of an appropriate teaching technique. Most teachers
would also unaware of the significance this issue can be. A lot of teacher would prefer to
switch back into the traditional class when they find that the courseware does not fulfill
their teaching objectives. Only few of them are actively involved and willing to put some
efforts to evaluate the courseware so that they can take the maximum advantage on it.
Therefore in this research, the author introduces some of evaluation criteria that can help
them to select and also evaluate their English-learning courseware. And at the end, this
research is expected to develop an improved English-learning courseware prototype that
can help to achieve better comprehensive English-learning objectives.
1.6 Research Methodology
This subsection will give you the detail explanation about the methodology being
used in this research. There are two kind of methodology this research holds. The author
called the first methodology as the “Primary Approach” of research methodology. This
methodology shows the overall of the research approach that consists of several agenda that
will be described in detail later in this chapter. The second methodology is used later on
during the courseware development. It is called as “Interaction Design Method (IDM)”.
The explanation about IDM will be given in detail in the next few chapters.
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1.6.1 Primary Approach
The Primary Approach will give you an overview of how this research is
conducted. Figure 1.1 below shows the tasks or the research agenda concurrently.
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Initialization
Evaluation
Development
Figure 1.1
The primary approach of the research.
Note:
Children mentioned above refer to primary
school student with age from 7 to 10 years.
RESEARCH’S APPROACH
1.a Identify the existing
English-teaching techniques.
2. Determine one or
combination of techniques that
are most appropriate for the
courseware target user.
1.b Find the available English-
learning courseware for Malaysian
first year primary school students.
3. Evaluate these courseware against the
previous most suitable approach
determination and the usability aspect.
Can be done in parallel
Done after
activity
number 2
4. Transform the findings into
a courseware requirement
5. Develop a new and improved
English-learning courseware
prototype based on the requirement.
6. Evaluation and Testing Validation
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Figure 1.1 shows basically the flowchart consisting of concurrent tasks that will be done as
the research agenda. Each task will be explained below.
1. Initialization
The first part deals with the early phase conducted in this research.
Following tasks will be undertaken as a part of this phase.
1.a. Identify the existing English-teaching techniques available from the
theory or current practical. This phase will include several tasks which
are:
- Conduct literature review against available English-teaching
techniques available from books, publications, journals, Internet
resources, etc.
- Conduct a survey to some Malaysian primary schools to find out the
current English-teaching techniques they have been using, the
problems from the current implementation, the children characteristic
in terms of language learning behavior, the current assessment of the
student’s English proficiency, etc.
1.b. Find the available English-learning courseware for Malaysian first year
primary school students. This will be done via surveying some
Malaysian primary schools that been using the courseware and look
into other sources such as software stores.
2. Evaluation
This second part concentrates on determining the most suitable English-
teaching techniques that suit first year primary school students that respond to
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English as their second language and evaluating several of existing English-learning
courseware. Following tasks will be undertaken as a part of this phase.
2. Determine one or combination of techniques that are most appropriate
for the courseware target user. The determination would be based on
their suitability in catering different kind of student’s learning style and
also from teacher’s opinion through mail survey.
3. Evaluate the selected courseware against the previous most suitable
techniques determined in the previous task along with the usability
aspect.
3. Development
This part focuses on the development, which is to treat the findings of
previous evaluation phase into a courseware requirement and apply it to the new
courseware development. Following tasks will be undertaken as a part of this phase.
4. Transform the findings into a courseware requirement. All the evaluation
and survey outcomes will be processed to generate an English-learning
courseware requirement in the forms of courseware design.
5. Develop a new and improved English-learning courseware prototype
based on the requirement.
4. Validation
This last part focuses on the validation of the new courseware. Following
tasks will be undertaken as a part of this phase.
6. Validation and testing the new courseware to the user.
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1.7 Structure and Outline of Study
Below information will show you general idea relies on every chapter in this report.
Chapter 1 gives an overview and background information, the motivation behind
the research topic, objectives of the research, the scope, the importance of the research and
the methodology used for the research.
Chapter 2 is part of the literature review, which explains about some topics in
terms of their significant relation to this study. The topics discussed are: the importance of
English in Malaysia, how Malaysian young student learn English, what are the available
techniques for language learning, and the theoretical framework model.
Chapter 3 discusses more about the teaching methodology selection and it
supported feature as well as the usability feature to be put into the English-learning
courseware development consideration. This chapter will also show an evaluation of some
existing English-learning courseware.
Chapter 4 will focus more on the design and development of the English Learning
Courseware. Screen captures will be provided in this chapter in order to show the prototype
of the proposed courseware.
Chapter 5 explains the last phase of the courseware life cycle which is the
evaluation or testing phase. Some evaluation methods will be discussed here for appraisal
purpose.
Chapter 6 wraps up the thesis documentation. It will cover several parts which are
findings, limitation and suggestion for further research.
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CHAPTER 2
REVIEW OF THE RELATED LITERATURE
2.1 Introduction
This chapter will be divided into six subchapters. Each subchapter represents the
topic that has close relation to this study. It also relates and discusses findings of various
previous studies and identifies general patterns of the findings and the conclusions that can
be made. The discussion of each subchapter was made due to their importance in terms of
the correlations with the current study.
2.2 The importance of English in Malaysia
Let us take a brief look at how does English language has become one of the
important issues in the Malaysian society.
Two foreign researchers from Mara University of Technology, Malaysia have
written a very comprehensive article regarding this topic. The author will try to show the
result of their study in order to show a brief history of the English uses in Malaysia (Foo
and Richards, 2004).
The use and importance of the English Language in Malaysia has undergone many
phases. It began with the British Rule in the seventeenth century when the English came
and colonized the country. The presence of the colonial masters gave the English language
pre-eminence in the government, business and social arenas. Thus the use of English was
confined to a small group of people (Foo and Richards, 2004).
25
After Independence, things began to change. There was an awareness of the need
for a national identity. Policies regarding education and the use of English began to change.
In 1989, the English Language Syllabus in Malaysian Schools has been introduced as the
new syllabus. It also called as KBSR (Kurikulum Baru Sekolah Rendah). This syllabus was
the new English curriculum for the primary schools in Malaysia (Foo and Richards, 2004).
In the KBSR curriculum the aim is to equip learners with basic skills and
knowledge of the English language so as to enable them to communicate, both orally and in
writing, in and out of school. This curriculum (KBSR) is organized in such a way as to
reflect the English language needs in the everyday life of the Malaysian society. The
learning outcomes are based on the four language skills of listening, speaking, reading and
writing. The four skills are taught incorporating the use of good grammar, the English
sound system, and the use of appropriate vocabulary (Foo and Richards, 2004).
As English is the main language used in Information and Communications
Technology (ICT), an ICT component is also included in the curriculum. It is imperative
for the students to be exposed to the English used in the ICT world so that they can
communicate more effectively in the language both locally and globally (Foo and Richards,
2004).
With the advent of globalization and the rapid growth in ICT, the world is ‘wired’
and there is a great increase in international exchanges in every sphere of life. The
Malaysian government is very much aware of the importance of the English language in
commerce, science and technology. As a result of globalization, there was a realization for
a need to reintroduce English as a medium of instruction (Foo and Richards, 2004).
Dr Mahathir Muhamad (then Prime Minister) clearly stated:
To compete on equal terms with the world’s most advanced countries, Malaysians—
as well as most other Asian nationalities—still have some way to go. There are skills that
26
must be learned and values that may yet have to change… We do not become European
simply because we wear a coat and a tie, speak English and practice democracy instead of
feudalism. We have to learn the language of telecommunications, of computers, of the
Internet (Muhamad, 1999).
All the information above has showed us how Malaysian has been putting the uses
of English as one of their crucial national agendas. All Malaysian citizens are encouraged
to be able to use English in their activity. Not to mention how government has set this to
their educational system to improve the English proficiency skills on their schools.
2.3 How Malaysian Young Students Learn English?
In general, we will discuss on how young learner learns languages. Later on we will
emerge the general understanding to the characteristic of our Malaysian first year primary
students.
In her publication, Shipton, et al from British Council explained on how young
children learn languages (Shipton and Mackenzie, 2006). She mentioned that most experts
believe that when a child is introduced to a second language at an early age their chances of
becoming more proficient in the target language will be higher. However, it is not
necessarily true to say "the earlier the better". It is suggested that the most efficient time
to learn another language is between 6 and 13 as she discusses.
Whatever the age, when children learn a second language they develop skills that
will help to create opportunities in their future. They acquire the lifelong ability to
communicate with others under diverse circumstances. Indeed, regardless of the level of
proficiency, learning a second language and learning about different cultures generally
27
broadens a child's outlook on life. It also opens up alternative educational and career
opportunities (Shipton and Mackenzie, 2006).
Even so, there are several reasons that discourage children from learning languages,
the reasons are (Shipton and Mackenzie, 2006):
- Feeling uncomfortable, distracted or under pressure
- Feeling confused by abstract concepts of grammar rules and their application
which they cannot easily understand
- Activities which require them to focus attention for a long time
- Boredom
- Being over-corrected
The list above may remind you of how the traditional educational practice. The
author often sees how children are forced to learn in uncomfortable circumstances.
Children need to learn in a conducive environment. They need to be attached into the
learning situation that suits their interest.
These are several ways of how children learn languages (Shipton and Mackenzie,
2006).
- Having more opportunities to be exposed to the second language.
- Making associations between words, languages, or sentence patterns and putting
things into clear, relatable contexts.
- Using all their senses and getting fully involved; by observing and copying,
doing things, watching and listening.
- Exploring, experimenting, making mistakes and checking their understanding.
- Repetition and feeling a sense of confidence when they have established
routines.
28
- Being motivated, particularly when their peers are also speaking/learning other
languages.
Children like adult, also have different learning styles that infect their process of
learning. Many ways of categorizing learning styles have been developed. The author
would take the classification of learning types introduced by Bandler and Grinder in the
Field of Neuro-Linguistic Programming (Bandler and Grinder, 1979). According to Bandler
and Grinder, there are four modalities of learning which are visual, auditory, kinesthetic,
and tactile.
Students may prefer a visual (seeing), auditory (hearing), kinesthetic (moving) or
tactile (touching) way of learning. Each of those styles is explained as follow (Verster,
2006).
a. Visual
The students that prefer a visual learning style would have these characteristics
in their learning process.
- Look at the teacher's face intently.
- Enjoy to look at wall displays, books etc.
- Often recognize words by sight.
- Needs quiet study time.
- Use lists to organize their thoughts.
- Recall information by remembering how it was set out on a page.
b. Auditory
The students that prefer an auditory learning style would have these
characteristics in their learning process.
- Prefer the teacher to provide verbal instructions.
29
- Enjoy dialogues, discussions and plays.
- Solve problems by talking about them.
- Use rhythm and sound as memory aids.
- Like to read to self out loud.
- Is not afraid to speak in class.
c. Kinesthetic
The students that prefer a kinesthetic learning style would have these
characteristics in their learning process.
- Learn best when they are involved or active.
- Find it difficult to sit still for long periods.
- Use movement as a memory aid.
d. Tactile
The students that prefer a tactile learning style would have these characteristics
in their learning process.
- Use writing and drawing as memory aids.
- Well in hands-on activities like projects and demonstrations.
In order to cater all kinds of different learning styles, the activities that being used in
the learning process need to be varied as well.
30
All the information above can be adapted into our Malaysian students. This study’s
subject is the first year students of Malaysian primary school. Those students are in the age
range of 6-7 years old. They basically have the same kind of character with what we have
learn just now. Some of the students enjoy visuals being used in the class such as posters,
etc. While the others prefer to learn with audio tapes, video, etc. Or for those kinesthetic
types of students, they would choose to involve in a physical activities, such as board
games, etc. Therefore, we will adapt the four modalities of learning style into our study.
The teacher or the tools have to accommodate this different preference in order to
achieve a comprehensive situation in learning. One significant way to accommodate this is
to find which teaching strategies that will suit all type of learning styles in order to improve
the learning process and the learning outcomes. The detail information of the teaching
strategy can be found in the next subchapter.
2.4 ESL (English Second Language) Teaching Techniques
From time to time, the techniques used in teaching English have been evolving as
the growing discussion of theory and practice. The techniques in language teaching also
have been characterized in a variety of ways. This subchapter will describe some of the
most well known techniques being introduced by a number of linguist and educator.
Furthermore we will evaluate these techniques based on their suitability to our courseware
target user learning style as we learn from the previous subchapter.
After the list being narrowed down, the author has decided to put eleven ESL
teaching techniques into the study’s capacity. The brief explanation on each of the
techniques will be given as follows.
31
A. Grammar Translation
Jill Kerper Mora from San Diego State University describes grammar
translation techniques as a technique that allow mother tongue to be used in the
classes. She mentioned that vocabulary is taught in the form of isolated word lists.
This technique does not give attention to pronunciation (Jill, 2002a). While Thuleen
(1996) expresses that this technique focuses on learning the rules of grammar and
their application in translation passages from one language into the other.
Vocabulary in the target language is learned through direct translation from the
native language.
B. Direct Method
This technique is focusing on oral language; it requires that all instructions
be conducted in the target language with no recourse to translation. The mother
tongue is never used. Objectives include teaching the students how to use the
language spontaneously and orally, linking meaning with the target language
through the use of realia, pictures or pantomime (Raven, 2006).
C. Silent Way
The most prominent characteristic of the technique was that the teacher
typically stayed "silent" most of the time, as part of his/her role as facilitator and
stimulator, and thus the technique's popular name (Raven, 2006). The teacher is
active in setting up classroom situations while the students do most of the talking
and interaction among themselves. All four skills (listening, speaking, reading &
writing) are taught from the beginning. Student errors are expected as a normal part
32
of learning; the teacher's silence helps to foster self-reliance and student initiative
(Center, 2005).
D. Suggestopedia
Learning is facilitated in an environment that is as comfortable as possible,
featuring soft cushioned seating, dim lighting and soft music playing in the
background. Students are encouraged to be child-like, take "mental trips with the
teacher" and assumes new roles and names in the target language in order to
become more "suggestible". Music, drama and "the Arts" are integrated into the
learning process as often as possible (Raven, 2006).
E. Community Language Learning
Gagnon (1999) describes this technique as a creative, dynamic, and non-
directive approach to language learning that was first elaborated by Charles Curran.
It is designed to ease the learner into gradual independence and self-confidence in
the target language. This is also known as the Counseling-Learning method. It
encourages holistic learning, personal growth, and self-development. Learning a
language is not viewed necessarily as an individual accomplishment, but rather as a
collective experience, something to be disseminated out into the community at large
at a later stage in the second-language acquisition process (Gagnon, 1999).
F. Natural Method
This method was developed by Stephen and Terrell (1983) in the early
eighties based on Stephen’s theories about second language acquisition. There are
three generic stages identified in the method: (1) Preproduction - developing
33
listening skills; (2) Early Production - students struggle with the language and make
many errors which are corrected based on content and not structure; (3) Extending
Production - promoting fluency through a variety of more challenging activities
(Raven, 2006). Students listen to the teacher using the target language
communicatively from the very beginning and he/she can emerge into oral
production as soon as he/she feels ready. Communicative activities prevail
throughout a language course employing the Natural Approach, focusing on a wide
range of activities including games, role plays, dialogs, group work and discussions.
G. Reading Method
Dr. Jill Mora stated in her article, “Second Language Teaching Methods
Principles & Procedures”, that the first priority of this technique is reading ability
and second, current and/or historical knowledge of the country where the target
language is spoken. Only the grammar necessary for reading comprehension and
fluency is taught. Minimal attention is paid to pronunciation or gaining
conversational skills in the target language. From the beginning, a great amount of
reading is done in second language, both in and out of class. The vocabulary of the
early reading passages and texts is strictly controlled for difficulty. Vocabulary is
expanded as quickly as possible, since the acquisition of vocabulary is considered
more important that grammatical skill (Jill, 2002a).
H. Audio Lingual Method
In this technique, new material is presented in the form of a dialogue. Based
on the principle that language learning is habit formation, the technique fosters
dependence on mimicry, memorization of set phrases and over-learning. Structures
34
are sequenced and taught one at a time. Structural patterns are taught using
repetitive drills. Little or no grammatical explanations are provided; grammar is
taught inductively. Skills are sequenced: Listening, speaking, reading and writing
are developed in order. Vocabulary is strictly limited and learned in context (Jill,
2002a). This technique allows very little use of the mother tongue by teachers. The
vocabulary is strictly limited and learned in context (Raven, 2006).
I. Communicative Methods
The goal of communicative language approaches is to create a realistic
context for language acquisition in the classroom. The focus is on functional
language usage and the ability to learners to express their own ideas, feelings,
attitudes, desires and needs. Open ended questioning and problem-solving activities
and exchanges of personal information are utilized as the primary means of
communication. Students usually work with authentic materials (authentic realia) in
small groups on communication activities, during which they receive practice in
negotiating meaning (Center, 2005).
J. Total Physical Response Method
Developed by James Asher in 1960s, this method to second language
teaching is based on the belief that listening comprehension should be fully
developed before any active oral participation from students is expected (just as it is
with children when they are learning their native language) (Center, 2005). This
technique focuses more on the student’s kinesthetic-sensory system as the way the
learning process grows. Raven (2006) said that this technique is widely acclaimed
35
as a highly effective technique at beginning levels, and a standard requirement in
the instruction of young learners.
K. Lexical Method
The Lexical Method concentrates on developing learners’ proficiency with
lexis, or words and word combinations. This technique proposes that it isn’t
grammar but lexis that is the basis of language and that the mastery of the
grammatical system is not a prerequisite for effective communication (Center,
2005).
In the next chapter we will evaluate each and every methods mentioned above
against their appropriateness, suitability and adaptability in catering all kinds of different
student’s learning style.
2.5 Theoretical Framework Model
This subchapter will show you the model that incorporated all the theories used in
the courseware development including, the teaching techniques as learning theories, the
learning strategies, and instructional design. All of that will be integrated in the theoretical
framework model shown in Figure 2.1 below. More of the explanation on each component
can be found in the next coming chapters.
36
Figure 2.1
Theoretical framework model.
IMPLEMENTATION
Learning Theories:
Natural Total
Physical Response
(TPR)
Learning Strategies:
- Supply appropriate
development stages
- Use of visual aids
and simple
vocabulary &
grammar
- Presenting a
situation relates to
the learner’s
experience
- Emphasize a study
of the basic
communicative
expressions in the
dialogue
- Provide reading and
writing practice.
- Provide
opportunities to
apply the language.
- Use commands to
direct behavior.
- Connect vocabulary
with action.
- Use story-telling.
- Inject humor into
the lesson.
Courseware
Development
Methodology
- Interaction Design
Methodology
� Natural element
� TPR element
� Usability element
English Learning
Courseware
Development Model
ELC
Courseware
Package
Testing
and
modification
� Appropriateness
� Usability
ANALYSIS DESIGN DEVELOPMENT EVALUATION
37
2.6 Summary
As the demand of English proficiency is getting crucial nowadays, the importance
of having the appropriate facility to support the English learning process has a magnitude
value to be taken care of. In designing an English-learning courseware for Malaysian first
year primary school students, a lot of factors have to be looked into. Those factors needed
to be put into considerations in order to produce the best courseware that can facilitate a
better learning process. One of the most significant factors that will be explained through
out this study is the adaptation of appropriate teaching techniques that can cater any kind of
the students learning style. This chapter has shown you the basic principal about the
existing teaching strategy and types of student’s different learning style. This fundamental
theory will then be discussed more on the coming chapter as the part of the proposed
English-learning courseware.
38
CHAPTER 3
FEATURE OF THE PROPOSE ENGLISH LEARNING COURSEWARE (ELC)
3.1 Introduction
This chapter will start the discussion of the adaptation on the most appropriate
teaching strategy that can accommodate the different type of student’s learning style. This
chapter will also focuses on the features of the selected teaching strategy and try to evaluate
some of the existing Malaysian first year primary school students English-learning
courseware against this feature. In addition, there will be other features to be put into the
evaluation consideration. The addition feature was to represent the need of usability factor
in order to produce a better courseware.
3.2 Teaching Methodology Selection
The previous chapter has already explained the main characteristic of each and
every type of English second language (ESL) teaching strategy. Therefore, we will continue
to asses eleven teaching methods mentioned earlier and to see how those techniques
appropriateness in accommodating all students’s learning style.
Table 3.1 shows how those techniques matched with each of the learning style we
discuss in the previous chapter. We used a scale of 1-4, with ‘4’ being the highest rate or
the most suitable method for the specified learning style, and ‘1’ being the lowest rate or
the most unsuitable method for the specified learning style. Here is a brief explanation of
the rating.
39
Very unsuitable ...................................Very suitable
1 2 3 4
Table 3.1
Evaluation of ESL teaching techniques against learning style.
Number
Visual
Auditory
Kinesthetic
Tactile
Average
Rate
1 Grammar Translation 1 2 1 3 1.75
2 Direct Method 3 3 1 3 2.5
3 Silent Way 2 3 1 3 2.25
4 Suggestopedia 3 3 2 1 2.25
5 Community Language
Learning 2 3 2 1 2
6 Natural Method 4 4 2 2 3
7 Reading Method 2 2 1 2 1.75
8 Audio Lingual Method 3 3 1 1 2
9 Communicative Methods 1 3 2 3 2.25
10 Total Physical Response
Method 2 3 4 4 3.25
11 Lexical Method 2 3 1 3 2.25
Based on the table above, we will then select techniques that able to cater all type of
learning style. The selection falls into two techniques due to their rating suitability, which
are Natural method and Total Physical Response (TPR) techniques. Natural method was
chosen since it best suits the visual and auditory learning style while TPR was chosen since
it shows the suitability it offers to two types of learning style, which are kinesthetic and
Learning style ESL Technique
40
tactile. For convenience and simplicity reason, we will call the combination of these
methods as N&T (Natural-Total Physical Response) technique.
In order to adapt N&T technique into the proposed English-learning courseware
(ELC), we need to know what are key features from each of the techniques that can suits
the different learning style that need to be implemented in the proposed ELC. We will
elaborate this issue based on each technique.
A. Natural Method.
This method was chosen because we agreed that it is the best method to suit
the children with visual and auditory type of learning. This particular type of
learning acquires the use of audio tapes, video, storytelling, songs, and any kind
of audio-related activities. The students with visual and auditory type of learning
also can be put into a group of pairs or small number of group to allow them to
gain better learning outcomes. To be more understandable, the author will put a
list of learning-teaching activities or features that present this method and its
suitability to visual and auditory learner. Some of the features are taken from
previous study done by Stephen and Terrell (1983), Jill Mora (Jill, 2002b) and
they all are listed in the following table.
Table 3.2
Natural method recommended features for children courseware.
Method Features
Natural 1. Supply three development stages:
i. Comprehension (preproduction)
ii. Early Production
iii. Speech Emergence.
2. The use of visual aids.
3. Speech features is emphasizing on keywords. (E.g. use of slower
41
‘Table 3.2, continued’
voice).
4. Use of simple vocabulary and grammar on related ideas.
5. Presenting a situation relates to the learner’s experience and
interest. (E.g. by dialogue).
6. Emphasize a study of the basic communicative expressions in the
dialogue.
7. Provide reading and writing practice.
8. Provide opportunities to apply the language learned in novel
situations for the same or a related purpose.
B. Total Response Method (TPR).
TPR was created by Dr. James J Asher. It is based upon the way that
children learn their mother tongue. One of the primary objectives underlying
Asher's TPR methodology was that learning needed to become more enjoyable
and less stressful.
TPR method highly involves the motor skills type of learning; for example,
student will be more likely to response in movement regarding the teacher
instructions. Therefore, some of the activities might require the support of
teacher as facilitator during the implementation of these features. Nevertheless,
the author will try to adjust this condition and transform it into some related
courseware features. The following table shows the features of TPR that need to
be adapted into the proposed ELC with the intention of accommodating
kinesthetic and tactile type of students learning styles.
Table 3.3
TPR method recommended features for children courseware.
Method Features
Total Physical
Response
1. Use commands to direct behavior.
2. Connect vocabulary with actions. (E.g. smile, chop, headache, and
42
‘Table 3.3, continued’
wriggle).
3. Use story-telling.
4. Inject humor into the lesson.
3.3 Graphical User Interface Usability Feature
As mentioned earlier, this study will also adapt some features related to the
graphical user interface (GUI) usability that is crucial in any of courseware development.
Usability is the ease with which a user can learn to operate, prepare inputs for, and interpret
outputs of a system or component (IEEE, 1990). Based on wikipedia, the free Internet
encyclopedia, usability in human-computer interaction and Computer Science usually refers
to the elegance and clarity with which the interaction with a computer program or a website
is designed.
The usability features that is going to be part of this study is taken from a previous
work done by Neta Suryana Baharum from Universiti Malaya during her final year research
on “Website Usability for Preschooler” (Baharum, 2005).
Neta has discussed several important features that need to be put into consideration
in order to produce a usable children’s courseware. She has collected the features from
several previous researches done by Druin (1999b), Druin (1996), Brouwer (1997), Ludi
(1997), and Vogelzang (1996). Below table will show how she categorizes the usability
features.
Table 3.4
Usability recommended features for children courseware.
(Baharum,2005)
Category Features
Screen Layout 1. Standard/consistent interaction
2. Familiar and recognizable icons
43
‘Table 3.4, continued’
3. Obvious visual navigation
4. Icons look clickable
5. Screen layout should not be obtrusive
6. Sufficient “white space” areas
7. Items are labeled
Navigation 8. Features accessible at any time
9. Consistent navigation
10. Effective navigational structure
Multimedia Elements 11. Use rollover multimedia effect
12. Have entertaining, colorful multimedia effects
13. Multimedia elements used in a supportive, not
decorative
14. Cursor has 3 functional states – rest active wait
15. Include interesting and meaningful
graphics/characters
16. Include animations to add highlights
17. Animation can be stopped by user
18. Animation/character should not be distracting
19. Audio can be switched off
20. Have sound effects to attract attention
21. Legible text
22. Big enough fonts
23. Background and font color contrast each other
Content 24. Challenging and interesting activities
25. No fancy wordings
26. Allow for expanding complexity
27. No extensive text
28. Offer a smooth learning curve
Feedback 29. Provide positive feedback/rewards to motivate users
30. Provide clear response to user’s actions
31. Users know if they make mistake
32. Response time is not sluggish
44
3.4 Usable and Appropriate English-Learning Courseware (ELC)
In previous two sub-chapters, we have decided a list of feature or element that
needed to be put into consideration in the proposed courseware in attention to produce an
improved English-learning courseware for Year 1 Malaysian primary school student. As
explained earlier, this research’s main intention was to produce an English learning
courseware that is built under appropriate teaching techniques. Therefore the study covers
on findings the key features of the teaching techniques chosen and later on to make those
features as a foundation in the development of the proposed ELC.
However, there is another significant aspect that needs to be taken into account in
order to provide a better and improved ELC. The other aspect is to make the proposed ELC
become effective, efficient, and satisfying in terms of user and the learning process itself.
The three targets mentioned lead to the terms of usability as defined by the International
Standard Organizations (ISO) (Interface, 2002).
Therefore, in the coming chapters, we will not only look into the features based on
the teaching techniques we have chosen but also to ponder the usability features as our
essential source in developing the proposed ELC.
3.5 Review of Existing English Learning Courseware Based
This section will look into how the recommended features relate to the existing
English-learning courseware for Year 1 Malaysian primary school student. There are three
English-learning courseware that the author has chosen to be evaluated in the study, they
are:
a. Teaching Courseware English Language Year 1 (produced by Ministry of
Education, Malaysia).
45
b. Click and Learn - KBSR Tahun 1-6 Series 3 (produced by CIE Integrated (M) SDN
BHD)
c. Guli-guli kuiz wira – English for Year 1 (produced by PEARL Communication
SDN BHD)
A brief explanation of each courseware, including an overview of the courseware
and an analysis of its suitability is given below.
3.5.1 Teaching Courseware English Language Year 1
This courseware was produced by the Ministry of Education, Malaysia and
being distributed to the Malaysian primary public school along with their
Information and Communication Technology (ICT) educational program.
Based on the survey, the author finds that the implementation of the
technology or the courseware specifically was managed independently by each
school. The government is only acting as the supervisor by giving the guidelines
and facility to make the school to become more ICT aware.
In this chapter, we will not discuss about the implementation aspect of the
courseware, in the other hand, the author will try to evaluate how far is this
courseware comply with the usability and appropriateness features we discuss
earlier.
For the sake of teaching methodology, the courseware has some
specification that satisfying and disappointing at the same time.
The courseware doesn’t necessarily shows the division of three natural
development stages. It also doesn’t explicitly differentiate the level of the user
46
proficiency and giving them the appropriate content that suit their level. All users
are given the same content despite of their different proficiency level.
As you can see from the Figure 3.1, the content of the courseware was not
differ or categorize on language proficiency. The entire three units have similar
level of language proficiency.
Figure 3.1
Courseware content.
The visualization was however really satisfying, the courseware provides
enjoyable images that will interest the student in no time.
As for the speech feature the author finds it quite confusing since in some
content, it uses one type of speech to vocalize all the characters in the story. Hearing
a woman with a man voice will be confusing and yet attractive.
Figure 3.2 shows that the courseware uses a different color words to
emphasize on keywords rather than doing it by using the speech features.
47
Figure 3.2
Emphasize keywords with a different color word.
Most of the stories provided have an interesting topic for children since it
related to what the student may experienced before.
This courseware also has a very minor aspect in catering student with
kinesthetic type of learning. Except of story telling, this courseware doesn’t
accommodate any type of activities that trigger the student to do the physical
response.
On the subject of usability aspect of this courseware, the author has found
several finding during the assessment phase.
Most of the navigation button is not visible until the user mouse over the
button area; this will make an inexperienced user confuse and don’t know how to
move forward, backward to other activity in the courseware (see Figure 3.3 and
3.4).
48
Figure 3.3
The windows did not show any navigation button (before mouse over).
Figure 3.4
The windows show some navigation button (after mouse over).
Navigation button
49
The courseware also doesn’t provide a “quit” button to end the program. A
User need to terminate the courseware by clicking end windows button manually.
Figure 3.5
The windows end button.
However, there are some of useful features provided by the courseware,
such as, the ability to do fast forward, pause, or rewind during the story telling part.
The user can control the volume as well (Figure 3.6).
Figure 3.6
Volume and story navigational control Menu.
The texts being used in the courseware are legible with a sufficient size of
fonts. The color being used in the courseware also fine and the Background and font
color contrast each other nicely.
End button
“Rewind” and
“Fast Forward”
Volume
control and
“Pause”
50
One other thing that the author finds quite inconvenient was that there are
several message boxes that keep prompting user during the courseware uses (see
Figure 3.7). This will make un-experienced users feel puzzled and might give
incorrect input which will be resulted in improper courseware session.
Figure 3.7
Message box.
3.5.2 Click and Learn - KBSR Tahun 1-6 Series 3
The next courseware is produced by a local Malaysian company and is
available for public use in some academic book store. The courseware offers 1
Compact Disk (CD) that encompasses some KBSR subjects, which are Bahasa
Malaysia, English, Chinese, Mathematics, and Chinese Mathematics from year 1 to
6. Therefore before using, it will prompt user to select which subject and year first
(See Figure 3.8 and 3.9).
51
Figure 3.8
To select year.
Figure 3.9
To select subject.
There are some issues that need to be evaluated in this subchapter, firstly we
will discuss how this software relevancy in the features of Natural teaching
technique.
52
The courseware content is quite well structured, if you see from Figure 3.10,
user can look through all the content of topic or tutorial provided. User also offered
on tutorials that reflect their language proficiency. Compare the content of tutorial 1
(Figure 3.11) and tutorial 5 (Figure 3.12), it shows how the tutorial differ response
to the proficiency level of the user.
Figure 3.10
Table of content of the courseware tutorial.
Figure 3.11
Tutorial 1.
53
Figure 3.12
Tutorial 5.
The visualization was sufficient but young learner may find it unattractive
since it uses very simple and rigid pictures.
The vocabulary being used is simple and relate to the user interest, however
the content might not suitable and concurrent to the school syllabus. Since the
suitability of courseware content with the school syllabus highly interest teacher,
this issue may discourage user from using this courseware.
As for TPR technique, this courseware barely shows any implementation of
TPR features in its content. This courseware will not be able to accommodate
kinesthetic student in its learning activity. The author also did not sense any humor
portion during this courseware evaluation; this could make the courseware less
interactive and enjoyable for young learner.
Next, we will discuss how usable is this courseware for user. The author feel
a bit puzzled when looking at the front page (Figure 3.13). The menu icon does not
54
look clickable; most of them were not labeled. And one thing that is quite difficult
to understand was that, the icon barely has any correlations to the function it
presents, for example, a “bird” icon representing a “quit” function.
Figure 3.13
Front page.
This courseware is lack of multimedia element implementation, a lot of
multimedia feature was not available, for example, no animation provided, and most
of the picture was static. Some of the font type being used was also inappropriate
since it can confuse the learner.
During exercise activity, the courseware gives a large portion of exercise
and putting the activity into drill and practice mode. Furthermore, insufficient
feedback was given to user, the courseware doesn’t give an immediate or direct
feedback until the user click “check answer” button.
Quit
button
Clickable
Icon
Unlabeled
Clickable
Icon
Clickable
Icon
Clickab
le Icon
Unlabeled
Clickable
Icon
55
3.5.3 Guli-guli kuiz wira – English for Year 1
This courseware was produced by a private Malaysian local company named
PEARL Communication SDN BHD. The courseware is available in some of
Malaysian local software or bookstore.
This courseware design is a little bit different compare to the two other
courseware we have discussed earlier. In Guli-guli, user, or in this case student are
engage into a series of activity that are integrated in an adventure type of situation.
The courseware blends the learning process into this adventure. This approach
might interest the student to continually using this courseware. However, this
courseware directly face the student to do exercise without giving a proper tutorial
or lesson first.
The objective of the mastery level function provided in the courseware was
to see whether the achievement level is concurrent with the parent/teacher
expectation. For example, a teacher can set “50 %” to his/her student’s master level
and at the end of the exercise; the teacher can see the report of the student
achievement against the master level set. The same exercise is given despite of
student’s different English proficiency.
As for the instructional content, this courseware may rather be frustrating
since it doesn’t clearly inform the student’s current position. It also unable the
student to move forward or to repeat the previous activity. Furthermore, the students
can not jump to other activity until he/she finish the current activity. This might
caused in frustrating situation in case the student unable to finish the current
exercise
56
Guli-guli courseware provides reading and writing practices since there is
some point in some exercise that require student to write his/her answers.
One of the courseware strengths is it emphasizes the practice of basic
communication expression through out its exercise.
In the sense of TPR, this courseware doesn’t necessarily apply the major
feature but it does inject humor into its activity. The only story telling involved was
the story that was set in order to give an encouragement and motivation to student to
finish the activity (see Figure 3.14).
Figure 3.14
Background story to motivate student.
For the sake of usability, the author has found some strengths and
weaknesses of this courseware described as follows. The main picture showing the
whole adventure route was confusing since the user has no flexibility in deciding
57
where to move. Moreover, hints icon is not shown until the user moused over the
specific area as shown in two Figures below.
Figure 3.15
The clickable icon was not shown before mouse over.
Figure 3.16
The clickable icon was shown after mouse over.
Mouse over
area
58
The use of multimedia element is quite pleasing since the images, color,
animation, text was shown in a proper portion and it is for surely enjoyable by
student. However, the student can not manipulate the volume based on his/her own
convenient.
During the exercise session, the student was given 20 numbers of questions,
which the author finds too much for a student to keep their interest. A feedback will
be given in every questions answered either wrong or right. Figure 3.17 shows a
positive feedback given when the student answer the question correctly. On the
other hand, the author finds the feedback given for the wrong answer is not suitable
(see Figure 3.18). Rather than saying “Wrong!” the author thinks it is better to
respond as “Try again!” to positively encourage the student to re-do the question.
Figure 3.17
Correct answer.
59
Figure 3.18
Wrong answer.
3.6 Summary of Existing Courseware Evaluation
In this subchapter we will sum up the evaluation of all the existing courseware we
have analyzed in the previous subchapter. The author will put all the necessary features in
terms of teaching techniques and usability aspect and mapped it against the three
courseware. The following table will show how the courseware satisfied the application of
the features into their content. We used a scale of 1-3, with ‘3’ being the highest rate, ‘2’ is
the average score, and ‘1’ being the lowest rate. The rate represents either in support or
satisfaction. For example, ‘3’ is given because the courseware fully satisfying for the
specified feature or ‘2’ is given since the courseware is partially supported the feature.
60
Table 3.5
Summary of Existing Courseware Evaluation.
Features
Courseware
English
Language
Year 1
Click and
Learn
Guli-guli
kuiz wira
A. Natural Method
1. Supply three development stages:
i. Comprehension (preproduction)
ii. Early Production
iii. Speech Emergence
2 1 1
2. The use of visual aids. 3 2 3
3. Speech features is emphasizing on keywords. (E.g. use
of slower voice).
3 2 1
4. Use of simple vocabulary and grammar on related
ideas. Do not talk out of the context.
3 1 2
5. Presenting a situation relates to the learner’s experience
and interest. (E.g. by dialogue).
3 1 2
6. Emphasize a study of the basic communicative
expressions in the dialogue.
2 1 2
7. Provide reading and writing practice. 2 3 3
8. Provide opportunities to apply the language learned in
novel situations for the same or a related purpose.
1 1 1
Natural Method: Average Rate 2.38 1.5 1.88
B. Total Physical Response (TPR) Method
9. Use commands to direct behavior. 1 1 1
10. Connect vocabulary with actions. (E.g. smile, chop,
headache, and wriggle)
1 1 1
11. Use story-telling. 3 1 2
12. Inject humor into the lesson. 2 1 3
TPR Method: Average Rate 1.75 1 1.75
C. Usability
C.1 Screen Layout
13. Standard/consistent interaction 2 2 2
14. Familiar and recognizable icons 2 1 2
61
‘Table 3.5, continued’
15. Obvious visual navigation 2 2 2
16. Icons look clickable 2 2 2
17. Screen layout should not be obtrusive 2 2 2
18. Sufficient “white space” areas 2 2 2
19. Items are labeled 2 1 1
C.2 Navigation
20. Features accessible at any time 3 3 1
21. Consistent navigation 3 3 2
22. Effective navigational structure 3 3 1
C.3 Multimedia Elements
23. Use rollover multimedia effect 3 1 3
24. Have entertaining, colorful multimedia effects 3 2 3
25. Multimedia elements used in a supportive, not
decorative
3 2 2
26. Cursor has 3 functional states – rest active wait 1 1 1
27. Include interesting and meaningful graphics/characters 3 2 3
28. Include animations to add highlights 3 1 3
29. Animation can be stopped by user 3 1 1
30. Animation/character should not be distracting 3 3 3
31. Audio can be switched off 3 3 1
32. Have sound effects to attract attention 3 3 3
33. Legible text 3 3 2
34. Big enough fonts 3 2 2
35. Background and font color contrast each other 3 3 3
C.4 Content
36. Challenging and interesting activities 3 1 2
37. No fancy wordings 3 1 2
38. Allow for expanding complexity 1 1 1
39. No extensive text 2 2 2
40. Offer a smooth learning curve 2 2 2
C.5 Feedback
41. Provide positive feedback/rewards to motivate users 2 2 3
62
‘Table 3.5, continued’
42. Provide clear response to user’s actions 2 2 2
43. Users know if they make mistake 2 2 3
44. Response time is not sluggish 2 2 2
Usability: Average Rate 2.55 2.03 2.13
Total Average Rate 2.39 1.8 2
Based on the above table, we can conclude that all of those courseware has their
own strengths and weaknesses. The first courseware almost has the highest rate in every
category of evaluation. Even so, none of the mentioned courseware has appropriately
adapted TPR into their teaching techniques. The second courseware seems to have the
worst rate since as analyzed, it hardly implements most of crucial features needed in an
appropriate teaching courseware.
3.7 Summary
This chapter has shown two significant findings on the issue of developing an
appropriate and usable English learning courseware for Year 1 student. The first finding
informs us about the list of crucial features that need to be considered during a development
of an English-learning courseware. The second information shows us how does three
existing English-learning courseware suit those features.
In conclusion, the author has shown a fact related to the existing English-learning
courseware (ELC) appraisal against the appropriate teaching technique and usability aspect.
The fact clearly shown that most of the existing ELC are not fully appropriate to cater
different student learning style and yet usable for those students.
63
Therefore in the coming chapter, the author will start the discussion of the design
and development of a better and improved ELC prototype that will adapt all the necessary
features into its educational content.
64
CHAPTER 4
DESIGN AND DEVELOPMENT OF ELC
4.1 Introduction
This chapter focuses on the design and development of the ELC prototype targeted
for Malaysian first year primary students based on the study and analysis carried out in
Chapter 3. The educational content of the ELC will be adapted from the Year 1 English
syllabus year 2003 issued by the Ministry of Education of Malaysia. The complete syllabus
is available in Appendix 1. This chapter will also explain about the methodology chosen to
develop the prototype which is Interaction Design Methodology. This methodology was
introduced by Preece, et al (2002).
4.2 Interaction Design Methodology
According to Preece, et al (2002), interaction design is “designing interactive
products to support people in their everyday and working lives”. She stressed that there are
four basic steps or activities involved in interaction design. Which are:
1. Identifying needs and establishing requirements.
2. Developing alternative designs that meet those requirements.
3. Building interactive versions of the designs so that they can be communicated and
assessed.
4. Evaluating what is being built throughout the process.
65
Figure 4.1 shows the interaction design model. Preece also stated that in addition to the four
basic activities, the interaction design process should involve users throughout the
development of the project, and interaction through the four activities is inevitable.
Figure 4.1
Interaction design model.
(Preece, 2002)
The interaction design process starts off with identifying needs and establishing
requirements. This includes identifying who the users of the system will be, what they will
be doing with the system (in this case, the courseware) and what the courseware could
provide to them. From this activity, some alternative designs are generated in an attempt to
meet the needs and requirements that have been identified. Then interactive versions of the
design are developed and evaluated. Based on the feedback from the evaluations, the
developer may need to return to identifying needs or refining requirements, or it may go
straight into redesigning (Preece, 2002). Preece (2002) stated design phase will include
wide range of activities from defining the courseware functionality, how it should behave,
to surface decorative of the courseware, such as the uses of colors and images, how the
Identify needs/
establish
requirements.
(Re) Design Evaluate
Build an
interactive
version.
Final
Product
Start
66
menus composition should look like, what icons to be used, and so on. The interactive
version or prototype of the courseware can then be built and implemented. The prototype is
next evaluated to test how well it matches the earlier requirements. Testing can be carried
out by various methods like simulations and prototypes, cognitive walkthroughs, and
thinking aloud sessions. This will lead to iterative design whereby based on the testing done
earlier, required changes or improvements can be identified and made. The improved
system is again tested on users.
4.3 Identify Needs / Establish Requirements
This sub chapter will explain in details about the first phase of our interaction
design model which is identify needs and establish requirements (Figure 4.2).
Figure 4.2
Activity 1 – Identifying needs/establishing requirements.
Understanding users is one task that belongs to this initial phase. In order to identify
the need, we need to understand who the target of our system is. Keeping the users in mind
Identify needs/
establish
requirements.
(Re) Design Evaluate
Build an
interactive
version.
Final
Product
Start
67
throughout the process will prevent the developer from losing track or diverting from the
actual objectives of the application. Gould and Lewis (1985) also suggest to have direct
contact with potential users, hold discussion and make observations on how they work on
existing systems. There is no stringent method on how the gathered information is then
presented, as it is more important that the system developer makes use of the information
fully.
As explained before, the main target users of this ELC is Malaysian first year
primary school students. However, other party might be considered as the secondary users
of this courseware, such as teachers. The presence of teacher is essential while the students
are using this courseware since some part of this courseware might need the involvement of
teacher to support the activity. Even so, this courseware is not restricted for in class use
only, parent could also use this courseware to teach their children at home.
Based on the survey done in the early phase of this study, the author was informed
that most of the students are already familiar with computer. Schools nowadays are
encouraged and partially equipped by the government to provide ICT facility at their
schools and to give an early introduction of computer basic knowledge to their students.
4.3.1 Data Gathering
Data gathering is an important part of the requirement activity. The objective
of this activity is to collect sufficient, relevant, and appropriate data so that a set of
stable requirements can be produced.
There are essentially a small number of basic techniques for data gathering,
but they are flexible and can be combined and extended in many ways. These
68
techniques are questionnaire, interviews, focus groups and workshops, naturalistic
observation, and studying documentation (Preece, 2002).
The author has performed some of the techniques of data gathering such as
questionnaire and personal interviews. These data was gathered by physical visit to
several Malaysian Primary Schools located in Kelana Jaya, Selangor and mail
survey to 15 Malaysian Primary Schools located in Selangor, Malaysia. In this
phase, the authors performed several activities involving the local teachers and
students in order to acquire some related information such as the current English
teaching process, the technology utilization concerning English class, student
English assessment done by teacher and student, teacher evaluation on their current
English courseware, and teacher preferences of English-learning theory. The
complete information about the data gathering can be viewed in the Appendix 2.
4.3.2 Data Interpretation and Analysis
The aim of data interpretation is to begin structuring and recording
descriptions of requirement. The author will use part of the template provided by
Volere in order to illustrate a better understanding of this phase.
The Volere requirement specification template consists of five main subjects
(Preece, 2002).
69
I. Project Drivers
1. The purpose of the product
2. Client, customer and other stakeholders
3. Users of the product
II. Project Constraints
1. Mandated constraints
2. Naming conventions and definition
3. Relevant facts and assumptions
III. Functional Requirements
1. The scope of the work
2. The scope of the product
3. Functional and data requirements
IV. Non-Functional Requirements
1. Look and feel requirements
2. Usability requirements
3. Performance requirements
4. Operational requirements
5. Maintainability and portability requirements
6. Security requirements
7. Cultural and politic requirements
8. Legal requirement solutions
70
The author will focuses only on some part of the Volere template which
relevant and applicable to this project.
I. Project Drivers
1. The purpose of the product
The courseware’s general purpose is to provide an improved
English-learning courseware prototype that can help to enhance children
English language skill. While the specific purpose is to provide an
improved English-learning courseware that adapts some appropriate
teaching techniques that will suit all the different kind of Malaysian
Primary School Student learning types in order to enhance their English
language skill.
2. Users of the product
V. Project Issues
1. Open issues
2. Off the shelf solutions
3. New problems
4. Tasks
5. Cut over
6. Risks
7. Costs
8. User documentation and training
9. Waiting room
10. Ideas for solutions
71
The user of this courseware can be categorized into two types; the
first type of user is called the primary user. This type belongs to the
children or student that uses this courseware through his or her learning
process. This first type is called the primary user since the user or
student to be exact, will utilize most of the courseware by him or herself.
The second type of user is called the secondary user. This latter type
belongs to the supportive party such as teacher or parent that should
assist the student throughout the whole courseware utilization.
II. Project Constraints
1. Mandated constraints
This section describes constraints on the eventual design of the
courseware. They are the same as other requirements except that
constraints are mandated, usually at the beginning of the project (James
and Robertson, 2006).
Things that are considered as the mandated constraints in this project
are:
a. Solution constraints:
The courseware shall be developed by an acceptable
programming language based on the University Malaya policy and
the specification of the courseware itself which is Visual Basic 6.
The chosen programming language satisfy the Universiti
Malaya regulation and the courseware specification.
b. Implementation Environment:
72
The courseware will be produced as an executable program
that can be installed easily in a computer with Microsoft Windows
operating system. The computer also needs to be equipped with
standard equipment such as keyboard, mouse, and audio speaker to
support the audio feature part of the courseware.
c. Anticipated workplace environment
This courseware is better be used with the presence of
supportive party like teachers or parent in order to guide the student
during some activities.
III. Functional Requirements
1. The scope of the work
As explained in the first chapter of this study, there are several things
that needed to be put as the study’s scope to make this study feasible.
Those things are:
- This research population target will concentrate only on the
Malaysian first year primary school students.
- In terms of courseware content, this prototype produced will only
focus on some of the learning outcomes supplied from the Ministry
of Education English Curriculum Specification.
- The English-learning courseware proposed is categorized as in-class
type of courseware. Meaning, some of the features might require
another part of role to support such as teacher to help the student
during the uses of the courseware. However, the courseware is not
73
restricted for in-class use only. Parent can use the courseware in their
homes.
- The English-learning courseware proposed will not only focus on the
adaptability of teaching methods but also to consider the graphical
user interface usability features as the supported crucial features.
2. Functional and data requirements
There are several functional requirement of this courseware. Based
on the previous chapter, there are several requirements produced on two of
the teaching techniques selected which are N&T (Natural-Total Physical
Response). The courseware requirements are shown according to each
teaching techniques.
A. Natural Teaching Technique.
1. Supply three development stages:
i. Comprehension (preproduction)
ii. Early Production
iii. Speech Emergence.
2. The use of visual aids.
3. Speech features is emphasizing on keywords. (E.g. use of
slower voice).
4. Use of simple vocabulary and grammar on related ideas.
5. Presenting a situation relates to the learner’s experience and
interest. (E.g. by dialogue).
6. Emphasize a study of the basic communicative expressions in
the dialogue.
74
7. Provide reading and writing practice.
8. Provide opportunities to apply the language learned in novel
situations for the same or a related purpose.
B. Total Physical Response Teaching Technique.
1. Use commands to direct behavior.
2. Connect vocabulary with actions.
3. Use story-telling.
4. Inject humor into the lesson.
IV. Non-Functional Requirements
1. Usability requirements
This section is concerned with requirements that make the
courseware usable and ergonomically acceptable to its hands-on users.
The requirements below are taken from the previous chapter that
discussed about the GUI usability feature. Some of the requirement may
be considered as functional requirement rather than non-functional, but
for categorization purpose, the author will put it under the non-functional
requirement section. The system should have or satisfy these
requirements according to each usability component.
A. Screen Layout
1) Standard/consistent interaction
2) Familiar and recognizable icons
3) Obvious visual navigation
4) Icons look clickable
75
5) Screen layout should not be obtrusive
6) Sufficient “white space” areas
7) Items are labeled
B. Navigation
8) Features accessible at any time
9) Consistent navigation
10) Effective navigational structure
C. Multimedia Elements
11) Use rollover multimedia effect
12) Have entertaining, colorful multimedia effects
13) Multimedia elements used in a supportive, not decorative
14) Cursor has 3 functional states – rest active wait
15) Include interesting and meaningful graphics/characters
16) Include animations to add highlights
17) Animation can be stopped by user
18) Animation/character should not be distracting
19) Audio can be switched off
20) Have sound effects to attract attention
21) Legible text
22) Big enough fonts
23) Background and font color contrast each other
D. Content
24) Challenging and interesting activities
25) No fancy wordings
26) Allow for expanding complexity
76
27) No extensive text
28) Offer a smooth learning curve
E. Feedback
29) Provide positive feedbacks/rewards to motivate users
30) Provide clear response to user’s actions
31) Users know if they make mistake
32) Response time is not sluggish
V. Project Issues
1. User documentation and training
The author will create several documents such as installation manual
and user manual document that will explain a step by step procedure in
installing and using the courseware. This document will later be given to
the user so that they can have guidance in using the courseware and find
the first help when they encounter any problem in the courseware
utilization.
4.4 Design and Prototyping
This sub chapter will explain in details about the two next activity phase of the
interaction design model the author experienced through out the courseware development.
The reason why the author merges the explanation of this two activity into one sub chapter
is because these activities is hardly separated from each other. Design activities begin once
a set of requirements has been established and the interactive version or prototype of the
77
courseware will represent the best form of the design that allows users to interact easily
with it and to explore its suitability. Once the users find some sort of unsuitability from the
prototype, he or she can give this information to the developer so that the developer can
process the findings into his or her design by redesigning. Therefore you can see the
iterative process between these two activities as shown in below picture.
Figure 4.3
Activity 2-3 – Design and prototyping.
4.4.1 Design
There are two main issues of design that will be explained in this sub
chapter. Those issues bond with each other in terms of the courseware instructional
content design and will be described consecutively as follow.
I. Learning objectives.
II. Courseware content and User Interface Design
Identify needs/
establish
requirements.
(Re) Design Evaluate
Build an
interactive
version.
Final
Product
Start
78
4.4.1.1 Learning Objectives.
The learning objectives tell what tasks the learners will be able to
perform after the courseware utilization. The general objectives stated by the
Ministry of Education of Malaysia is to equip pupils with basic skills and
knowledge of the English language to enable them to communicate, both
orally and in writing, in and out of school (Malaysia, 2003).
The author adapts the learning objectives used in the courseware
from the eligible document provided by the Ministry of Education of
Malaysia. Below is the complete list of general learning objective set by the
Malaysian government for Year 1 students. They should be able to:
a. Talk about themselves, their likes and dislikes and their family;
b. Sing simple songs and recite nursery rhymes;
c. Follow simple instructions and directions;
d. Ask and answer simple questions;
e. Read and understand simple stories and talk about the characters
in the stories;
f. Copy accurately and write simple sentences; and
g. Show an awareness of moral values and love towards the nation.
Not only general learning objectives, the document also gives
specific expected learning outcomes and categorized them to each basic
skills, specification and examples of activities related to each other
(Appendix 1).
Below table will show part of learning outcomes adapted from the
curriculum given by the Ministry of Education of Malaysia and has been
79
altered into the specific requirement and scope of the courseware. These
specific learning outcomes are given in order to simplify the process of
transforming these outcomes into the supportive learning activities. Each
learning outcome will be described based on four English basic skills which
are listening, speaking, reading and writing.
Table 4.1
Learning outcomes.
Learning Outcomes Specifications
1. Listening
1.1 Listen to and discriminate similar
and different sounds of the
English language.
1.2 Listen to and repeat accurately
the correct pronunciation of
words, and stress of phrases,
expressions, and sentences.
1.3 Acquire vocabulary and
understand the meaning of words
and phrases in context.
1.1.1 Listen to and repeat:
a. vowels in the initial position
b. vowels in their medial
position
1.2.1 Listen to and repeat correctly
phrases and expressions.
1.2.2 Listen to and follow simple rhymes
and songs paying attention to
words.
1.3.1 Listen to and understand words
in stories heard.
1.3.2 Listen to and understand
numbers 1-10.
80
‘Table 4.1, continued’
1.4 Listen to and follow simple
instructions and directions
accurately.
1.5 Obtain information from texts
listened to in relation to main
ideas, specific details, and
sequence.
1.6 Listen to and enjoy the rhyme,
rhythm, and sounds of poetry,
jazz chants and songs.
1.4.1 Listen to and follow simple
instruction.
1.5.1 Listen to simple stories and recall
the names of people and animals.
1.6.1 Listen to and enjoy songs,
rhymes and children’s songs.
2. Speaking
2.1 Speak clearly by pronouncing
words accurately.
2.2 Give relevant information politely
in response to enquiries made.
2.3 Tell stories based on pictures and
other stimuli, and recite poems.
2.1.1 Chant rhymes and sing songs
pronouncing words clearly.
2.2.1 Give one-word replies when
identifying, naming objects,
plants, animals, etc.
2.3.1 Retell stories heard before.
81
‘Table 4.1, continued’
2.4 Talk about the people, places and
moral values of the stories heard,
read and viewed in simple
language.
2.5 Perform a variety of functions in a
social context such as exchanging
greetings, making introductions,
inviting people, etc.
2.4.1 Name the people and animals in
the story.
2.5.1 Exchange greetings.
3. Reading
3.1 Acquire word recognition and
word attack skills to recognize
words on sight.
3.2 Read and understand phrases,
sentences, paragraphs, and whole
texts.
3.1.1 Master letters of the alphabet.
3.1.2 Learn individual sounds of the
alphabet.
3.1.3 Read aloud the vowels and
consonants in their initial position
and say aloud their sounds.
3.2.1 Read and understand phrases by
matching simple phrases to
pictures.
3.2.2 Read and understand a simple
paragraph of 2-3 sentences.
82
‘Table 4.1, continued’
4. Writing
4.1 Write at word, phrase, sentence
and paragraph level in clear,
legible print and cursive writing.
4.2 Match words to linear and non-
linear representations.
1. Word to word
2. Word to phrases
3. Word to picture, symbol
4.3 Construct simple and compound
sentences with guidance and
independently.
4.1.1 Write letters of the alphabet in
clear and legible print:
• small letters
• capital letters
• combination of small and capital
letters.
4.1.2 Copy legibly numerals 1-10 in both
number and word forms.
4.2.1 Match words to pictures.
4.2.2. Match phrases to pictures.
4.3.1 Form simple sentences and
questions by arranging words (3-4
words in a sentence).
4.3.2 Form simple sentences by
matching sentence parts.
83
Each of the above learning objectives is covered in the prototype
designed by the author. Each of the objectives relates with one or more
activity provided in the courseware. Details of those activities will be
described in the next sub chapter.
4.4.1.2 Courseware Content and User Interface Design.
For readability and clarity reason, the author will illustrate how the
composition of courseware content into below diagram. This tree will give a
broad view of the courseware content, while the specific explanation with
the user interface design of each form will be given as follows.
84
Figure 4.4
Courseware general content.
2. Level Selection Form
2. 1 Beginner Level Form
(Beginner’s Topic
Selection)
2.2 Intermediate Level Form
(Intermediate’s Topic
Selection)
2.3 Advanced Level Form
(Advance’s Topic
Selection)
1. Main Form
(Welcoming Page)
next
next
2.1.1 Beginner’s First
Topic Form
2.1.2 Beginner’s
Second Topic Form
2.1.3 Beginner’s Third
Topic Form
2.1.*.1 Beginner’s
Theory Form
2.1.*.2 Beginner’s
Activity Form
next
next
2.2.1 Intermediate’s
First Topic Form
2.2.2 Intermediate’s
Second Topic Form
2.2.3 Intermediate’s
Third Topic Form
2.2.*.1 Intermediate’s
Theory Form
2.2.*.2 Intermediate’s
Activity Form
next
next
next 2.3.1 Advance’s First
Topic Form
2.3.2 Advance’s
Second Topic Form
2.3.3 Advance’s Third
Topic Form
2.3.*.1 Advance’s
Theory Form
2.3.*.2 Advance’s
Activity Form
next
next next
2.1.*.3 Beginner
Finish Topic Form
next
2.1.*.4 Beginner
Finish Level Form
next
2.2.*.3 Intermediate
Finish Topic Form
next
2.2.*.4 Intermediate
Finish Level Form
next
2.3.*.3 Advance
Finish Topic Form
next
next
3. Finish All Level Form
next
85
1. Main Form
This is the first form that user will see every time he or she accessed
the courseware. It acts as the welcoming page of the courseware. The author
put a straightforward but influential encouragement words which is “English
is Fun” to encourage user in using the courseware. The author also put a
simple animated picture of a moving toy to attract user. (See Figure 4.5).
Figure 4.5
Main form interface design.
2. Level Selection Form
This form allows user to select the level he or she desire. There are
three different levels that narrate the difficulty level. The levels are beginner
that has the lowest difficulty level, intermediate which has the medium
difficulty level and advanced that has the highest difficulty level. (See
Figure 4.6).
86
Figure 4.6
Level selection form interface design.
2.1 Beginner’s Level Form
This form also named as Beginner Topic Selection Form since it
allows user to select topic the author has provided for the level. The
author provides three topics for each level. Even though user can select
any topic without any specific order but the author recommend to start
with the first topic and continue to the second and third topic. (See
Figure 4.7).
87
Figure 4.7
Beginner level-topic selection form interface design.
2.1.1 Beginner’s First Topic Form
Each topic covers in a special theme and consists of one or
more pages of explanation on a theory or subject and it ends with
some activity or tasks in order to evaluate user through out his or
her learning process.
The first topic’s theme is “My Alphabet”. It is dedicated for
those beginner users with low level of English comprehension
skills.
2.1.1.1 Beginner’s Theory Form
The first form will show a complete list of English
alphabet. The letter is presented in a static child-friendly
image that illustrates capital or big letter. Each letter can be
88
clicked to hear how the letter pronounced and to see the
small form of the letter.
The next two forms will explain about the definition
of vowel and consonant letter and some examples of both
type of letter are given. The theory form also explains about
vowel in the initial and medial position. (See Figure 4.8 –
4.11).
Figure 4.8
Beginner ‘alphabet’ theory-1 form interface design.
89
Figure 4.9
Beginner ‘alphabet’ theory-2 form interface design.
Figure 4.10
Beginner ‘alphabet’ theory-3 form interface design.
90
Figure 4.11
Beginner ‘alphabet’ theory-4 form interface design.
2.1.1.2 Beginner’s Activity Form
The activity covers several tasks that should be done
by the user. It includes identifying letter from its sound or
symbol, differentiating vowel and consonant and
identifying the vowel position in a word. The user will be
asked to write, to speak up, and to select in order to answer
the questions given in the activity. All of the activity also
assisted with responses of the user response in terms of
right and wrong answer. (See Figure 4.12).
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Figure 4.12
Beginner ‘alphabet’ activity form interface design.
2.1.2 Beginner’s Second Topic Form
The second topic is called “My Numbers”. This simple
topic is given in order to give basic English knowledge about
numbers for beginner users.
2.1.2.1 Beginner’s Theory Form
The first form will show a list of number from zero
to ten and they are presented by an animal picture. User can
click each number to hear how the number sound. The next
form will explain a little grammar of numbers in singular
and plural forms. The user is expected to be able to
differentiate noun in the form of singular and plural. (See
Figure 4.13-4.14).
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Figure 4.13
Beginner ‘number’ theory-1 form interface design.
Figure 4.14
Beginner ‘number’ theory-2 form interface design.
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2.1.2.2 Beginner’s Activity Form
This activity consist of several tasks such as
identifying number by matching the sound with the
number, speak up what the numbers shown in the picture
and differentiate the singular or plural form of nouns. (See
Figure 4.15).
Figure 4.15
Beginner ‘number’ activity form interface design.
2.1.3 Beginner’s Third Topic Form
The last topic for beginner level is “Let’s Chat”. The
topic’s title represents the English subject that relates with
greetings and dialogue.
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2.1.3.1 Beginner’s Theory Form
The theory comprises explanation of exchanging
greetings, such as hello and goodbye and description of
greeting based on time such as good morning, good
evening, etc.
Attractive pictures are used in the explanation in
order to interest user to focus and understand the subject
being taught. (See Figure 4.16-4.17).
Figure 4.16
Beginner ‘chat’ theory-1 form interface design.
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Figure 4.17
Beginner ‘chat’ theory-2 form interface design.
2.1.3.2 Beginner’s Activity Form
Firstly, the user will be asked to play some role act
in pair and to follow a dialogue shown in the form. Then,
the user should answer few questions relate to the previous
explanation of how to exchange greetings with the help of
pictures and option. Some of the tasks inquire user to write
the answer in the field provided. (See Figure 4.18-4.19).
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Figure 4.18
Beginner ‘chat’ activity-1 form interface design.
Figure 4.19
Beginner ‘chat’ activity-2 form interface design.
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2.1.*.3 Beginner Finish Topic Form
This form will be shown whenever user has finished
all the activity in one topic. The user will be asked whether
he or she wants to continue to other topic or not. If he or
she wants to continue then the courseware will direct the
user to select the other topic otherwise the courseware will
be closed. (See Figure 4.20).
Figure 4.20
Finish topic form interface design.
2.1.*.4 Beginner Finish Level Form
This form will be shown whenever user has finished
the last topic on one level. The user will be asked whether
he or she wants to continue to other level or not. If he or
she wants to continue then the courseware will direct the
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user to select the other level otherwise the courseware will
be closed. (See Figure 4.21).
Figure 4.21
Finish level form interface design.
2.2 Intermediate’s Level Form
This level committed to user with medium level of English skills.
However, user that has finished the beginner level of the courseware can
try to continue to this level. The topic offered was also being adjusted to
the difficulty skill of this level. As the beginner level, this level also has
three topics covered. (See Figure 4.22).
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Figure 4.22
Intermediate level-topic selection form interface design.
2.2.1 Intermediate’s First Topic Form
The first intermediate’s topic is “My Family”. This topic
focuses more about some family short stories that relates with the
user experience and interest.
2.2.1.1 Intermediate’s Theory Form
This theory form consists of two short stories
illustrating family activity. The users are directed to read
and listen to the stories. Beside that, user can also click a
button to hear about the stories. Picture is given to illustrate
each of the stories. (See Figure 4.23-4.24).
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Figure 4.23
Intermediate ‘family’ theory-1 form interface design.
Figure 4.24
Intermediate ‘family’ theory-2 form interface design.
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2.2.1.2 Intermediate’s Activity Form
The activity have a close connection to the stories that
user have read in the previous theory form. It was
composed of a series of questions with intention to make
user obtain information from stories read to in relation to
main ideas, specific details, and sequence. In the activity,
the users are asked tell stories based on pictures or other
stimuli. (See Figure 4.25).
Figure 4.25
Intermediate ‘family’ activity form interface design.
2.2.2 Intermediate’s Second Topic Form
The second topic’s theme is “You and I”. This topic
concentrates more about grammar of personal pronoun, simple to
be and possessive adjectives.
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2.2.2.1 Intermediate’s Theory Form
The first theory form show a colorful table contains a
list of personal pronouns like I, She, He, etc and it’s to be
Am, Is, etc. Some examples were also given together with
pictures to entertain user. The second form still use the
same format of table and picture but now it explains about
personal pronoun like I, She, He, etc and the correlated
possessive adjective like My, Her, His, etc. A set of
examples were also given to give more comprehensible
explanation. (See Figure 4.26-4.27).
Figure 4.26
Intermediate ‘you and I’ theory-1 form interface design.
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Figure 4.27
Intermediate ‘you and I’ theory-2 form interface design.
2.2.2.2 Intermediate’s Activity Form
The activity as usual contains a series of questions to
evaluate user whether they have understood the subject
given earlier. The questions are presented with pictures and
user should answer by writing or selecting the correct
answer. Hint or instruction is given together with the
feedback regarding user response. (See Figure 4.28).
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Figure 4.28
Intermediate ‘you and I’ activity form interface design.
2.2.3 Intermediate’s Third Topic Form
The third topic’s theme is “Where Is It”. A brief and
interesting explanation of prepositions of location is given through
this topic.
2.2.3.1 Intermediate’s Theory Form
A table completed with picture is given to make the
explanation simpler and understandable for user. A brief
straightforward explanation is also given to enrich user
understanding of the subject. Examples are given with
pictures to show how the taught words which are In, On,
Under and Near is put into real circumstance. (See Figure
4.29-4.30).
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Figure 4.29
Intermediate ‘where’ theory-1 form interface design.
Figure 4.30
Intermediate ‘where’ theory-2 form interface design.
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2.2.3.2 Intermediate’s Activity Form
The activity is simply to test the user of their
understanding of the preposition of location being taught
earlier. A series of questions were given together with
instruction and feedback that should be completed by user
in order to finish the intermediate level. (See Figure 4.31).
Figure 4.31
Intermediate ‘where’ activity form interface design.
2.2.*.3 Intermediate Finish Topic Form
The explanation can be referred to section 2.1.*.3.
2.2.*.4 Intermediate Finish Level Form
The explanation can be referred to section 2.1.*.4.
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2.3 Advanced Level Form
This level is dedicated to user with high level of English
comprehension skills. Even so, user that has finished two previous levels
which are beginner and intermediate can continue to this level. The topic
offered in this level is altered based on the user English skills. Like the
other two levels, this level also provides three interesting topics that can
be chosen by the user. (See Figure 4.32).
Figure 4.32
Advanced level-topic selection form interface design.
2.3.1 Advance’s First Topic Form
This level starts off by giving user a story presented in a
sequential picture, text and sound. The topic theme is “What’s That
Noise?” that also presents the title of the story.
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2.3.1.1 Advanced Theory Form
The story is composed of six pages of form displaying
different pictures, texts and sounds that relates to one
another to formed one complete story. The story uses
simple vocabulary and grammar and has some humor in it.
(See Figure 4.33: First page of 6 pages story).
Figure 4.33
Advanced ‘noise’ theory form interface design.
2.3.1.2 Advanced Activity Form
The activity consist of two parts, the first part asks the
user to retell the story heard earlier with his or her own
words while the second part asks user to match pictures
with sentences. As usual, the activity will be supported by
instruction and feedback. (See Figure 4.34).
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Figure 4.34
Advanced ‘noise’ activity form interface design.
2.3.2 Advanced Second Topic Form
Another grammar lesson is given in order to develop the
user grammar skill. As for this topic, simple present and past tense
is described by table and supportive examples.
2.3.2.1 Advanced Theory Form
A colorful table is used to describe simple present and
past tense by showing and stressing on the time word
related to each tenses. Examples are also given simply to let
user to differentiate between the two tenses and know how
to uses which and when. (See Figure 4.35).
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Figure 4.35
Advanced ‘present past’ theory form interface design.
2.3.2.2 Advanced Activity Form
In the activity, the user is asked to answer some
questions related to the grammar being taught. Pictures and
options are given to help them. The user was also asked to
rearrange words to make sentences in the correct order.
(See Figure 4.36).
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Figure 4.36
Advanced ‘present past’ activity form interface design.
2.3.3 Advanced Third Topic Form
The last topic in advanced level is called “Let’s Sing
Along”. The title represents the subject and activity obviously by
the word song. In this topic the user will be encouraged to sing a
long with the text song provided.
2.3.3.1 Advanced Theory Form
The author has provided the most famous and fun
song for children which is “If You Are Happy and You
Know It”. This song will encourage user to play and learn
in the same time. With the song, the user is expected to
correlates between words and actions. User can control the
song in terms of volume and length. (See Figure 4.37).
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Figure 4.37
Advanced ‘song’ theory form interface design.
2.3.3.2 Advanced Activity Form
The activity involves a lot of movement and touching
tasks. There are two parts of activity which are connecting
vocabulary with actions, touching and defining things based
on their character. The first part is similar with the If You
Are Happy song while the second part is to teach simple
vocabulary like “Hard and Soft” by letting user to touch
several hard and soft items in order to learn and understand
the meaning of the words being taught. (See Figure 4.38).
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Figure 4.38
Advanced ‘song activity form interface design.
2.3.*.3 Advanced Finish Topic Form
The explanation can be referred to 2.1.*.3.
II. Finish All Level Form
This is the closing form that wraps up all the activity in the
courseware. After user has finished all the topic activity in all level or at
least in advanced level, he or she will be shown this form as a result that he
or she has completed the courseware. User can then redo all the activity or
close the courseware. (See Figure 4.39).
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Figure 4.39
Finish all level form interface design.
4.4.2 Prototype
As described earlier, this prototyping or developing phase has close relation
with design phase. The two phases should not be separated since there is a
possibility of iterative steps that done in both phases in one period of time.
In this sub chapter, the author will try to give more physical illustration of
the courseware development process. There are several issues that will be explained
in this sub chapter which are development environment and courseware
implementation.
4.4.2.1 Development Environment
This sub chapter explains on technology being used in the
courseware development. Here is the list of technology including software
and hardware being used in the courseware development.
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A. Software
- Microsoft Visual Basic v6.0
- Microsoft Paint v5.1
B. Hardware
- Laptop with below specification:
o Intel T2050 @1.6 GHz
o I GB RAM memory
- Standard input equipment:
o Mouse
o Microphone
o Attached keyboard
- Standard output equipment:
o Speaker
4.4.2.2 Courseware Implementation and System Architecture
The courseware was not designed under sophisticated technology
equipment and it does not require one to run it. Even so, there are several
conditions that need to be fulfilled so that the courseware can be used
productively and problem free.
For clarity reason, the author tries to put the prerequisite into below
list.
A. Software
- Operating system: Microsoft windows preferable
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B. Hardware
- Processor: Pentium 1 GHz minimum
- Memory: RAM 256 MB minimum
- Standard input keyboard and mouse
- Standard output speaker
The system architecture of this courseware is stand alone type of
architecture. It means that this application, courseware to be specific with all
its component is resides in one machine only and can be used alone with no
dependency with other application, machine, etc and there is no network
involve like client server application.
4.5 Summary
This chapter holds an important part of the whole project life cycle. Through the
methodology chosen which is Interaction Design Methodology, this chapter has described
most crucial phase of the methodology and to see how does the methodology fits into the
courseware development. There is one phase that is not covered in this chapter which is
evaluation. One whole different chapter will be dedicated to explore the evaluation phase.
Evaluation and testing will be described in the next coming chapter.
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CHAPTER 5
TESTING AND EVALUATION
5.1 Introduction
This chapter covers the last but not least phase of the Interaction Design
Methodology which is the testing and evaluation phase. This phase was important for the
courseware success since it deals with issues that decide whether the courseware has
fulfilled the target that the courseware aimed for. There are several methods of evaluation
techniques that will be described in this chapter. It includes self appraisal from the author
and ‘quick and dirty’ evaluation of user interview. The evaluation output was taken as input
for further design improvement of the courseware and as a performance measurement tool
in terms of the courseware suitability.
5.2 Objectives
Preece (2002) defines evaluation as the process of systematically collecting data
that informs us about what it is like for a particular user or group of users to use a product
for a particular task in a certain type of environment. Based on this, the author realizes that
there is one important part or role that needs to be involved during the evaluation process,
which is user. Therefore, through one on one interview based on quick and dirty evaluation
paradigm, the author has involved the secondary user, teachers, on the evaluation process.
The teachers were involved because of their significant knowledge and experience of
student common behavior and need against the courseware. Beside that, the author will also
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give her personal assessment against the courseware by a self appraisal evaluation
technique. This will show the courseware achievement from the author point of view.
In specific, here are the objectives of testing and evaluation phase done in the
project.
a. To check that users can use the product and like it.
b. To verify that requirements are fulfilled.
c. To meet the exact need of the target user.
d. To measure user satisfaction against the courseware.
5.3 Evaluation Methods
There are two evaluation methods that will be explained in this sub chapter. The
first method relies more on the author perspective on the courseware. It will show how the
author gives her appraisal against the courseware based on both functional and non
functional requirement found in the early stage of the courseware development life cycle.
The second method will involve some secondary users through personal interview in order
to see how they evaluate the courseware based on their point of view.
5.3.1 Self Appraisal
Based on the early analysis carried out in the project, the author has
explained and gave detail description on the courseware required features. An
assessment table of some existing courseware is given in Chapter 3 (Table 3.5) in
order to see how those existing courseware have accomplished the criteria required
in an appropriate and usable ELC for Year 1 student.
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The author will now use the same technique of assessment done in chapter 3
to evaluate the new English learning courseware proposed in the study.
We will use a scale of 1-3 in the assessment, with ‘3’ being the highest rate,
‘2’ is the average score, and ‘1’ being the lowest rate. The rate represents either in
support or satisfaction. For example, ‘3’ is given because the courseware fully
satisfying for the specified feature or ‘2’ is given since the courseware is partially
supported the feature.
Table 5.1
The proposed new courseware assessment.
Features The Proposed New
Courseware A. Natural Method
1. Supply three development stages:
i. Comprehension (preproduction)
ii. Early Production
iii. Speech Emergence
3
2. The use of visual aids. 3
3. Speech features is emphasizing on keywords. (E.g. use
of slower voice).
2
4. Use of simple vocabulary and grammar on related
ideas. Do not talk out of the context.
3
5. Presenting a situation relates to the learner’s
experience and interest. (E.g. by dialogue).
3
6. Emphasize a study of the basic communicative
expressions in the dialogue.
3
7. Provide reading and writing practice. 3
8. Provide opportunities to apply the language learned in
novel situations for the same or a related purpose.
2
Natural Method: Average Rate 2.75
B. Total Physical Response (TPR) Method
9. Use commands to direct behavior. 3
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‘Table 5.1, continued’
10. Connect vocabulary with actions. (E.g. smile, chop,
headache, and wriggle)
3
11. Use story-telling. 3
12. Inject humor into the lesson. 2
TPR Method: Average Rate 2.75
C. Usability
C.1 Screen Layout
13. Standard/consistent interaction 3
14. Familiar and recognizable icons 2
15. Obvious visual navigation 3
16. Icons look clickable 3
17. Screen layout should not be obtrusive 2
18. Sufficient “white space” areas 2
19. Items are labeled 3
C.2 Navigation
20. Features accessible at any time 2
21. Consistent navigation 3
22. Effective navigational structure 3
C.3 Multimedia Elements
23. Use rollover multimedia effect 1
24. Have entertaining, colorful multimedia effects 3
25. Multimedia elements used in a supportive, not
decorative
3
26. Cursor has 3 functional states – rest active wait 1
27. Include interesting and meaningful graphics/characters 3
28. Include animations to add highlights 3
29. Animation can be stopped by user 1
30. Animation/character should not be distracting 3
31. Audio can be switched off 2
32. Have sound effects to attract attention 3
33. Legible text 3
34. Big enough fonts 3
35. Background and font color contrast each other 3
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‘Table 5.1, continued’
C.4 Content
36. Challenging and interesting activities 3
37. No fancy wordings 3
38. Allow for expanding complexity 3
39. No extensive text 3
40. Offer a smooth learning curve 3
C.5 Feedback
41. Provide positive feedback/rewards to motivate users 3
42. Provide clear response to user’s actions 3
43. Users know if they make mistake 3
44. Response time is not sluggish 3
Usability: Average Rate 2.66
Total Average Rate 2.72
Below table show the rate comparison of the new proposed English learning
courseware assessment with the three other existing coursewares.
Table 5.2
Average rate of all courseware involved in the study.
Features
Average Rate
English
Language
Year 1
Click and
Learn
Guli-guli
kuiz wira
The Proposed
New Courseware
Natural Method 2.38 1.5 1.88 2.75
TPR Method 1.75 1 1.75 2.75
Usability 2.55 2.03 2.13 2.66
Total 2.39 1.8 2 2.72
Based on the above information, it is shown that the new proposed
courseware has applied more required feature that are needed in order to produce an
appropriate and usable ELC for Year 1 student.
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To support the numerical data above, the author will give some logical
explanation on how the assessment of the proposed courseware can generate higher
rate compared to other courseware in the ‘5.4.1’ sub chapter.
5.3.2 User Interview
This type of evaluation method involves user in the evaluation process. User
participation in evaluation process holds a very important role since they are one of
the main key to decide the project accomplishment.
As described earlier, there are two types of user of this proposed courseware.
The first type, primary user, belongs to Malaysian first year primary school students
and the second type, secondary user, fits to teacher and parent. The user interview
process involves two secondary users from different primary school. Beside of time
constraint, the reason to involve teacher rather than student or parent is because
teacher has more experience and knowledge towards student behavior in learning.
Teacher can give more input regarding the courseware content structure and
implementation compare to young student or parent.
Below are the details of each interview regarding time, place, and interview
results.
a. Participants
i. Ms. Chee (English teacher)
Sekolah Rendah Kelana Jaya 1
Address: Jalan SS5/2 47301
ii. Puan Aidah (English teacher)
Sekolah Rendah Kelana Jaya 2
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Address: Jalan SS5/2 47301
b. Date of Interview
The interview for both teachers was conducted on Thursday, 1st
February 2007.
c. Sample of Questions
Here is the list of questions that was asked during the interview.
1. What do you think of the proposed courseware in general?
2. How does the theory/material presentation given fit the student
character in learning?
3. What do you think of the chosen topic of the proposed courseware?
4. What do you think of the material being used in the proposed
courseware, e.g. sounds, pictures, etc?
5. How do you find the correlation between the proposed courseware
content with the curriculum you have been using in class?
6. What do you think of the activity/quiz given in the proposed
courseware?
7. Do you think this courseware will help you and the student to
achieve better learning outcomes?
8. What are the things you find need to be changed or added into the
proposed courseware?
d. Interview Result
The interview starts with the courseware demonstration. The author
showed the proposed courseware in run time to the users. The users then try
to use the courseware by themselves and walk through it from the first
activity to the end.
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There is no significant different of response or input given by both
teachers towards the courseware content. After the author gives simple
explanation about the courseware and let the teachers use the courseware by
them selves, the teachers give several contributions regarding the
courseware structure content and the content presentation.
Here is the list of suggestion or input given by both teachers.
1. Simplified the theory explanation.
For example, in explaining ‘Simple Present and Past Tense’
grammar, the author tries to put more explanation in words and draw a
timeline. The teachers find it too complicated and suggest to change that into
simpler explanation by giving more examples and emphasizing the ‘Time’
identity word. Two pictures below shows the theory form before and after
alteration.
Figure 5.1
Theory form before alteration.
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Figure 5.2
Theory form after alteration.
2. Give number to show topic sequence.
Ms. Chee from Sekolah Rendah Kelana Jaya 1 suggests to give
number of topic before the topic’s title. The reason for this she said is to
give a positive direction for user in order to have a better learning curve.
Figure 5.3
Topic’s number.
Topic’s number
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3. Keeping the topic in line to the school curriculum.
From the beginning of the courseware development, the author has
been putting the curriculum as the topic or theory guidebook. All of the
topic are highly adapted from “Year 1 English syllabus year 2003” issued by
the Ministry of Education of Malaysia.
Beside the list above, the teacher agreed to the courseware structure in terms
of giving the variety of activity that covers the whole different learning style instead
of giving one type activity that belong to one learning style only. For example, the
activity need to at least cover two types of learning styles such as visual and
auditory in the process so that it will mostly suit the user need since most users
usually have combination of learning style as well.
More over, the teachers were satisfied with the proposed courseware and
expect to see the complete version rather than prototype only. They realized the new
approach of the proposed courseware will suit the student better in achieving their
learning goals.
5.4 Evaluation Analysis
This sub chapter is intended to give more explanation on both of the evaluation
results. It is necessary to give analysis behind the logical evaluation result to understand
more about the courseware assessment. This sub chapter will have two parts based on the
types of evaluation techniques. The explanation is given separately as follows.
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5.4.1 Analysis of Self Appraisal Evaluation
As stated before, the Natural method and Total Physical Response (TPR)
teaching techniques was chosen since combination of both techniques will best suits
all types of learning style. The features offered in Natural and TPR techniques cater
the visual, auditory, kinesthetic and tactile learning style.
In terms of Natural method features, the proposed courseware supplied three
development stages which are comprehension, early production and speech
emergence. This was shown by the three levels the courseware provided that present
various English skill. Users in early stage, ‘comprehension’, are supported by
activity that allows them to listen before actively involve in the other activity. The
two other stages, ‘early production’ and ‘speech emergence’, was also covered as
the activity difficulty level arises. At the end user was actively encouraged in the
activity involving speaking and other that requires higher English skill.
Without doubt, the proposed courseware has embedded visual aids in all part
of the courseware. Visual aid is one of the most powerful support tools to attract
user especially young learner to involve in the learning activity. Furthermore, one of
the learning type, ‘visual’, relies significantly on the presence of visual setting in
order to achieve better learning outcomes.
Simple yet curriculum related vocabulary was used in the courseware. The
vocabulary used in the courseware present a situation relates to the learner’s
experience and interest and emphasize a study of the basic communicative
expressions in a dialogue. For example, one of the activities in the courseware
explain the greeting subject by giving example of conversation among children that
might happened in the actual life of the user (see below picture).
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Figure 5.4
Greeting activity.
Reading and writing as well as speaking and listening practice are provided
throughout the courseware activity. As seen in below pictures, the users are asked to
write his or her answer to the question asked or listened.
Figure 5.5
Writing practice activity.
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Figure 5.6
Listening and practice activity.
This time, the author will give reason and logical explanation on how the
proposed new courseware suits the TPR method features on its activity.
The proposed courseware uses simple command to direct user in most of the
activity. The one that has the closest relation with directing user behavior is through
below activity (shown in below picture) that direct user to touch and feel.
Figure 5.7
Using command to direct user behavior.
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Another feature in TPR that need to be implemented which is connecting
vocabulary with actions was represented in below activity.
Figure 5.8
Connecting vocabulary with actions.
The author also provided several story telling activity. Some story telling
was a very simple one targeted for user with low to medium English skills while
more complicated story was used for user in advanced level. Six pages of story were
used in one of the advanced level activity. The story injects humor to attract young
user to enjoy the activity while learning (see picture below). Humor was also
presented in the form of comical and amusing pictures throughout the courseware.
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Figure 5.9
Story telling activity with humor touch.
In terms of usability, standard and consistent interaction was given by the
command button that was located in the same position throughout the courseware.
The topic title part was always located in the upper part of the form, the activity is
located in the middle part and the navigation part was located in the lower part of
the courseware as seen in below picture.
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Figure 5.10
Upper, middle and lower part of the form.
Obvious visual navigation is used by the navigation button appearance
which have obvious sign symbolized what navigation command it stand for. For
example, a picture of ‘door’ was used to symbolize the ‘exit’ navigation command
button, etc. All provided clickable icon will look clickable and will be labeled based
on their functions (see Figure 5.11).
Figure 5.11
Command button.
As for navigation issues, most of all features are accessible at any time. In
terms of topic, user can go to any topic anytime he or she wants. User can jumps
from one topic to another topic in the same or different level. As for the activity
form, users are obliged to go through the theory form first before he or she can
Upper part
Lower part
Middle part
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answer questions provided in the activity form. It was done by disabling the activity
button until user go through the whole theory. Two below pictures will illustrate
this.
Figure 5.12
Activity button is disabled.
Figure 5.13
Activity button is enabled.
Activity button
is disabled
Activity button
is enabled
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Consistent navigation are also implemented through out the courseware by
putting the navigation button in the same location in all forms. The navigation
button was effectively managed in order to assist user to navigate the courseware.
Multimedia elements were highly supported in the courseware, entertaining,
colorful pictures and sounds were given to attract young user in the learning
process. Small number of animation was also given to highlights the idea being
taught. The courseware also supported by legible and readable text.
The main courseware content line was adapted to the curriculum given by
the government and enhanced by various challenging and interesting activities.
The words used in the courseware are simple and suit the user English skill.
Complexity expanding is allowed since the courseware is supported by three
different levels that will offer smooth learning curve.
As for feedback, the user will received response from the courseware during
the activity. User will know whether they make mistakes or correctly answered
the questions (see Figure 5.11). A ‘tick’ sign and encouragement voices such as
‘excellent’, ‘bravo’, etc will be given to each correct answer while voices such as
‘try the other one’, ‘please try again’, etc are given every time the user give
wrong answer. The response time was also considered lively.
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Figure 5.14
‘Tick’ sign for correct answer.
5.4.2 Analysis of User Interview Evaluation
The user interview evaluation done in the study was one of the important
parts in evaluation phase of the project life cycle. The user was actually involved
not only in the evaluation phase but their contribution was considered since the
beginning of the project. Starts with identifying needs and requirement phase, the
users were involved in many aspects. The evaluation was essentially means to
assess whether the end product has met the user need and fulfill the requirement.
The evaluation results then need to be taken as consideration in (re)designing the
product so that it will perfectly suit the user need.
The user interview evaluation carried out in this study has brought some
improvement in terms of the courseware suitability. The users involved have given
many contributions not only to the courseware design as mentioned in the 5.3.2 sub
chapter but also in deciding the educational courseware content.
‘Tick’ sign
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5.5 Summary
There is no argument regarding the importance of evaluation phase in a software or
courseware project. Even so, evaluation phase sometimes was missed since the developer
assumed that they have fulfilled the requirement given to them. The author realized the
significance of the evaluation phase and decided to use two different evaluation methods in
this phase. The first method, self appraisal, will shows how the author gives her appraisal
against the courseware based on both functional and non functional requirement found in
the early stage of the courseware development life cycle. The second method, user
interview, will involve some secondary users through personal interview in order to see
how they evaluate the courseware based on their point of view. Both of the methods
resulting in the courseware assessment and as an input for the courseware redesign to
improve the courseware quality in terms of usability and appropriateness against the user
need.
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CHAPTER 6
CONCLUSION
6.1 Introduction
This chapter can be seen as the close or last part of the study, the result or outcome
of the whole process involved in the study. This chapter consists of several sub chapters
which are the research’s findings, research’s limitation and suggestions for future research.
All of the sub chapters will be described consecutively as follows.
6.2 Findings
This sub chapter will explain on things that has become the result or outcome of the
whole study. For clarity reason, the author will list all the findings together with its
explanation as follows.
a. Weaknesses of the existing English learning courseware
The importance of English for Malaysian student is no longer an argument.
This agreement has come to many endeavors that targeted to enhance Malaysian
student English language skill. Government together with schools has facilitated
this objective in many ways, not to mention by the use of Information Technology
(IT). IT in the form of courseware, government or privately produced, has helped
Malaysian student to improve their learning activity through its wonderful features.
Despite that, some of the courseware was just made for the commercial purpose and
did not consider any appropriate teaching strategies.
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The evaluation done earlier on some of existing English learning courseware
has shown that most of the crucial features in terms of appropriate teaching
techniques were not available or provided by those courseware. By this study, the
author has shown clearly what are the significance features that have been missed
out. Some of the critical features are:
- To provide three development stages: comprehension (preproduction),
early production, speech emergence.
- To use commands to direct behavior.
- Allow for expanding complexity.
- To connect vocabulary with actions.
The complete list can be seen in Chapter 3.
b. Suitable English Second Language (ESL) teaching techniques for young learner.
The author has done references reading, previous study, survey, self
assessment in this study to find the most suitable ESL teaching techniques that suit
young learner with various learning styles. All of the process came to an
understanding which is selecting Natural method and Total Physical Response
(TPR) as the chosen techniques that will be applied in the proposed courseware.
Natural method was chosen since it best suits the visual and auditory learning style
while TPR was chosen since it shows the suitability it offers to two types of
learning style, which are kinesthetic and tactile.
c. The current IT implementation in Malaysian primary school.
Before developing any courseware, the author decided to find out how does
IT support implementations are currently carried out in schools. Through survey,
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the author finds several conditions regarding IT implementation. The list below
would show some of the findings.
- Most of schools were given a courseware by the Ministry of
Education.
- Most likely, the teacher doesn’t have any training on how to use the
courseware.
- There is no special allocation time of the courseware learning session.
The teacher almost never uses the courseware in the class.
- The current problem they face was insufficient courseware content to
cover the whole syllabus.
- Too much hassle in preparing facility in the courseware session.
Based on the findings, the author realizes that we needed more than
appropriate English-learning courseware to achieve better learning outcomes.
Schools and teachers need to be actively involved in preparing the supportive
condition in terms of the courseware utilization. They also need to be wisely
reminded of the significance of the English learning courseware to support their
student learning activity.
All the problems found above lead to one possible solution which is to
develop an improved English-learning courseware that has these characteristic:
- To enrich courseware option for teacher to use it as supportive
teaching tool.
- Easy to use type of courseware.
- Free, unbound, limitless type of courseware in terms of utilization.
- Syllabus adequate type of courseware in terms of content.
- No hassle type of courseware in terms of technology requirement.
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Above characteristics have been adapted as requirements for the new
proposed English-learning courseware developed in this research.
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6.3 Limitation
There are several restraints of this project due to resources limitations. Time
constraints were also one of the causes of why several things were not fully covered in the
project. Below list will show you few things that become drawback to this project.
a. Primary user evaluation
Evaluation is one of the most important phases in any life cycle software or
courseware development methodology. User evaluation holds a significance part
through out the courseware success. This study has also realizes the essential value
of user evaluation and therefore cover a user evaluation through quick and dirty
interview techniques. Even so, the user evaluation carried out in this study only
covers the secondary user which is teachers. The primary user of the proposed
courseware is Year 1 student which have age around 6-8 years old. This particular
age is still considered young and difficult to express their opinion and judgment
objectively. Consequently, comprehensive techniques of evaluation involving this
type of user should be considered to obtain a better evaluation outcome for the
courseware accomplishment.
b. Complete curriculum coverage
As mentioned in the early chapter, the project’s prototype will only focus on
some of the learning outcomes supplied from the Ministry of Education English
curriculum specification. Therefore, the content provided in the prototype will only
concentrate on several activities that relates to those specific learning outcomes
chosen. Teachers and schools are highly relying on the curriculum; therefore they
expect a courseware that can provide and cover the whole curriculum. Even so, the
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proposed courseware can be seen as a starting point and can be expanded in order to
fulfill the expectation in terms of courseware content.
c. High multimedia design skill
Courseware for young learner can not be separated from multimedia
features; hence, developer with high skill of multimedia design is needed to make
the courseware become more attractive to these young learners. The author that act
as the courseware developer realizes this and with her limited multimedia design
skill tried to perform and implement several multimedia features such as audio,
interactive pictures, etc. Nevertheless, more complicated yet appropriate multimedia
features will support the courseware better.
6.4 Suggestions for future research
Through this project, the author learns more of computer science-education field
association. This project has shown us that computer science knowledge can be applied to
other type of expertise. Courseware is one of the proofs that demonstrate this.
The author realizes that there are so many other researches that can be done and
advantageous in this computer science-education field. Future research can be carried out
on the remaining challenges in terms of courseware content and activity exercise types.
Further and interesting future research for this specific field is also can be dedicated
to student with specialty or disability. This specific user will need a special courseware in
order to help them through their specialty. Therefore, more comprehensive research is
needed and the challenge is waiting out there to be conquered.
