INNOVATION FOR SUSTAINABLE GROWTH · 2020. 5. 2. · Airul Sharizli Abdullah, Ahmad Syahiman Bin...

INNOVATION FOR

SUSTAINABLE GROWTH

BOOK COMPILATION

Innovation for Sustainable Growth (Series 1)

Published by MNNF Publisher

Copyright © 2018 by MNNF Publisher

All rights reserved. No part of this publication may be reproduced, stored in a retrieval

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National Library of Malaysia

ISBN 978-967-15509-2-2

FOREWORD

All praise and thanks are due to Allah the Most Merciful and the Most Gracious for

His blessings that International Invention & Innovative Competition (InIIC) Series

1/2018 was successfully organised at Federal Hotel, Kuala Lumpur on 12 May 2018.

This book ‘Innovation for Sustainable Growth’ is a collection of essay from the

participants of InIIC Series 1/2018. It provides 68 chapters of innovation ideas and

findings. It will greatly benefit practitioners as well as academics as an innovative

source and reference for becoming more creative.

We want to especially thank all the authors, who have shared their time and ideas in

contributing the essay.

It is our hope that this book will greatly benefit you to sparkle ideas in order to

become more creative and innovative in designing new products.

MNNF Network

MNNF Publisher

TABLE OF CONTENT

Chapter 1

Development of Real-Time Wireless Monitoring System for Aquaculture

Industries Airul Sharizli Abdullah, Ahmad Syahiman Bin Mohd Shah, Mohd Shawal Bin Jadin, Ruhaizad

Bin Ishak & Mohamad Shaiful Bin Abdul Karim

1

Chapter 2

I SPY 5 Stars Version 2.0 Hyginus Lester Junior Lee

5

Chapter 3

LiL-CEO Noorain Mohd Nordin, Munirah Mohamed & Wei-Loon Koe

10

Chapter 4

Malaysian Dyscalculia Screener (MDS) Wong Ken Keong, Chung Tet Kun & Ng Lee Fong

13

Chapter 5

Smart Water Metering System Zainal Hisham Che Soh, Nur Athiqah Harron, Aini Hafizah Mohd Saod, Anith Nuraini Abd

Rashid & Siti Azura Ramlan

17

Chapter 6

The Beam Balance Technique: A New Way in Teaching and Learning Bank

Reconciliation Statement Lewis Liew Teo Piaw, Wahidah Binti Anuar, Normala Binti Jaya & Mohd Shah Bin Yunus

20

Chapter 7

Web-based Industrial Training Management System Siti Azura Ramlan, Anith Nuraini Abd Rashid, Aini Hafizah Mohd Saod, Nur Athiqah Harron

& Abdul Aziz Abdul Muttalib

24

Chapter 8

A WO3 Sensitized Hollow TiO2 Nanoarray for Solar Energy Conversion Nur Farah Atikah Harun, Yusairie Mohd, Lim Ying Pei & Lim Ying Chin

27

Chapter 9

MyPhD Planner v.3.0 Nur’Ain Ismail, Asmat Ismail, Asniza Hamimi Abdul Tharim, Nursaadatun Nisak Ahmad, Nor

Zarina Mohd Salim & Zarul Azhar Nasir

32

Chapter 10

Political Fun Race 2.0: Reflections from students' performance Nursyahida Binti Zulkifli, Rafizah Binti Mohd Noor, Muhammad Ariff Asyrul Bin Adnan,

Shamsinar Binti Rahman & ‘Ainatul Fathiyah Bınti Abdul Rahim

35

Chapter 11

Android Attendance System Aslina Baharum, Rozita Ismail, Nurhafizah Moziyana Mohd Yusop, Dian Darina Indah Daruis

& Nur Shahida Ab Fatah

39

Chapter 12

Smart Housing Life: Plantino Aslina Baharum1, Nur Ainna Ramli, Nur Shahida Ab Fatah, Emelia Abdul Rahim &

Muhammad Omar

44

Chapter 13

DeMuse: Music Mood Application Aslina Baharum, Suhaida Halamy, Nurul Hidayah Mat Zain, Sakinah Ali Pitchay & Nur Ainna

Ramli

48

Chapter 14

NetmAR: Mobile-Augmented Reality for Teaching and Learning Aaron Frederick Bulagang & Dr. Aslina Baharum

55

Chapter 15

Visualization Pattern for Shopping Mobile Application Design based on

Users’ Mental Model and Eye-Tracking Technology Lau King Lieng & Aslina Binti Baharum

59

Chapter 16

Standard Kansei-based Web Design for Higher Learning Institution Punitha Turumugon & Aslina Baharum

64

Chapter 17

Anti-Fungal Biodegradable Edible Film Chan Shin Yee, Lim Jie Han & Khoo Sioh Gee

69

Chapter 18

WADES (Water Desalination) Endar Tri Pambudi, Iftitahul Isnaeni & Endah Kusumastuty Hartoyo

72

Chapter 19

N.I.Kit: The National Income Kit Dayang Hummida Abang Abdul Rahman, Nuzaihan Majidi, Ting Hie Ling, Shafinaz Lyana Abu

Talib, Fatin Adilah Razali & Saudi Narani

75

Chapter 20

E-Calender : PROTEA Sabrina Binti Milan, Nur Yahzelina Binti Hanafi & Johari Ahmad Bin Ghazali

79

Chapter 21

Promoting Strategies in Visualisation of Library and Information Science

Research Ahmad Nadzri Mohamad, Tengku Adil Tengku Izhar, Nurul Hana Hasri & Norazwin Awang

81

Chapter 22

Water Tunnel Clogged Detection Tool to Help a Flood Mitigation Prihantini, Rezi Delfianti, Ema Imtihana R, Riana Dwi K, Dwiana R & M. M. Ghozi

84

Chapter 23

Early Warning System of Fire Land People based on Android Applications Ammar Muhammad, Ema Imtihana R, Prihantini, Rezi D, Roni M. S, Ebson Sulaiman &

Lusiana Indriani

87

Chapter 24

STIMUNO: Healthy and Synthesated Stimulation Tool Based TENS

(Transcutaneous Electrical Nerve Stimulation) Using Boost Converter

Microswitching ATTINY 13A for Paska Stroke Rosyid S. H, Muhson Isroni, Riska Amalia, Vita F. K, Novita Derma R, Alina S. W. R, Rizkya O

& Singgih B.W

91

Chapter 25

Muffler Protoype with Filter Paper Made from Trembesi Leaves (Samanea

saman) and Mahogany Leaves Extraction (Switenia macrophylla) as

Silencer, Emission Gas Redutor, and Pollutant Filter (CO and NOx) by

Diesel Engine Cars Jihan Lutfita, Ali Azizi, Violita A, Aji Anjasmara, Baassitha N. C, Hamzah Zulfikar & Niken Ayu

N. S

95

Chapter 26

INSTAURWRITING Aadila Fatin Mohd Desa, Erma Farida Abu Hasan & Melor Md Yunus

99

Chapter 27

FREERICE : Vocabulary Acquisition and Humanity Combined! Nazrah Binti Sarbini & Melor Md Yunus

103

Chapter 28

GRAMMODO: A Platform in Learning Grammar among ESL Learners in

Malaysia Nur Afiqah Amalina Baharudin & Melor Md. Yunus

106

Chapter 29

Segmentation of Mammography and Ultrasound Images by using Seed

Based Region Growing Method Aminah Abdul Malek, Norlyda Mohamed, Noor Hidayah Mohd Zaki, Farah Azaliney Mohd

Amin & Md Nizam Udin

109

Chapter 30

Electrocoagulation on Palm Oil Mill Effluent (POME) Norhafezah Kasmuri, Mohammad Shukri bin Sahar, Muhammad Zaidi Misni, Nur Aliah

Ahmad Tarmizi & Nur Izzati Mohammed Zukri

112

Chapter 31

E-BUMDes: Innovation Holding BUMDes and Marketplace of Local

Products and Village Tourism Services for Sustainable Proverty Alleviation

efforts in Indonesia Ardian Prabowo, Ahmad Fahmi Baharuddin, Desti Triyana & Fadila Arisha

115

Chapter 32

Gotta catch ‘em All to Master Adjectives Theebanraj S/O Nagarajan, Nithia Prathiba Thevar D/O Kamalanathan & Melor Md. Yunus

123

Chapter 33

Pay Per Quest: A Board Game for Primary Learners’ English Fluency Azman Hariffin, Siti Norain Binti Duka & Melor Md Yunus

127

Chapter 34

Creative Independent Students' Framework: The Road to Sustainable

University Development Ahmad Fadzil Jobli, Noor Azland Jainudin, Abang Fhaeizdhyall Bin Abang Madaud, Yaziz Bin

Kasim & Nadia Natasha Julai

131

Chapter 35

Root Square Scale of Analytic Hierarchy Process (AHP) as a New Approach

to Solve Project Selection Problem Nor Faradilah Mahad, Noreha Mohamed Yusof, Busyra Latif, Norul Fadhilah Ismail & Suriana

Alias

134

Chapter 36

Pundana Go! Annasihah Binti Abdul Razak, Mohamad Badrul Nur Hisham Bin Ahmad, Nur Naja Binti

Ismail, Nurul Hana Binti Hasri, Zafirah Afiqah Binti Mustaffa & Ahmad Nadzri Mohamad

138

Chapter 37

Crutches Wheelchair Nur Najmi Raimi Binti Ramlee, Nurul Ainna Binti Hassan, Nur Zunaine Binti Kamal, Najwa

Binti Kairul Nizam, Muhammad Al Amin Bin Mohd Ismail & Ahmad Nadzri Mohamad

141

Chapter 38

Public ‘Skip’ping as an Alternative to Public Speaking Juliza Binti Yusof & Melor Md Yunus

145

Chapter 39

LET’S FROGPLAY! Nur Amirah Kamarudin, Noryani Abdul Ghani & Melor Md Yunus

149

Chapter 40

Vocab Detour: The Sarawak Explorer Adapting Monopoly to Enhance ESL

Learners’ Vocabulary in Rural Sarawak Chong Xin Txin, Ting Suk Hua & Melor Md Yunus

153

Chapter 41

Using “AEROSVA” Board Game to Reinforce Rural Primary ESL Learners’

Understanding of SVA Rules Caroline Tham Yie Tiing, Sharon Wong Min Ying & Melor Md Yunus

157

Chapter 42

Using WeChat in Developing Students’ Higher Order Thinking Skills

(HOTS) in Learning the Novel “Captain Nobody” Johnny Ling Leh Wui, Grace Wong Lyn Syn & Melor Md Yunus

164

Chapter 43

Let’s Role Play with MadLipz©: The Use of MadLipz© In Role-Play to

enhance ESL Students’ Speaking Skill Davidson Anon, Khatika Ho & Melor Md. Yunus

168

Chapter 44

The Impact of Commander Card Game in Improving Rural Secondary ESL

Learners’ Usage of Verbs Ting Sie Yuan & Melor Md Yunus

172

Chapter 45

Annonarose Balm: Phytochemical Screening and Antibacterial Properties

of Annona muricata Leaves Extract Ropisah Me, Nur Haziqah Yahaya, Fatin Nurzarifah Razali, Nurul Salwani Wahid, Nurul Ain

Nadirah Jamaludin & Arnawaty Ayob

176

Chapter 46

Happy Sampling Card Game Norani Amit, Nur Hidayah Mohd Razali, Busyra Latif, Noor Hidayah Mohd Zaki, Noor Aisyah

Idris & Nurdia Azlin Ghazali

179

Chapter 47

Interactive Reading Notebook for Upper Level Primary School Pupils Aouriaza Intik Anak Pingan, Roslidiana Osman & Melor Md Yunus

183

Chapter 48

Ease Your Travel Journey in Malaysia with GuideGo! Travel Application Dr. Faiz Izwan Anuar, Nurulfarhana Edrina Edres, Siti Suraiya Kamil & Syuhaida Hazwani

Mohamad Sakor

187

Chapter 49

EdPuzzle: Animal Vocab-Keeper Aamirah Aiza Zakaria, Lee Yan Di & Melor Md Yunus

190

Chapter 50

PravellÓ Nor Ain Najwa Binti Hashim, Nor Syalieza Hanim Binti Hashim, Nurussoleha Binti Mahmud

& Intan Rahayu Binti Abdul Razak

194

Chapter 51

InLAD VR Qurratuaini Mohamad Solleh, Siti Nadirah Abd Razak, Noor Syafiqah Mohamad Hidzir, Intan

Rahayu Abdul Razak & Muhammad Eizzuddin Zaid

197

Chapter 52

Using MATT to Improve Year 5 Pupils’ Recognition of Tenses in Writing

Simple Sentences James Berok V. J., Loh W. Y. & Melor Md Yunus

200

Chapter 53

Plickers: Learning Through Codes Anis Zafira Binti Baharudin, Mastempawan Binti Kamarrudin & Dr Melor Binti Md Yunus

204

Chapter 54

Animated Cartoons to Develop Listening Skills & Vocabulary Prisla Devi Krishnan & Melor Md Yunus

207

Chapter 55

WilTMapp (Wildlife Tourism Mobile Application) Amira Nuraina Binti Abdul Hamid, Mazita Binti Md Yusof, Shazlina Amira Binti Rasli, Nor Azah

Mustapha & Inoormaziah Azman

210

Chapter 56

Toward Energy Saving Thermoelectric Refrigeration for System Efficiency Faranatasha Muzakir, Mohamad Kamil Mohd Sapingai, Arief Fahmi Haroon, Azizi Salihin

Azizul, Adnan Bakri, Zulhaimi Mohammad & Mohamad Shahrul Effendy Kosnan

214

Chapter 57

Go Formative: Increasing Pupils’ Understanding and Interest in Reading

Alzairin Binti Morshidi, Khalida Binti Khadri, & Melor Md. Yunus

219

Chapter 58

Be Buoyant Bibliotheca: Green Education Tourism Center Christy Tekot Anak Swilten Salleh, Intan Nur Shazana, Mahirah Binti Mazhan, Nor’ain

Othman & Hassnah Wee

223

Chapter 59

Jom Jalan Malaysia Fadhilah Z.A, Nur Syuhada S. & Nor Hidayah A.

226

Chapter 60

Multiplex PCR Kit for Respiratory Bacteria

Nik Zuraina Nik Mohd Noor, Suharni Mohamad, Habsah Hasan & Siti Suraiya Md Noor

228

Chapter 61

HeritageGO! Ameleya Muhammad Ghazali, Maisarah Mohd Nazary & Nur Ammalenna Binti Ahmad Izam

232

Chapter 62

Innovation of Service and Operation of Islamic Quality Standard (IQS)

Hotel in Malaysia Siti Zulaikha Binti Saddam, Nur Khairun Nisa Binti Ramlee & Fatin Nabila Mohmad Nazir

235

Chapter 63

e-Event Strategy: A Transformation of Conventional Way of Conducting

Events Renukha Prelatha, Tarishini Visvalingam, & Siti Nurain Binti Abdul Rahim

237

Chapter 64

Piper SkinFix Hartini Yusof, Mohamad Azlan Abd Majid, Reena Leeba Richard, Zarith Nazirah Mohd

Zakaria & Shahrul Azam Abdullah

239

Chapter 65

Piperish Care Mohamad Azlan Abd Majid, Reena Leeba Richard, Hartini Yusof, Azizah Munirah Ab Keram

@ Ab Karem & Shahrul Azam Abdullah

242

Chapter 66

MyEventDirect: A Tool for Sustainable Practice in the Event Industry Haifaa ‘Aisyah Harun, Nur Fatin Mohamad Fuad, Nur Iqlyma Mohd Saufi, & Hassnah Wee

244

Chapter 67

Gearth (Travel Trash Bag) Wan Azhar Yusof, Farhan Akma Nordin & Nor’Ain Othman

248

Chapter 68

Development of an Interactive Dental Education Play-Book for Special

Needs Children Budi Aslinie Md Sabri, Nor Faezah Md Bohari, Noor Nazahiah Bakri, Nawwal Alwani Md Radzi

& Norashikin Yusof

250

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1

Series 1 Innovation for Sustainable Growth International Invention & Innovative Competition (InIIC)

Chapter 1

Development of Real-Time Wireless Monitoring

System for Aquaculture Industries

Airul Sharizli Abdullah, Ahmad Syahiman Bin Mohd Shah, Mohd

Shawal Bin Jadin, Ruhaizad Bin Ishak, Mohamad Shaiful Bin Abdul

Karim

Universiti Malaysia Pahang

Abstract Aquatic farming activity is most interesting part because shrimp can generate income and economy for our

country progressively. Water quality for shrimp pool is most critical part in shrimp farming and monitoring issues

need to develop in order to maintain shrimp production. Water quality monitoring system using wireless sensor

network for shrimp pool give the information about water quality condition based on its parameters in real time.

We are developing a prototype of system consist of two mini pools. Each pool consists of two sensors which are

ph and temperature sensor. These two sensors and Zigbee Xbee S1 module (wireless module) will connect to

Arduino NANO (microcontroller). Data will transmit to another wireless module and PC display. Microsoft

Visual Studio (graphical user interface) is equipped in PC to display water quality condition based on sensor

detection in set time stamp. Alarm system will be equipped as parameters are higher than their threshold and

message will be delivered to person in charge. This system will be useful for sampling and collecting data faster

and give user time to troubleshoot and maintain water quality.

Introduction The aquaculture sector has recorded an annual growth rate of about 20 percent in the last 5 years. It

has now grown into a lucrative and sustainable industry, associated with the culture of high value

species, mainly shrimp, marine fish and high value freshwater fish. Malaysia, a country with around

29 million people in 2015, fish food is always the necessary source of animal protein to their

community. Fisheries sector is responsible in providing food security to the growing population.

Malaysia, surrounded by South China Sea and the Strait of Malacca, coupled with development of

aquaculture industry, this country is rich in fish resource.

Commercial aquaculture in many countries, including Malaysia has been prompted due to

increasing demand of international market (Ismail and Abdullah, 2013). Therefore, aquaculture

industry is playing increasingly important role in Malaysian economy. In the Third National

Agricultural Policy (NAP3), Malaysian government has promoted brackish water shrimp culture

under taking a number of initiatives (Ministry of Agriculture Malaysia, 2003). Targeted shrimp

production in 2010 was set at 180,000 metric tons or RM 4.3 billion (Islam et al., 2011). However,

the targeted volume of supply was not materialized.

Water quality is a critical factor when culturing any aquatic organism. Optimal water quality varies

by species and must be monitored to ensure growth and survival. The quality of the water in the

production systems can significantly affect the organism's health and the costs associated with getting

a product to the market. Water quality parameters that are commonly monitored in the aquaculture

industry include temperature, dissolved oxygen, pH, alkalinity, ammonia, and nitrites. Some

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2


parameters such as alkalinity and hardness are fairly stable, but others like dissolved oxygen and pH

are fluctuate daily, therefore required monitoring daily.

Traditionally, the quality of water in aquaculture farm is monitoring using hand-held devices that

are available in the market. However, the existing product does not have big storage capability and

cannot transfer the data automated and wirelessly, which requires a considerable time commitment

from the person-in-charge to come on to the site every day. Due to these limitations, the sample size

often cannot be large enough to cover the entire month or year. Therefore the difficulty of overall and

successive water quality sampling becomes a barrier to water quality forecasting.

Therefore, one significant objective of this research is to design and develop a multi-parameter

real time water quality measurement system, which would be easy to maintain, wirelessly transfer the

data and store a large data that can readily interpretable by the end user. Real-time monitoring will

allow aquaculture operators to be aware of preventable diseases in order to save costs in diseases

treatment and keep aquatic organism in good health before harvesting job as well as mange aquatic

organism loss to the minimum rate.

The proposed system would measure the three main parameters from multiple pools. Three of

these parameters is temperature, pH and Dissolve Oxygen (DO). This proposed system will integrate

the water qualities sensors, data acquisition, microcontroller, wireless devices and data logging

system. Data can be observed in real time as well as offline by downloading it to the personal

computer (PC).

Methodology Figure 1 shows the overall concept of the project development. Design system and prototype that will

be implemented using these hardware components. It consists of temperature sensor, ph sensor,

Arduino NANO board and Zigbee Xbee S1 (transmitter and receiver). The ph and temperature data

that acquired from these components would be displayed and analyzed. The system will cooperated

with other Arduino Nano and Zigbee which act as receiver to receive data and interpret it to GUI that

display at the computer. GUI will be invented using Microsoft Visual Studio 2015 software. GSM

also connected to computer that will sync up with GUI to send alert message if the parameter values

exceed its limit.

Slave

Master

Fig. 1 Project Development Flow

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3


Result & Discussion Figure 2 shows complete prototype design for this system. Our proposed systems will monitor and

record quality of aquaculture water around the clock providing continuous data that can be used to

identify trends and improve production. This proposed system combines of two main part: system at

site (pool) and system at office (control room). There are three pools, where each pool will be monitor

by three sensors (temp, pH and Dissolved Oxygen), one microcontroller and one wireless device to

transmit data to main office.At main office, data transfer from site will be receive and display in GUI

as shown in Figure 3. GUI will save and process the data in, and will trigger an alarm and send SMS

notification to person-in-charge if the data above the setting threshold.

Slave Circuit

Fig. 2 Complete Prototype Hardware

Data sent from slaves will be transmit wirelessly to main controller which is Arduino Nano that

connected with Xbee Zigbee S1 then connected to computer. From computer, it will display through

GUI that made up using Visual Studio 2015 as shows in Figure 3

Fig. 3 GUI display when monitoring occur

Conclusion In conclusion, this project was successful as it achieve all of the objectives that listed at the beginning

of the project. The water quality monitoring system using wireless sensor network at shrimp pool was

designed and fabricated with temperature and ph sensors. The system was capable to monitor the

parameters that important for shrimp to grow and survive which are temperature and ph and display

the data on GUI developed. Wireless concept is implemented on this system to transmit data from the

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4


pools to the GUI. The system displaying the value is equipped with precaution systems which are it

display the status of water quality whenever the parameter value exceeds it limit. The system also

triggered alert message to the user as the status display over limit.

References

Ismail, M.M. and Abdullah, A.M. 2013. Shrimp trade competitiveness of Malaysia and selected ASEAN

countries. Journal of International Food and Agribusiness Marketing 25:98-115.

Ministry of Agriculture Malaysia. 2003. Third National Agricultural Policy (1998-2010) – A summary.

Putrajaya: Ministry of Agriculture Malaysia.

Islam, G.M.N., Yew, T.S. and Noh, K.M. 2014. Technical efficiency analysis of shrimp farming in Peninsular

Malaysia: A stochastic frontier production function approach. Trends in Applied Sciences Research

9(2):103-112.

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5


Chapter 2

I SPY 5 Stars Version 2.0

Hyginus Lester Junior Lee

SMK Mutiara, Federal Territory of Labuan, Malaysia

Abstract Subject-verb agreement (SVA) is one grammar element that second language learners of English often find

challenging and confusing because subjects and verbs must agree with one another in number. Countable nouns,

on the other hand, have a plural form and they are generally formed by adding ‘s’, ‘es’ and ‘ies’ to the singular.

However, some nouns have no singular number and others are plural in form but singular in use and meaning.

Students find these formations difficult and often incomprehensible, leading to mistakes and errors especially in

their speaking and writing. In the interest of increasing awareness on the use correct SVA and plural forms, an

action research was conducted at a state sports school. A total of 264 students from 9 classes were involved in a

pre-test and post-test to measure the effectiveness of I SPY 5 Stars Version 2.0. The first phase was on SVA

which saw 35.15% increase in scores while the second phase, focusing on plural nouns showed that there was an

increase of 73.70% in scores. Hence, this action research suggests the use of I SPY 5 Stars Version 2.0 as an

additional tool in promoting the mastery of SVA and plural forms.

Introduction It is widely acknowledged that users of the English language should have reasonable competency to

allow them to express themselves meaningfully and confidently. For effective communication to take

place, be it written or spoken, correct and appropriate use of the target language is deemed necessary.

Incomprehensible input and output may send wrong messages, leading to misunderstanding and

miscommunication. Added with errors and mistakes, meaning can be distorted and become

ambiguous.

Throughout the years, a number of teachers and researchers (Samuel and Zaitun, 2008; Nor

Hashimah, Norsimah and Kesumawati, 2009) have been expressing their concern over matters

relating to students’ inability to grasp and use correct grammar in their writing. Students seem to make

similar mistakes even though they have been repeatedly taught and told to rectify them in previous

lessons. Being second language learners and not denying the fact that many do not use the target

language after school hours, students lack opportunity to expand their knowledge and practice using

good English. Adding to that, some students are not made aware of applying grammar rules

accurately. It is a case of either they forgot the rules which have been introduced or insufficient

mastery learning taken place. Consequently, they do not possess a strong foundation in the learning

of grammar that would enable them to use the language accurately in appropriate contexts.

Background The teaching and learning of grammar may be confusing to many. For example, there are four kinds

of nouns, namely common nouns, proper nouns, abstract nouns and collective nouns. Grammarians

like Thomson and Martinet (1986) claim that a noun can function as the subject of a verb, the

complement of the verbs ‘be’, ‘become’ and ‘seem’, the object of a verb, the object of a preposition,

and can also be in the possessive case.

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6


Another part of speech that is confusing is verb. Nandy (2001) acknowledges that verbs are the

most difficult part of speech to master and acquire because they have many different forms, functions

and variations of use. Verbs contribute to most mistakes in English. According to Nandy (2001), a

verb is not always one word. It can be made up of more than one word (eg. Is playing). The words

“am, is are, was, were” say something and are called helping verbs, also known as auxiliary verbs.

Nandy elaborates that verbs are the most difficult part of speech to master because they have so many

different forms and variations of use. Most mistakes in English occur because verbs are not used

correctly.

Explaining the rules that govern the use of parts of speech may have already given a complex idea

about the subject matter. It may be even more confusing for second language learners when it comes

to applying accurate grammar rules in their daily lesson and practice. Therefore, it is wise to equip

students with a strong foundation and to act and intervene early to prevent continuous errors from

being committed. It is clear that interventions ought to be initiated to address this issue and I SPY 5

Stars Version 2.0 was introduced as a teaching aid.

I SPY 5 Stars Version 2.0 was created by Hyginus Lester Junior Lee and it has been registered

copyright CRLY00003905 with the Intellectual Property Corporation of Malaysia. It is an improved

version of the earlier created I SPY 5 Stars with an addition of three flower-like designs, each with

five petals with a ‘ring’ binding all five petals written ‘countable common noun’ in it.

For subject-verb agreement (SVA), five stars are used. The first star (I) is for the pronoun “I”. The

second star (S) is for singular subject while the third star is for plural subject. The forth star is for the

pronoun ‘you’ and fifth for modal verbs. Each star has the verb to-be (am, is, are), verb to-d (do, does)

and verb to-have (has, have). They are placed at the top of the stars while the bottom of the stars are

reserved for main verbs. Some verbs need +s, +es or +ies (walks, catches, carries) after a singular

subject.

For the teaching of plural nouns, flower petals are used. The first flower attempts to explain that

one has to add ‘s’, ‘es’ or ‘ies’ to a common countable noun to change it into the plural form. Each

petal is written ‘thing’, ‘animal’, ‘vehicle’, ‘place’, ‘place’ and ‘person’. These are clues for common

countable nouns.The second flower attempts to explain that one has to use the plural form when there

are quantitative adjectives given such as ‘several’, ‘some’, ‘a lot’, ‘many’, and ‘few’. These words

are written in each petal, to indicate that the noun used should be in the plural form. The third flower

suggests users to add ‘es’ to nouns ending with ‘o’, ‘x’, ‘s’, ‘ch’ and ‘sh’ as indicated in each of the

petal.

Problem statement

Grammar may be one of the greatest challenging aspects of English language acquisition. Bhatia

(1974) indicates that subject-verb agreement presents a problem for ESL learners. This includes the

inconsistency of the use of nouns and verbs. Surina and Kamarulzaman (2009) who conducted studies

in the English language concur that a majority of Malaysian students still have problems with subject-

verb agreement. Another study by Nor Hashimah, Norsimah and Kesumawati (2009) showed SVA

had the highest errors among the four grammatical categories (copula, SVA, article, relative clause)

studied.

Siti Hamin and Mohd Mustafa (2010) claim that even English Language Studies postgraduate

course major teacher trainees at a teaching college made significant errors in SVA. In addition,

Ghabool, Mariann and Seyyed (2012) also support that Malaysian ESL students have problems in

their writing tasks, especially in grammar and punctuation.

Scarcella (2003: 28) said, “Those who have a relatively low proficiency in everyday English

grammar and vocabulary may be able to convey the gist of their messages in everyday situations, but

their communication is often limited. They are handicapped when they try to acquire the English

needed for academic situations. This is because academic English requires the development of

advanced grammar and vocabulary”. Reflecting on these wise words, it is wise that early intervention

and assistance is offered to school students so that they would have a better understanding of grammar

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7


before pursuing higher levels of academic requirements in education and professional demands in

their career choices.

Objective of the study This study was carried out to gauge students’ understanding and application of subject-verb

agreement (SVA) and plural rules in their grammar lesson.

Research methodology Participants-264 secondary school students from nine classes in a sports school in the Federal

Territory of Labuan were involved in this study.

Research instrument- The instrument used in this study was a fill-in-the-blanks exercises for SVA

(phase 1) and an open-ended fill-in-the-blanks exercises that required students to identify plural rules

and give examples for each of the rules (phase 2).

Data collection- Scores are collected based on the pre-test and post-test conducted by three teachers

who administered the tests.

Data analysis- The data obtained from the pre-test and post-test conducted.

Findings Table 1

Phase 1: Subject-verb agreement (SVA)

Form 5 (N=42) Score Mean Percentage

Pre-test 1303 31 55.40%

Post-test 1887 44 80.23%

Increment 584 13 24.83%


Pre-test 499 33 59.40%

Post-test 721 48 85.83%

Increment 222 15 26.43%


Pre-test 517 18 32.97%

Post-test 1367 48 87.18%

Increment 850 30 54.21%

Average 552 18 35.15%

Table 2

Phase 2: Plural nouns

(N=179) Score Mean Percentage

Pre-test 882 33 18.28%

Post-test 4619 171 95.97%

Increment 3739 138 77.32%

A comparison between the pre-test and post-test revealed that there was an increase of an overall 3562

marks which translates into a 73.70% increment.

Discussion and recommendation This study found that in phase 1 which focused on subject-verb agreement, students were able to make

improvements in subject-verb agreement (SVA). They made an average of 552 marks progress or

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8


35.15%. In phase 2, for plural nouns, students did not fair very well in the pre-test with just 882

marks (18.25%) in total but developed better understanding and application of plural rules after the

intervention of I SPY 5 Stars Version 2.0 with a score of 4619 (95.57%), an impressive increase of

3737 marks or 77.32%.

Inferring from the results above, this study found that I SPY 5 Stars Version 2.0 has helped students

to understand and apply the concept of SVA and plural rules in their grammar lesson. It is essential

that students start small by knowing the concept of SVA and plural nouns and how to apply them in

appropriate contexts. It would be very helpful in their oral and written communication so that less

mistakes are committed.

In the local context, students may undeniably need to learn English to pass their examinations in

schools, to fulfill the requirement of university entrance and to meet the demands and expectations of

future employers. Choy and Troudi (2006) point out that the methods of delivery need significant

revamp as their study found that students learn the language due to necessity of survival, not for the

love and interest towards English.

In order to help arrest the further decline of the English language, it is wise to propose that the

teaching and learning of the English language be revised to meet the different learning styles and

intelligences in this modern world of information and communication technology. Teachers today

need to be more creative, innovative and effective in the language classroom. Teachers also need to

meet the unique abilities, learning experiences, cultures and social backgrounds of students.

Conclusion

The use of I SPY 5 Stars Version 2.0 may be an alternative teaching tool for teachers to teach SVA

and plural nouns in schools and for students to understand the concept in a simpler manner. It is

hoped that this innovation could help students to ‘visualise’ the application of grammar rules in their

language learning process.

Fig. 1 I SPY 5 Stars Version 2.0

References Bhatia, T. K. (1974). The handbook of bilingualism. London: Blackwell.

Choy, S. C. & Troudi, S. (2006). An investigation into thechanges in perceptions of and attitudes towards learning

English in a Malaysian college. International Journal of Teaching and Learning in Higher Education, 18(2),

120-130.

Ghabool, N., Mariann Edwina & Seyyed Hossein Kashef (2012). Investigating Malaysian ESL students’ writing

problems on conventions, punctuation, and language use at secondary school level. Journal of Studies in

Education, 2(3), 130-143.

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Lee, H. L. J. (2010). Code switching in the teaching of English as a second language to secondary school students.

Malaysian Journal of ELT Research, 6, 1-45.

Nandy, M. (2001). Advanced English grammar. Selangor: Eddiplex Sdn. Bhd.

Nor Hashimah Jalaluddin, Norsimah Mat Awal & Kesumawati Abu Bakar (2009). Linguistics and environment

in English language learning: Towards the development of quality human capital. European Journal of Social

Sciences, 9(4), 627-642.

Samuel, R. & Zaitun Bakar (2008). The effectiveness of ‘VELT’ in promoting English language communication

skills: a case study in Malaysia. International Journal of Education and Development Using ICT, Vol. 4(3).

Retrieved August 23, 2012 from http://ijedict.dec.uwi.edu/viewarticle.php?id=559&layout=html

Scarcella, R. (2003). Academic English: a conceptual framework. California: University of California Linguistic

Minority Research Institute Technical Report 2003

Siti Hamin Stapa & Mohd Mustafa Izahar (2010). Analysis of errors in subject-verb agreement among

Malaysian ESL learners. 3L; Language,Linguistics and Literature,The Southeast Asian Journal of English

Language Studies, 16 (1): 56-73.

Surina Nayan & Kamaruzaman Jusoff (2009). A study of subject-verb agreement: from novice writers to expert

writers. International Education Studies, 2(3): 190-194.

Thomson, A. J. & Martinet, A. V. (1986). A practical English grammar (4th ed). Oxford: Oxford University

Press.

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10


Chapter 3

LiL-CEO

Noorain Mohd Nordin, Munirah Mohamed, Wei-Loon Koe

Universiti Teknologi Mara, Cawangan Melaka, Kampus Bandaraya Melaka

Abstract LiL-CEO is an innovation of educational board game with entrepreneurship concepts. It is designed for kids

specifically for pre-school children. Since entrepreneurship education is provided to mainly secondary and

tertiary level students, pre-school children are lacking of entrepreneurship exposure. Furthermore, there is a lack

of suitable teaching and learning tools for pre-school children to learn entrepreneurship. Therefore, this product

is created as an edutainment learning tool for the pre-school children to obtain some early exposure of

entrepreneurship. The main objective of this game is to develop entrepreneurial skills and entrepreneurial interest

among pre-school children through a fun learning approach. In terms of its novelty, it comes with a storyline of

Malaysian scenario. In addition, it also comprises interactive activities to develop children’s entrepreneurial

skills. Besides, it can also enhance the children’s psychomotor and social skills which are important in their early

learning stage. The benefits of this product are such as it is easy to play and it can train potential entrepreneurs

in the future. This product is also suitable to be used as a teaching aid by pre-school teachers during their class

sessions. LiL-CEO is a superlative edutainment game of new learning experience in 21st century.

Introduction Entrepreneurship education in Malaysia was started in the mid-1990s as an outcome of the

emergence of new economy. During that period of time, knowledge was considered a

predominant resource in almost all economic activities. Entrepreneurship education is important

because it equip individuals with innovative enterprise skills to recognize and take action on

business opportunites. It also allows entrepreneurs to determine the pace of new economy

through new entrepreneurial activities (Mahmood & Cheng, 2005).

Malaysian government has put on great effort in promoting entrepreneurship education and

developing entrepreneurial skills. One of the basic strategies that has been listed by the Malaysian

Ministry of Education is to strengthen the entrepreneurship competency among students. However,

entrepreneurship education is provided to mainly secondary and higher leraning institutions, pre-

school children are lacking of entrepreneurship exposure. Without doubt, providing

entrepreneurship education in early childhood institutions is challenging because it requires

high students participation.

Previous study has found that entrepreneurship play, language, physical and social development of

children were linked to each other. Specifcally, entrepreneurship play based learning is important to

healthy brain development. This is because play is found to be directly linked to wealth of skills that

are essential for academic success, better verbalization, richer vocabulary, better problem-solving

strategies, more curiosity, empathy, better emotional, more innovation and more imaginative (Wei et

al., 2008). The researchers have developed games based on development of key competences for

lifelong learning. They designed and participated in the games activities for pre-school children to

encourage their creativity, innovation and self-confidence. The study has undoubtedly shred lights on

providing entrepenurship education to the children through game and fun learning approach.

https://www.emeraldinsight.com/doi/full/10.1108/00400910910992754

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11


Entrepreneurship Education in Pre-school Lifelong experiences could help individuals to learn entrepreneurship and develop skills of

entrepreneurship (Dees at al., 2001). In that case, getting sufficient entrepreneurship education is the

first stage in acquiring and developing entrepreneurial skills and becoming successful entrepreneurs.

Entrepreneurial skills are learnable, there is a need to provide entrepreneurial skills the young

generation since small. Pre-school period is the time when individual performs his/her first learning.

Many child development theories also show that early years experiences influence brain development.

Early childhood learning which normally happens during the pre-school period can be considered an

investment for a person’s future life. Many studies which stressed the importance of pre-school

education has reached an agreement that pre-school education could directly affects future education,

job and social life success of an individual. Therefore, it is possible to say that by getting

entrepreneurship education during pre-school life, when basic of life is created, individuals can be

more successful in future life experiences (Muammer at al., 2015).

In addition, Hynes (1996) mentioned that entrepreneurship education is a method that trains the

students or potential entrepreneur to have basic entrepreneurship skills and capabilities.

Entrepreneurship education may assist individuals to develop their knowledge and enhance skills to

be in the field of entrepreneurship.

Entrepreneurial Skills Entrepreneurial skills are crucial skills that every successful entrepreneur need to master. The skills

play an important role in starting and managing a business venture. However, to date, there is no

concesus on the categories or types of entrepreneurial skills that every entrepreneur should have.

Previous reserchers have identified different set of entrepreneurial skills according to their own

definitions. For instance, Aileron (2013) pointed out eight important entrepreneurial skills that every

successful entrepreneur has in common: (i) resiliency; (ii) focus; (iii) invest for the long term; (iv)

find an manage people; (v) sell; (vi) learn; (vii) self-reflection and; (viii) self-reliance. Jusoh et al.

(2011) has identified a more comprehensive set of entrepreneurial skills which consists of 28 different

skills. Some examples of skills include opprotunities identification, computer and IT, planning, law,

creativity, language, accounting, leadership, management etc. As such, teaching the proper and

relavant entreprenueria skills is important in conducting entrepreneurial training.

Entrerpeneurial skills can be learn through proper education and entrepreneurial training. Various

studies have supported that entrepreneurial training can influence the tendency to start a business and

the success of a business. As pointed out by Jusoh et al. (2011), active entrepreneurs still require

entrepreneurial training to equip themselves with various entrepreneurial skills to encounter rapid

changes in the business environment. It is believed that individuals should be exposed to

entrepreneurial skills as young as possible. As Shandrow (2015) claimed, children were too busy

listening to their parents, that they did not learn “to be their own boss”. She further pointed out that

teaching entrepreneurial skills to the kids could help them to see obstacles as opportunities, view life’s

hurdle as challenges and let them to lead their lifes on autonomous way.

Coaching small kids are much different from teaching more matured students because they are still

too small to listen to their teachers and understand certain terms. Therefore, Shandrow (2015) has

suggested eight skills that are important for every parents to teach their little ones. The skills are (i)

resilience; (ii) innovation and creativity; (iii) industriousness; (iv) curiosity; (v) self-confidence; (vi)

empathy; (vii) optimism and; (viii) giving back. Parents or teaching could inspire the kids in various

ways to grasp the above skills. Specifically, resilience could be inspired by letting kids to express

their emotions. Innovation and creativity could be inspired by allowing them to play with their

creative energies. To develop industriousness, kids should be given chores to do and be independence.

To encourage curiosity, they are encouraged to start new hobbies and pursue their interest.

Meanwhile, giving kids opportunities is important in building self-confidence and encouraging them

to be open with their emotions is important in developing empathy. Optimism could be inspired by

sharing positive stories and giving back could be inspired by encouraging kids to help out around.

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12


Conclusion Based on the eight skills suggested by Shandrow (2015), LiL-CEO was created as an edutainment

learning tool for the pre-school children to obtain some early exposure of entrepreneurship. The main

objective of this game is to develop entrepreneurial skills and entrepreneurial interest among pre-

school children through a fun learning approach. Apart from developing entrepreneurial skills among

the kids, it also enhances the children’s psychomotor and social skills. LiL-CEO is easy to play and

it can train potential entrepreneurs in the future. In addition, it is also suitable to be used as a teaching

aid by pre-school teachers during their class sessions.

References Aileron. (2013). The Top Skills Every Entrepreneur Needs. Retrieved on 5 March 2018 from

https://www.forbes.com/sites/aileron/2013/11/26/the-top-skills-every-entrepreneur-needs/#367359d776e3

Dees, G., Emerson, J., & Economy, P. (2001). Enterprising nonprofit: A toolkit for social entrepreneurs.

New York: John Wiley & Sons.

Hynes, H. P. (1996). A Patch of Eden: America’s Inner-City Gardens. Chelsea Green, White River

Junction, Vermont.

Jusoh, R., Ziyae, B., Asimiran, S., and Kadir, S.A. (2011). Entrepreneur training needs analysis: Implications on

the entrepreneurial skills needed for successful entrepreneurs. The International Business & Economics

Research Journal, 10(1), 143-148.

Mahmood, A., & Cheng, M.Y. (2005). E‐entrepreneurship in knowledge economy: Implications for the

Asia‐Pacific economies, The Business Review Cambridge, 4(1), 153‐60.

Muammer, S., & Eda, C. (2015). A new approach in preschool education: Social entrepreneurship

education, Social and Behavioral Sciences, 195, 888-894.

Shandrow, K.L. (2015). 8 Entrepreneurial Skills You Should Teach Your Kids (Infographic). Retrived on 26

January 2018 from www.entrepreneur.com/article/252004.

Wei, Y. Y., Chongvilaivan, A., & Yang, C.J. (2008). Alternative approaches to the development or early

childhood education in Singapore. SCAPE Working Paper Series, 1-49.

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13


Chapter 4

Malaysian Dyscalculia Screener (MDS)

Wong Ken Keong1*, Chung Tet Kun2 & Ng Lee Fong3

1La Salle Secondary School, Kota Kinabalu, Sabah. 2Ken Hwa Secondary School, Keningau, Sabah.

3Teacher Education Institute of Malaysia, Campus Kent, Tuaran, Sabah.

*[email protected]

Abstract Research to understand the meaning of mathematics disability and what students can do in school is far behind

as compared to that carried out in the reading disability (Adler, 2008). Therefore, attention is now focused on

helping students who are having difficulty in learning basic mathematical skills, mastery of more advanced

mathematics (e.g., algebra), and solving mathematical problems. In Malaysia, it is reported that the number of

registered students with learning disabilities increased from 7,919 in year 2000 to 20,814 in year 2006 (Teoh &

Lim, 2007). The increased number of students with learning disabilities is alarming. The identification of

dyscalculia will help in early intervention and reduce cases of learning disability in Mathematics. This innovation

project focuses on the design and development of a Malaysian dyscalculia screener that can be used to identify

primary school students who have high risk of dyscalculia. The screener is a computer-based assessment for

children aged 6 -12 years that aims to identify the characteristics of dyscalculia by measuring response accuracy

and response time to test items. The screener can enable schools and Ministry of Education to channel them to

confirmatory dyscalculia measurement. Intervention can then be provided to those identified to have dyscalculia.

This will lead to reduction of numeracy problem, thus will help to support the LINUS 2.0 Numeracy Programme,

which is one of the National Key Result Areas (NKRA) of the Government Transformation Plan (GTP).

Introduction Comparing to basic research in early reading problems, difficulties in learning mathematics and

mathematical disability are less studied and understood. Therefore, attention is now focused on

helping students who are having difficulty in learning basic mathematical skills, mastery of more

advanced mathematics (e.g., algebra), and solving mathematical problems.

Generally, dyscalculia is defined as a learning disability in Mathematics. Dyscalculia can involve

difficulties with arithmetic, making sense of numbers, remembering numbers and formulae,

estimating numbers, estimating distance and time (Adler, 2008). In Malaysia, it is reported that the

number of registered students with learning disabilities increased from 7,919 in year 2000 to 20,814

in year 2006 (Teoh & Lim, 2007). The increased number of students with learning disabilities is

alarming. The identification of dyscalculia will help in early intervention and reduce cases of learning

disability in Mathematics.

The Malaysian Dyscalculia Screener (MDS) This innovation project focuses on the design and development of a Malaysian Dyscalculia Screener

that can be used to identify primary school students who have high risk of dyscalculia. The constructs

of dyscalculia were determined based on extensive literature review. These led to the construction of

the computer automated screening instrument for the use of the contexts of Malaysian primary school.

mailto:*[email protected]

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14


Based on the theory of cognitive development in mathematical thinking (Tall, 1995 & 2007),

concept of numerosity (Butterworth, 1999 & 2002), and symptoms and causes of dyscalculia by

several researchers, the researcher therefore has concluded the following 2 constructs for the screener:

Table 1

Dyscalculia Constructs

Construct Description of items Capacity/Test Researcher

1

Simple Reaction Time

10 items for left,

10 items for right.

Fine Motor Ability Butterworth (2003),

Murphy (2006)

2

Numerosity

(a) Number sense

10 items Sense of Numerosity Buterworth (1999),

Geary (2006),

Gersten et. al (2008)

(b) Dot Enumeration 10 items Enumeration

(counting)

Butterworth (2002)

(c) Number

Comparison

10 items Sense of ordered

numerosities

Butterworth (2002)

(d) Matching

Items

10 items Numerosity as a

property of sets

Butterworth (2002),

Geary

(2006)

Fig. 1 Dyscalculia screener menu and registration module

The MDS could be used to screen and to measure the extent of dyscalculia among primary school

students. This screener is a computer application that measures and diagnoses basic numeracy skill

that affects the ability to learn early number concept. The numerosity ability, which consists of four

sub constructs; number sense, matching item, dot enumeration, and number comparison, was

purposely developed as one of the earliest diagnosis tool to investigate the extent of dyscalculia among

students in primary school.

The instrument in the context of this screener was developed based on the theory of cognitive

development in mathematical thinking (Tall, 1995; 2007), the concept of numerosity (Butterworth,

1999; 2002b), as well as the symptoms and the causes of dyscalculia by several researchers (Murphy

(2006); Gersten et al. (2008); Geary (2006); Von Aster and Shalev (2007)). Hence, the screener can

enable schools and Ministry of Education to channel them to confirmatory dyscalculia measurement.

Intervention can then be provided to those identified to have dyscalculia.

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15


(a) (b)

(c) (d)

Fig 2 Dyscalculia screener sample of test modules (a) Number sense; (b) Matching Items; (c) Dot

Enumeration; and (d) Number Comparison.

Conclusion MDS can be marketed and use in all primary schools in Malaysia to help to identify high risk students

who will then be given a full dyscalculia confirmatory instrument. It was believed that the screening

instrument has the potential of being developed to a full fledge dyscalculia measuring instrument. The

MDS can enable schools and Ministry of Education to channel them to confirmatory dyscalculia

measurement. Intervention can then be provided to those identified to have dyscalculia. This will

lead to reduction of numeracy problem, thus will help to support the LINUS 2.0 Numeracy

Programme, which is one of the National Key Result Areas (NKRA) of the Government

Transformation Plan (GTP).

References Adler, B. (2008). What is Dyscalculia? Cognitive Centre in Sweden (www.dyscalculiainfo.org). Retrieved on

July 1, 2010, from URL: http://www.dyscalculiainfo.org/

Butterworth, B. (1999). The mathematical brain. London: Macmillan.

Butterworth, B. (2002). Screening for Dyscalculia: A New Approach. Mathematical Difficulties: Psychology,

Neuroscience and Interventions. SEN Presentation Summary. Oxford.

Butterworth, B. (2003). Dyscalculia Screener: highlighting children with specific learning difficulties in maths:

London: nferNelson Publishing Company Limited.

Geary, D. C. (2006). Dyscalculia at an Early Age: Characteristics and Potential Influence on Socio-Emotional

Development. Centre of Excellence for Early Childhood Development . Encyclopedia on Early Childhood

Development.

Gersten, R., Chard, D., Jayanthi, M., Baker, S., Morphy, P., & Flojo, J. (2008). Mathematics Instruction for

Students with Learning Disabilities or Difficulty Learning Mathematics: A Synthesis of the Intervention

Research. Center On Instruction. United State of America.

http://www.worldenable.net/shanghai2007/papermalaysia.htm

Murphy, C. (2006). Embodiment and Reasoning in Children’s Invented Calculation Strategies. Proceedings 30th

Conference of theInternational Group for the Psychology of Mathematics Education, 4: 217-224.

http://www.dyscalculiainfo.org/

http://www.worldenable.net/shanghai2007/papermalaysia.htm

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16


Tall, D. (1995). Cognitive Growth in Elementary and Advanced Mathematical Thinking. Conference of the

International Group for the Psychology of Learning Mathematics, Recife, Brazil, July 1995, Vol I, pp. 161–

175).

Tall, D. (2007). Embodiment, Symbolism and Formalism in Undergraduate Mathematics Education, Plenary at

10th Conference of the Special Interest Group of the Mathematical Association of America on Research in

Undergraduate Mathematics Education, Feb 22–27, 2007, San Diego, California, USA.

Teoh Hooi-Ting & Lim Ming-Koon. (2007). Situation of Persons with Learning Disabilities and Their Families

in Malaysia. Paper presented at the Regional Workshop on the Empowerment of Persons with Intellectual

Disabilities and their Families in Asia and the Pacific, 11-13 October 2007, Shanghai, China. Retrieved on

July 1, 2010, from URL:

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17


Chapter 5

Smart Water Metering System

Zainal Hisham Che Soh, Nur Athiqah Harron, Aini Hafizah Mohd

Saod, Anith Nuraini Abd Rashid & Siti Azura Ramlan

Universiti Teknologi MARA (Pulau Pinang),

Permatang Pauh 13500, Malaysia

Abstract One of the characteristics of a smart city is managing the city assets by using urban informatics and technology

which includes management of water supply network. An efficient water supply network will be achieved

through integration of smart devices and equipment for monitoring and measuring water. In this process,

consumer and water provider collaborated where client is in charge of their conduct while provider monitor and

maintain their operation. At consumer side, the device provides daily consumption report with forecasted savings

of that particular month base on changes in consumption habits. As for the provider, they utilised the system to

provide automatic monthly billing to prevent late and inaccurate billing. It also enhances the company

maintenance capability through pressure and leakage management. In this project, development of robust outdoor

sensor node has been proposed to collect real-time water consumption data in consumer daily usage. By using

IoT system, the water usage level, water supply level and their respective GPS location will be sent to the IoT

Cloud infrastructure and analysed by using data science tools for further action.

Introduction Throughout the years, the world is facing water crisis that leads to water shortage due to the climate

changes, population growth, standard of living improvement and also growing of industrial demand

(Bari, M. et al, 2015). The amount of water consumption suggested by World Health Organisation

(WHO) is 165 litres per capita per day, however average of water consumption in Malaysia is higher

than the recommended amount which is 210 litres per capita per day (Howard, G. et al, 2003).

Hence, obtaining information of daily water consumption is vital in order to control and analyse

water supply and usage. At present, water utility management is monitored manually by the Malaysian

water companies. The company will monitor any of the water infrastructures by schedule or through

complain by consumer. Thus, the maintenance and repairing process takes a longer time (SADA).

Besides, it is necessary to provide an automatic system for monitoring the consumer daily water usage

since the current manual meter reading occasionally inaccurate due to systematic error such as

equipment and observation error. Apart from that, the monthly water billing also takes time to be

generated and it is not suitable for the purpose of water consumption estimation.

The public should be educated to consume certain amount of water daily depending of their family

size and their locality. Furthermore, by controlling their daily usage of water can also reduce the water

bill. The daily water consumption can be monitored and triggered an alarm to house owner if they

utilised water excessively.

System Structure This project can be divided into three phases; sensor node development, smart water metering system

development and performance evaluation of water metering system. During the development of the

sensor node, selection of suitable water metering sensor and GPS sensor on Intel Edison platform is

____________________________________________________________________________

18


vital in order to ensure the prototype hardware are compatible with the developed system. A number

of container boxes are design to housing the Intel Edison and all related sensors.

In developing the water metering system, Intel Edison Wi-Fi is connected to YES WiMAX router

gateway and furthered to Ubidots IoT Cloud as shown in Fig. 1. Water metering data is collected from

Intel Edison to Ubidots IoT Cloud based on daily and month water consumption. The water metering

data is visualised on Ubidots Dashboard. The system administrator can monitor the water metering

data of water consumption volume, and also abnormality water usage between house area and

distribution centre.

Fig. 1 System structure of smart water metering system

The water metering system is evaluated based on the data collection from on-site sensor node to

IoT Cloud. An alert notification can be sent via Telegram, email or Short Message Service (SMS) to

notify the house owner when the water reading exceed the average water usage charge in a month.

Other than monthly water consumption, the system can generate monthly water bill and notify the bill

to the house owner. Furthermore, the system can also detect any abnormality of water usage within

the housing area or at the distribution centre which possibly due to the water pipe leaking and directly

notify the house owner or the water company personnel, respectively.

System Implementation The dashboard of Ubidots IoT platform will show water consumption per day and per month in a

household; when the water start flowing through the sensors, it start measuring the volume of water

and send the data to Ubidots cloud.

The system will eliminate manual water metering reading to provide better efficiency and accurate

data reading. Time consumption in generating water billing is reduced by implementing the data

visualisation through the Ubidots dashboard that can remotely and constantly generate the daily and

monthly water consumption for housing area as well as the reading of water distribution at the

distribution centre.

For social benefits, the consumer and water provider can monitor the water consumption in real-

time manner and can limit unnecessary daily water usage especially in high dense population where

water consumption is excessive. Automated water billing and alert notification will ease the

management of water provider and also deliver effective services to the consumer.

Conclusion This article presents a solution to monitor the water consumption and water distribution at housing

area using IoT platform via Ubidots cloud. The developed system provides a real-time water metering

Sensor Node

Water Flow Sensor

Wifi connected to YES WimAX

Ubidots Cloud Services

Ubidots Dashboard

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19


function in order to generate rapid analysis on the water metering data at each house and also between

distribution centre and housing area data for any abnormality related to water distribution problem.

The system can be commercialized by enhancing the prototype system using a set of robust sensor

nodes in detecting the water flow and integrating the system into current system in used by the water

provider company and Joint Management Board (JMB) of strata building. Thus, more actual on-site

data can be obtained and analyse.

References Nam, T., & Pardo, T. A. (2011). Conceptualizing smart city with dimensions of technology, people, and

institutions. In Proceedings of the 12th annual international digital government research conference: digital

government innovation in challenging times (pp. 282-291). ACM.

Lima, C. A. F., & Navas, J. R. P. (2012). Smart metering and systems to support a conscious use of water and

electricity. Energy, 45(1), 528-540.

Bari, M., Begum, R. A., Nesadurai, N., & Pereira, J. J. (2015). Water consumption patterns in greater Kuala

Lumpur: potential for reduction. Asian Journal of Water, Environment and Pollution, 12(3), 1-7.

Howard, G., Bartram, J., Water, S., & World Health Organization. (2003). Domestic water quantity, service level

and health.

Stewart, R. A., Willis, R., Giurco, D., Panuwatwanich, K., & Capati, G. (2010). Web-based knowledge

management system: linking smart metering to the future of urban water planning. Australian Planner, 47(2),

66-74.

Naphade, M., Banavar, G., Harrison, C., Paraszczak, J., & Morris, R. (2011). Smarter cities and their innovation

challenges. Computer, 44(6), 32-39.

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20


Chapter 6

The Beam Balance Technique: A New Way in

Teaching and Learning Bank Reconciliation

Statement

Lewis Liew Teo Piaw, Wahidah Binti Anuar, Normala Binti Jaya,

Mohd Shah Bin Yunus

Senior Lecturer, Politeknik Kuching Sarawak

Abstract Beam Balance technique is an innovative visual representation in learning the bank reconciliation statement. It

illustrates how the discrepancies between cash book and bank statement are reconciled by showing the effect of

each discrepancy on the beam balance. With the aids of this visual representation, students can see clearly

whether a transaction causes the balance in cash book to be greater or smaller than the bank statement and

subsequently determine the act of reconciliation. This study contributes to the literature by adding empirical

findings on the effectiveness of visualization representation on students’ performance in accounting subject

which is relatively scarce.

Introduction The accounting educators today face many challenges in providing an effective learning environment

to their students: the millenials whose life are occupied with visual practices and technologies. It is

no longer possible to assume that the learning could be accomplished solely by lingustic resources

and/or crowded slides of confusing columns and texts to the students. Hence, this study develops an

innovative technique: the Beam Balance technique that illustrates how the discrepancies between cash

book and bank statement are reconcilled by using a beam balance.

Literature Review The past literature had postulated that using visuals in teaching could result in a greater degree of

learning as the learners seem to concentrate better and for more sustained period of time (Sims,

O’Leary, Cook & Butland, 2002; Ainsworth & Loizou, 2003). Bitter & Legacy (2008) further added

that students retain more information with the aid of sufficient visual content in their learning

materials. In support, Smaldino, Lowther & Russell (2008) showed that without visuals in a pedagogy,

the students may not learn effectively. It is also noteworthy to highlight that the use of visualization

presentation does not only draw the attention but also to instil the interest of the students to learn (Barr

& Parrett, 2008). This is in line with Trifonas (2008) who revealed that the incorporation of variety

literacies in pedagogy would not only make education and learning more exciting but would also help

capture their attention and improve their concentration. Hence, the educators should identify

pedagogically which content are difficult to learn and how visual representation can overcome the

cognitive barriers.

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21


The Beam Balance Technique The Beam Balance technique uses a beam balance to demonstrate the effect of a discrepancy on the

balance in cash book and bank statement. For example, Figure 1 shows a beam balance when there is

a uncredited cheque. When there is uncredited cheque, the amount had been recorded in the cash book

(inflow) but there is no cash inflow in the bank statement yet. As a result, the balance in the cash book

is greater than the balance in the bank statement. This is indicated by the beam balance which tilts to

the left.

Fig. 1 The beam balance with uncredited cheque

In order to reconcil the balance in cash book with the balance in bank statement, the uncredited

cheque will be deducted from the balance in cash book (the load on the left side has to be removed so

that the beam balance can be balanced).

On contrary, when the balance in the cash book is less than the balance in the bank statement, for

instance, the existence of a unpresented cheque that had resulted in credit entry in the cash book

(outflow) but no debit entry (outflow) in the bank statement, the beam balance will tilt to the right

(as in Figure 2), indicating that the balance in the cash book is less than the bank statement.

Fig. 2: The beam balance with unpresented cheque

In order to reconcil the balance in cash book with the balance in bank statement, the unpresented

cheque will be added to the balance in cash book (additional weight will be loaded on the left side of

the beam balance so that it can be balanced).

Similar demonstrations are shown for other discrepancies like dishonoured cheque, standing

instruction, credit transfer, bank charges etc. This technique assists the students to overcome their

cognitive barriers in understanding the effect of each discrepancy. By showing the beam balance, the

students can easily see whether the discrepancy causes the balance in cash book to be higher or lower

than the balance in bank statement. Subsequently, the students can determine the reconciliation

actions: if the balance in cash book is higher, it will be deducted and vice versa, in order to be

reconciled with the balance in the bank statement.

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22


Methodology An action research was conducted on 88 students who enrolled in Financial Accounting 1 course

during session June 2016 in Politeknik Kuching Sarawak. The first class of 43 students was chosen

as an experimental group while the second class of 45 students was used as a control group. The same

lesson was presented to both classes but only the experimental group was exposed to the Beam

Balance technique. On the other hand, in the control group, the content was communicated verbally

and the same wording was used during both lessons to avoid confounding effects on the experiments.

A formative test was then administered to gain the students’ learning outcomes from both classes.

The purpose was to identify whether the learning outcomes from the experimental group made

differences as compared to the control group.

In order to derive at a more accurate and reliable decision, this study adopted multiple sources of

evidence. A questionaire was developed to investigate the participants’ perceptions from experimental

group towards adopting Beam Balance Technique in learning bank reconcilliation statement. The

questionnaire comprised of 10 questions which were rated on a five-point Likert Scale from strongly

disagree to strongly agree.

The Beam Balance Technique has also been introduced to other institutions including two public

universities, seven polytechnics and two secondary schools. A questionnaire comprised of 8 questions

which were rated on a five-point Likert Scale from strongly disagree to strongly agree was also

developed to gain the feedback from the educators pertaining to the effectiveness of the Beam Balance

Technique in teaching and learning the bank reconciliation statement.

Findings The mean scores of the quiz in bank reconciliation statement are tabulated in Table 1. The

experimental group recorded remarkable higher means than the control group. This supports the

hypothesis that using the Beam Balance technique enhances students performance in preparing the

bank reconciliation statement.

Table 1

Mean Score of the Formative Test

Group Mean score Standard Deviation

Experimental 84.5 1.96

Control 54.6 2.84

Table 2

Perceptions of the Experimental Group Towards Beam Balance Technique

Score

1. Beam Balance technique helped me learn bank reconcilliation statement 4.93

2. Beam Balance technique helped me understand the interrelationships among

the contents in bank reconcilliation statement

4.93

3. Beam Balance technique stimulated me to learn bank reconcilliation statement

independently

4.98

4. Beam Balance technique fostered my interest in learning bank reconcilliation

statement

4.98

5. Beam Balance technique can be a new teaching and learning technique 4.93

6. I think the visualization representation can be adopted in other courses 4.81

7. I will apply the visualization representation in other courses 4.73

8. I am satisfied with the visualization representation in learning bank

reconcilliation statement

4.93

9. I like using visualization representation in learning accounting 4.93

10. I can adapt to visualization representation as a learning tool 4.93

The results pertaining to the perceptions of the experimental group towards Beam Balance

technique were encouraging (as in Table 2), indicating the usefulness of Beam Balance technique in

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23


enhancing their learning. Almost all students were strongly agreed that the Beam Balance technique

helped them to learn and understand the interrelationships of the contents in the bank reconcilliation

statement. Indeed, they were delighted to learn the bank reconcilliation statement independently and

almost all of them indicated that their interest were fostered after they were introduced to the Beam

Balance technique. Almost all strongly agreed that they liked, and were satisfied with, and could adapt

to the visualization representation as a learning tool in accounting.

The feedback from the educators from other institutions (as in Table 3) further support the

effectiveness of the Beam Balance Technique in teaching and learning bank reconciliation statement.

Table 3

Educator’s Feedback Towards Beam Balance Technique

Score

1. Improve the students’ performance 4.54

2. Overcome the students’ cognitive barriers by seeing the interrelationships 4.54

3. Foster the students’ interest to learn independently 4.36

4. Help capture the students’ attention 4.54

5. Improve the students’ concentration for more sustained period of time 4.36

6. Inculcate the students’ understanding instead of memorizing the format 4.54

7. Save my time as the discrepancies can be seen clearly with the demonstration

of the beam balance

4.27

8. Save my energy as explanation is conveyed via both verbal and visual. 4.27

Conclusion To summarize, the adoption of Beam Balance technique can improve the students’ performance.

Students were able to overcome the barriers in understanding the concept by seeing the

interrelationships among the elements in the bank reconciliation statement. It is hoped that the

findings of this paper will encourage the educators to integrate the visualization representation into

their pedagogy to maximise the learning experience.

References Ainsworth, S. & Loizou, A.T. (2003). “The effects of self-explaining when learning with text or diagrams”.

Cognitive Science Journal, Vol. 27, pp.669-681.

Barr, R.D. & Parrett, W.H. (2008). Saving our students-saving our schools (2nd ed.). Thousand Oaks, CA:

Corwin Press.

Bitter, G.G. & Legacy, J.M. (2008). Using technology in the classroom (7th ed.). Boston: Pearson Publishers.

Sims, E., O’Leary, R., Cook, J. & Butland, G. (2002). “Visual literacy: What is it and do we need it to use

learning technologies effectively?” ASCILITE, pp.885-888.

Smaldino, S.E., Lowther, D.L. & Russell, J.D. (2008). Instructional technology and media for learning (9th ed).

Upper Saddle River, NJ: Pearson Publications.

Trifonas, P.P. (Ed.). (2008). Worlds of difference. Rethinking the ethics of global education for the 21st Century.

London: Paradigm Publishers.

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24


Chapter 7

Web-based Industrial Training Management

System

Siti Azura Ramlan1, Anith Nuraini Abd Rashid1, Aini Hafizah Mohd

Saod1, Nur Athiqah Harron1 & Abdul Aziz Abdul Muttalib2

1Universiti Teknologi MARA (Pulau Pinang), Permatang Pauh 13500, Malaysia

2Engineering Design Solution, Perai 13700,Pulau Pinang Malaysia

Abstract Industrial training is compulsory for each student in higher education towards completion their study. Meanwhile,

managing data become problematic when it is involved complex steps for many users. Systemic information

flow is key when dealing with a large sample size with complicated infection. Inefficient information will cause

problem to grow exponential when processing the information for a report. The same problems were occurred in

faculty to manage and Industrial training process and flow especially in monitoring the student’s placement.

Therefore, a Web-based management system was planned, designed and developed to simplify the process of

industrial training management flow. The modularity of Model View Controller (MVC) framework is used to

achieved the whole implementation of complex interaction. Furthermore, it is allowed the system development

to accommodate for multiple variables (role) in a system. With the systematic data management that is hosted on

cloud made the centralized accessed from all primary role (coordinator, students, industry and lecturer) of

the system. The Web-based industrial training system has successfully developed to facilitate the process flow

of industrial training management.

Introduction At present, Faculty of Electrical Engineering, Universiti Teknologi MARA (UiTM) Caw. Pulau

Pinang was realized that industrial training course is an important element to be provided in

Curriculum syllabus for their undergraduates program (Ramlan S.A et al, 2017) especially for

Dilpoma Electrial Engineering program. The course was designed to fulfill and equip the skills

throughout real-time experienced such as technical skills, hands-on activity, soft skills and

communication skills. The benefit of industrial training for higher education students has been

discussed in previous study such as by Kingsley. K. and Niroshani. P.(2015) and Sahrir, M. S et al

(2016).

Systematic interaction especially in multiple roles is required to have a system with enable the

centralized communication. N. Rathod et al (2013) has been developed an efficient monitoring system

with online based. Beside that, Web-based system such as Learning Management System (LMS) has

been discussed by Chung. C., et al (2013) in their previous research. Meanwhile, Leff, A., & Rayfield,

J. T. (2001) was introduced a flexible concept in Web development by using MVC framework.

Therefore, a Web based system with MVC framework is appropriate to meet all the requirements for

managing an industrial training especially in student placement and evaluation process.

Industrial training is one of the most critical process during professionals training where the years

of studying will be put into a state of actual implementation or hands on (Pillai, S., and Yusoff, M,

2007). The process will involve several element that will interact and impact the student’s experience.

At the end of the industrial training, a summary of the industrial training will be made with a

collection of information. This will introduce some level of delayed feedback, where the information

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25


is delayed up to 3 month where the start of industrial training until the ended of it. Delayed reporting

may result in various issues including the missing information from poor reporting, slow response in

potential misalignment of project assigned and even potential hazards that might be exposed to the

students.

Cross Interaction Interaction of multiple roles from the industrial training can be illustrated from figure 1 where each

interaction between each group is handled via LI Management System by individual unique

interactions and purpose.

Students

Lecturers

Company s

Supervisor

Program

Coordinator

LI

Management

System

3 1

2

4

Fig. 1 Interactions of 4 group of user with LI Management System

a. Program Coordinator

Program coordinator will be focusing in configuring environment and blasting informing.

Previous methods is using whatsapp group as the methods, however due limited control over

whatsapp group, cause the objective to be diluted with useless information that will flood the

groups, a dedicated messenging channel will be integrated with the system for streamlined

and fitting the objective.

b. Students

Students has the most interaction with the system. This started once the program coordinator

start to inform the program, applying for placement from company, selecting the placement,

writing report and ultimately being graded of their Industrial Training performance.

c. Lecturers

Lecturer will be using the system interactively in ways to either support the program

coordinator, grading the students or identifying the students to be visitied.

d. Company’s Supervisor

Supervisor that was assigned during the industrial training is one of the most important

feedback that the system would like to have & the most flexible feature with out rigid

structure. This is due to the nature of some company are lacking of investment in IT area in

the job nature which make mandating the feature to be not possible.

Functionality

The management of the system basically broken down to several main modules that critical to

ensure the interaction to work. This is to ensure that any further work that wishes to be done with

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26


the system, does not require to rewrite the system, but to only interact with the desired component

as required.

a. Communication Module

Communication is the most critical in managing the system. The impact of broken

communication modules will be disastrous where the misinformation or delayed

information will cause problems to the any involiving party. Communication Modules is

using the common interfaces to ensure stream next level integration is simple.

a. eMail is the most simple method for Communication modules but most powerful.

This methods is reactive, where any email that wish to be send, is required to be

cc’ed to the system email. With this, the information shall be fully integrated into

the management system

b. MQTT is one of the technology that is being used as chatting program such as

Whatsapp. However taking just the technology & building the system dedicated

app will provide the required prompt & interactive interface to the end user.

b. Information Entries

The feature are basic & plain, however required & critical, where entering information for

the system is required to be available via web interfaces. This feature has link to each of the

group interactions and is stored as required.

c. Reporting Modules

One of the most used feature by program coordinator and lecturer is to identify the current

status of the program. This is where reporting modules will play the role without exporting.

Conclusion The management system will allow continuous improvement while maintaining the operation of

industrial training in control. Witj the mechanism designed, the system value can ve improved without

a need to rewrite the software.

References Chung, C. H., Pasquini, L. A., & Koh, C. E. (2013). Web-based learning management system considerations for

higher education. Learning and Performance Quarterly, 1(4), 24-37

Kingsley,K., Niroshani. P.(2015). Students’ Perception on the Effectiveness of Industrial Internship Programme.

Proceedings of the International Conference on Global Business, Economics, Finance and Social Sciences

Leff, A., & Rayfield, J. T. (2001). Web-application development using the model/view/controller design pattern.

In Enterprise Distributed Object Computing Conference, 2001. EDOC'01. Proceedings. Fifth IEEE

International (pp. 118-127). IEEE.

Pillai, S., & Yusoff, M. (2007, June). The student industrial training programme: Issues and challenges.

In Proceedings of 15th World Conference on Cooperative Education (WACE2007). Singapore.

Ramlan, S. A., Rashid, A. N. A., Faudzi, N. A., Isa, S. S. M., Haron, N. A., & Saod, A. H. M. (2017). An

Evaluation Study Of Satisfaction On Industrial Training Programme Among Engineering Students.

Proceeding Of Icarbss 2017 Langkawi, Malaysia, 2017(29th), 297.

Rathod, N., Shah, S., & Shirsat, K. (2013). An Interactive Online Training & Placement System. International

Journal of Advanced Research in Computer and Communication Engineering, 3(12).

Sahrir, M. S., Ismail, T., Mustapha, N. H., Bakar, R. A., Man, S., Ahmad, M. A., & Mokhtar, M. (2016). An

Evaluation of Internship Programme in Improving Graduate Skills and Marketability Among Arabic

Language students in IIUM from the Perspective of Malaysian Job Market. Journal of Education and Human

Development, 5(1), 206-212.

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27


Chapter 8

A WO3 Sensitized Hollow TiO2 Nanoarray for

Solar Energy Conversion

Nur Farah Atikah Haruna, Yusairie Mohda, Lim Ying Peib &

Lim Ying China*

aSchool of Chemistry and Environment, Faculty of Applied Sciences, Universiti

Teknologi MARA, 40450 Shah Alam, Selangor, Malaysia bFaculty of Chemical Engineering, Universiti Teknologi MARA, 40450 Shah

Alam, Selangor, Malaysia

Abstract Modified titania nanotubes (TNT) has been widely used in the solar-energy conversion application, however, the

surface modification itself is still insufficient to lead to commercialization of TNT due to some drawbacks. In

addressing the high electron-hole pair recombination and limited light spectrum utilization possessed by TiO2,

deposition of the narrow band gap and visible light reactive WO3 has been a good option. Hence, this study aims

to investigate the solar-energy conversion performance of the resulted WTNT and its charge-recombination

behaviour which is less reported, as well as the study of the photochromic effect by WTNT. This study provides

the feasibility of WTNT as potential material for solar-energy conversion and for photochromic application as

well as the idea of simple fabrication of WTNT via electrodeposition method.

Introduction TNT is one of the current oxide semiconductors extensively studied for solar energy conversion

application. Superior properties such as having a suitable band gap energy of ~3.0-3.2eV with its band

edges surpass the thermodynamic potential for water oxidation and reduction (Zhao et al., 2016) and

high chemical stability (Sampaio et al., 2013) renders TiO2 as a promising candidate. The fabrication

of nanotubes has been a popular alternative of architectural designation due to their high surface area

resulted from the inner and outer wall (Wang et al., 2007) that potentially maximizes the light

absorption. Unfortunately, the TNT itself is insufficient to address the major drawbacks of high

electron-hole pair recombination rate and limited utilization of light spectrum due to its wide band

gap and thus only responsive towards UV light. Therefore, sensitizing TNT with a visible light

reactive material will be an alternative to overcome this issue.

Tungsten trioxide (WO3) is a promising dopant due to its narrow band gap of 2.5-2.8 eV, visible

light reactivity (Murata et al., 2012) and good stability (Liu et al., 2013). Besides being a potential

photoanode material, WO3 is also well-known for its photochromic effect, giving it a possible solution

for photochromic applications. Since this study involves the photo-induced application PEC, it is

interesting to study the photochromic behavior of the resulted tungsten trioxide loaded titania

nanotubes (WTNT) in concurrent with the study of the photoelectrochemical behavior. Hence, this

study aims to investigate the effect of solution pH towards the electrodeposition behavior of WO3 into

TNT and its influence towards the solar-energy conversion application, as well as to investigate the

photochromic effect introduced by WTNT.

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28


Problem statement The wide band gap possessed by TiO2 exerts certain drawbacks that limit the application of TiO2. For

instance, the band gap of 3.2 eV for anatase; 3.0 eV for rutile (Roy et al., 2011) makes TiO2 only

active upon UV light illumination (Sampaio et al., 2013) whereby UV light is only accounted for

about 4-5% of solar spectrum. Thus, acquiring UV light for the photo-induced application may be

costly or less cost-efficient. Besides that, the wide band gap also leads towards fast recombination

rate between the electron-hole pairs (Benjwal & Kar, 2015). This consequently results in low quantum

efficiency (Sreekantan et al., 2014) especially in bulk TiO2 which has a low surface area.

Objectives 1) To investigate the effect of pH on the electrodeposition of WTNT

2) To examine the morphology and chemical species of the resulted WTNT via FESEM and

XPS analyses

3) To determine the solar-energy conversion performance of the resulted WTNT

Novelty The study of deposition time towards the electrodeposition of WO3 into TNT has been reported

(Martins et al., 2016) whom studied its resulting photocatalytic degradation of organic matter. In

contrast, this study elaborates the effect of solution pH towards the electrodeposition process and its

influence in the solar-energy conversion application with evidence from the charge recombination

behaviour. An extensive study was made on the photochromic behavior of the resulted samples;

providing a possible reference to the photochromic application.

Benefits to user and society 1) WTNT as a potential robust material for solar cell with a greater light-to-energy conversion

performance and as tunable photochromic material

2) By using an environmental friendly and simple fabrication method, WTNT can be produced

more cost-efficiently and creating less harmful to the environment

Results and discussion TNT substrate was fabricated via a two-electrode anodization process where titanium foil was

connected to anode whereas a high-density graphite was connected to the cathode. The process was

conducted for 1 h in the mixture of 0.5 wt.% NH4F in 90% ethylene glycol: 10% water. The deposition

of WO3 was carried out by electrodeposition process where the three-electrode system was used: TNT

as the working electrode, a Ag/AgCl as the reference electrode and Pt as the counter electrode. The

electrolyte used was a mixture of 2.5 mM Na2WO4, 1.4 mL H2O2 and adjusted to pH 3.0 with HNO3

added drop-wisely. A deposition potential of -0.75V was supplied and the electrodeposition process

was conducted for 15 minutes. The resulted WTNT was labeled as WTNT/pH3.0.

Blank TNT and WTNT were successfully fabricated via anodization and electrodeposition process

respectively and the images were as observed in Fig. 1. The nanotubes have an outer diameter of 151

nm as observed in the TEM image. The successful deposition of WO3 can be proven from the FESEM

and TEM images in Fig.1 and XPS analysis (Fig. 2 (b)). From Fig. 2 (a), two Ti 2p peaks at 465.3

and 459.3 eV were observed in both WTNT/pH3.0 before and after the PEC attributed to Ti 2p1/2 and

Ti 2p3/2 components. Interestingly, shifting was observed towards lower binding energies after PEC

test which was at 463.9 and 458.2 eV respectively, close to the reported value of Ti3+ peak (Hantusch

et al., 2017), suggesting the transition of Ti4+ to Ti3+ upon light irradiation during the PEC test which

is attributed to the photogeneration of electron (Lai et al., 2012).

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29


Fig. 1. FESEM images and TEM images of blank TNT and WTNT/pH3.0

At the same time, shifting of W 4f peaks (Figure 2 (b)) were also observed after PEC which could

also be attributed to the excitement of electrons from W6+ to W5+, supported by similar shifting

behaviour reported by other researchers (Leghari et al., 2014; Zhou et al., 2017). These confirm the

photochromic behavior of the resulted WTNT. Furthermore, the colour change from the bluish grey

of WTNT/pH3.0 before PEC to blue-black colour after PEC as shown in Fig. 2 (b) signified the

possible electronic transition during the PEC test. Hence, XPS analysis was made on the spectrum for

W species. From Fig. 2 (c), WTNT/pH3.0 shows an enhanced photoresponse and photo-energy

conversion efficiency from 1.9 ± 0.4% of blank TNT to 6.5 ± 0.4%. Such PEC enhancement was due

to the introduction of WO3 which acts as charge carrier trap (Sun et al., 2015) as proven via lower arc

magnitude of Nyquist plot of WTNT/pH3.0 as compared to blank TNT (Fig. 2 (d)) and lower charge

transfer resistance, Rct as shown in Fig. 2 (e).

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30


Fig. 2. XPS narrow scan of (a) Ti 2p and (b) W 4f; (c) I vs. V; (d) Nyquist plots scanned from 10 kHz to

0.02 Hz at +0.2 V under light illumination and (e) equivalent circuits of blank TNT and WTNT/pH3.0

Conclusion WTNT shows three times enhancement of PEC performance as compared to blank TNT due to the

charge trapping effect introduced by WO3 as proven by a lower charge transfer resistance. The

observation on photochromic effect shown by physical colour change and shifting of photoelectron

spectra after PEC shows that WTNT can serve as a potential tunable photochromic material as well

as exhibits good solar-energy conversion performance.

Acknowledgement This study was funded by the Ministry of Higher Education Malaysia via FRGS grant no.

FRGS/1/2017/STG07/UITM/03/4 and by Universiti Teknologi MARA, through the Lestari Grant

(600-IRMI/DANA KCM 5/3/LESTARI (192/2017).

References Benjwal, P., & Kar, K. K. (2015). One-step synthesis of Zn doped titania nanotubes and investigation of their

visible photocatalytic activity. Materials Chemistry and Physics, 160, 279–288.

Hantusch, M., Bessergenev, V., Mateus, M. C., Knupfer, M., & Burkel, E. (2017). Electronic properties of

photocatalytic improved Degussa P25 titanium dioxide powder. Catalysis Today, (November 2016), 1–8.

Khan Leghari, S. A., Sajjad, S., & Zhang, J. (2014). A time saving and cost effective route for metal oxides

activation. RSC Advances, 4(10), 5248.

Lai, C. W., Sreekantan, S., E., P. S., & Krengvirat, W. (2012). Preparation and photoelectrochemical

characterization of WO3-loaded TiO2 nanotube arrays via radio frequency sputtering. Electrochimica Acta,

77, 128–136.

Liu, B., Wang, J., Li, H., Wu, J., Zhou, M., & Zuo, T. (2013). Facile synthesis of hierarchical hollow mesoporous

Ag/WO3 spheres with high photocatalytic performance. Journal of Nanoscience and Nanotechnology, 13(6),

4117–4122.

Martins, A. S., Cordeiro-junior, P. J. M., Nuñez, L., Roberto, M., & Lanza, D. V. (2016). ORIGINAL

RESEARCH A Simple Method for the Electrodeposition of WO3 in TiO2 Nanotubes : Influence of the

Amount of Tungsten on Photoelectrocatalytic Activity. Electrocatalysis, (Iv).

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Murata, A., Oka, N., Nakamura, S., & Shigesato, Y. (2012). Visible-Light Active Photocatalytic WO3; Films

Loaded with Pt Nanoparticles Deposited by Sputtering. Journal of Nanoscience and Nanotechnology, 12(6),

5082–5086.

Roy, P., Berger, S., & Schmuki, P. (2011). TiO2 nanotubes: Synthesis and applications. Angewandte Chemie -

International Edition, 50(13), 2904–2939.

Sampaio, M. J., Marques, R. R. N., Tavares, P. B., Faria, J. L., Silva, G., & Silva, M. T. (2013). Journal of

Environmental Chemical Engineering Tailoring the properties of immobilized titanium dioxide/carbon

nanotube composites for photocatalytic water treatment.

Sreekantan, S., Mohd, S., Wei, C., & Wah, T. (2014). Materials Science in Semiconductor Processing Copper-

incorporated titania nanotubes for effective lead ion removal. Materials Science in Semiconductor

Processing, 26, 620–631.

Sun, H., Dong, B., Su, G., Gao, R., Liu, W., Song, L., & Cao, L. (2015). Modification of TiO2 nanotubes by WO3

species for improving their photocatalytic activity. Applied Surface Science, 343, 181–187.

Wang, Q., Wen, Z., & Li, J. (2007). Carbon Nanotubes/TiO2; Nanotubes Hybrid Supercapacitor. Journal of

Nanoscience and Nanotechnology, 7(9), 3328–3331.

Zhao, Y., Hoivik, N., & Wang, K. (2016). Recent advance on engineering titanium dioxide nanotubes for

photochemical and photoelectrochemical water splitting. Nano Energy, 30, 728–744.

Zhou, X., Zheng, X., Yan, B., Xu, T., & Xu, Q. (2017). Defect engineering of two-dimensional WO3 nanosheets

for enhanced electrochromism and photoelectrochemical performance. Applied Surface Science, 400, 57–63.

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Chapter 9

MyPhD Planner v.3.0

Nur’Ain Ismail1, Asmat Ismail1, Asniza Hamimi Abdul Tharim1,

Nursaadatun Nisak Ahmad2, Nor Zarina Mohd Salim2

& Zarul Azhar Nasir2

1 Faculty of Architecture, Planning and Surveying, 2 Faculty of Bussiness Management

Universiti Teknologi MARA, Perak Branch

[email protected]

Abstract It is essential for the postgraduate students enrolled in masters and doctoral programs to complete their studies

within the stipulated period (Graduate on time). This is because, the Ministry of Higher Education (MOHE)

Malaysia and scholarship awarded university impose a necessary condition for the PhD Candidates to graduate on

time within three years without any extension granted under any circumstances. Thus, MyPhD Planner is an online

system which is developed to provide a platform for PhD Candidates in planning, coordinating and monitoring

their PhD journey. The purpose of this online system is to assist the PhD candidates in organising their studies and

facilitate the organisations in achieving their target percentage of Graduate on Time (GOT) for PhD students. The

development of MyPhD Planner starts with the prototype version which offered a limited function. The second

version of MyPhD Planner improvised by providing more interactive functions that help in guiding student

management throughout their study period. Next, in MyPhD Planner version 3.0, the system will provide the

notification and generate the report for students’ reference in keeping their track of study. Hence, it is hoped that

this system will bring vast benefit to the academician as well as the university in enhancing their human capital.

Keywords: Graduate on Time (GOT), Online System, Ph.D. Candidates

Introduction The Minister of Higher Education Malaysia (MOHE) has set up The Malaysian Education Blueprint

2015-2025 (Higher Education) to ensure the sustainability continued excellence in the Malaysian

higher education system by introducing ten critical shifts (MoHE, 2018). One of the key performances

in the blueprint is the financial sustainability (shift No. 5) which highlighted on the improving the

university financing strategies. In achieving this strategy, one of the focus is to strengthen the

academic productivity in the universities. This strategy highlighted the significant impact of the intake

graduate on time (iGOT). According to the data published in MyMOHES database for the year 2013

and 2014, on average, 2 in 5 post-graduate degrees (master’s and PhD) students graduate on time with

the median iGOT for master’s and PhD were only 42% and 33% respectively (UniTP Silver Book,

2017, p.29). GOT may reduce the financial burden of the university and increase the productivity.

Even though the student who took a longer time to graduate still got the degree, but, it costs more to

the university (MOHE, 2017). Thus, the higher percentage of the student to graduate on time is

significant to the university. Therefore, MyPhD Planner which was first developed in 2016 aims to

assist the student, particularly PhD candidates to graduate on time by properly manage their PhD task

and events. The first version of the planner introduced in 2016 was the initial version which has a

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33


limited function. In the year 2017, the second version presented a little upgraded of the function. To

enhance the the purpose of the planner, MyPhD Planner v.3.0 comes with a more excellent feature as

described in the following subtitle.

Development of MyPhD Planner MyPhD Planner is an online planner that has been developed based on all requirements needed by the

universities, Minister of Higher Education and also other activities related to sef-development of PhD

students. The first version of MyPhD Planner (Figure 1.0) notified any random activities or

requirements that must be fulfilled by the students in short time range. The function of MyPhD

Planner v.1.0 is quite similar to the Google Calendar which the students need to set their upcoming

activities and requirements that must be reminded.

Figure 1.0 : MyPhD Planner v1.0

Next, the planner is characterized into several interface that represent various phase of study which

are Pre-Phd Stage, Phd Year 1 Stage, PhD Year 2 Stage and PhD Year 3 Stage. This is because the

requirements and activities for each year of study are varies according to the level of study. Every

year, the students students also need to manage their academic activities in improving their progress

report and performance appraisal form. The students also need to manage their activities for

improving the knowledge and skills related with the PhD.

Therefore, the planner is develop to help the students to manage their needs and activities online.

As example, in PhD Year 1 stage interface, all the requirements from universities (place of study and

sponsorship) and Ministry of Higher Education listed in each row as shown in Figure 2.0. Other than

that, there also a space to manage self-development either suggested by the university or by others.

The list of each requirements and activities can be referred to the Figure 3.0, Figure 4.0 and Figure

5.0. The student need to set a date for each activities in order to remind them for completing their

task on time and manage their time along the year. The students also permitted to fill in the title of

the acticities next to list as an evidence in preparing progress report or performance appraisal. After

that, the planner will mark the activities in the MyPhD Calendar as for reminder or reference in future.

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34


Figure 2.0 : PhD Year 1 Stage Interface Figure 3.0 : List of requirements from

the university – place of study

Figure 4.0 : List of requirements from

the university – sponsorship

Figure 5.0 : List of courses for self-

development by university

The significant of MyPhd Planner v.2.0 at this development stage is to enable student to plan their

PhD journey by years. However, for the next version of MyPhD Planner, it will facilitate the PhD

student in organizing their PhD activities by allowing them to obtain their summaries of activities for

the intended years. It also will assist them to fill up their progress report every six months and

performance appraisal form yearly.

Additional Features of MyPhD Planner In MyPhD Planner version 3.0, the system provide notification for student. This notification act as

reminder of activities that the students' should attend or any related submission that need to be fullfill

by them. Notification will be send to users through a registered email address. Subsequently, the new

and updated version of phd planner v3 also enable for report generating. Hence this function will

assist students' in keeping their study track and also can be use as recorded data for future reference.

Conclusion As a conclusion, MyPhd Planner v.3.0 comes with new and updated features that could help the PhD

students to manage their activities efficiently throughout their study. My PhD Planner v.3.0 can

generate semester or yearly progress report of students. This report able to facilitate the student in

filling their study progress and yearly performance appraisal form.

References

Ministry of Higher Education (2018), The University Transformation Programme (UniTP) Silver Book –

Enhancing Academic Productivity and Cost Efficiency retrieved from www.mohe.gov.my.

Ministry of Higher Education (2017), University Transformation Programme, Silver Book: Enhancing Academic

Productivity and Cost Effective, Putrajaya, Ministry of Higher Education Malaysia.

http://www.mohe.gov.my/

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35


Chapter 10

Political Fun Race 2.0: Reflections from Students'

Performance

Nursyahida Binti Zulkifli 1, Rafizah Binti Mohd Noor 2, Muhammad

Ariff Asyrul Bin Adnan3, Shamsinar Binti Rahman4, ‘Ainatul Fathiyah

Bınti Abdul Rahim5 1 Faculty of Administrative Science and Policies Study, UiTM Cawangan Kelantan,

Kampus Machang, Malaysia. ,2,3,4,5 Faculty of Administrative Science and Policies Study, UiTM Cawangan

Pahang, Kampus Raub, Malaysia.

Abstract The Ministry of Higher Education of Malaysia urges all public and private universities including colleges to react

positively to the Industrial Revolution 4.0 (IR4.0). Therefore, this project is prepared in response to the above-

mentioned phenomena. Basically, as Diploma in Public Administration (DPA) students, the major courses

students will take political science and public administration, which require the students to have an

understanding about the government’s administration and they are compulsory to familiarize themselves with

the political terminologies. However, the problem occurs when they are confused and faced with difficulties to

explain the political terminologies that they have learnt. As DPA students also, they are required to have good

general knowledge, they must be familiar with the history, politics and the current issues that are happening in

Malaysia, or else they will face difficulties in completing the course and the tendency to repeat the course or to

extend the study will be high. The main objective of Political Fun Race is to improve the students’ achievement

to obtain more than 80 percent of passing rate and to decrease the failure rate for this subject, so that it can help

the students to graduate on time (GOT). Based on the comparison study on the students’ achievement between

two semesters, there are some improvements where the failure rate for the subject of the political studies has

decreased and the passing rate has reached above 80 percent. Political Fun Race will help the students to enjoy

learning political science since the game is interesting and fun. The event on the board and the question card may

help to inject all input into the students’ mind. The advantages of the game is, it will help to give an early exposure

to enhance the students’ understanding pertaining to political and public administration terminologies. It is hoped

that Political Fun Race will be made available to all students regardless of their course, program, university or

country as well as to the public.

Introduction Industrial Revolution 4.0 (IR4.0) did give effects on education. Education experts recognize the need

to use technology in education (News Straits Time, January 10, 2018). This can be done through an

innovation. The Ministry of Higher Education has also put some effort in redesigning the higher

education. This is to guarantee that our higher education system is at par with the global world and

thus sustain Malaysia’s higher education by producing well-versed graduates that are able to fulfill

the demands from the future employers. In addition, Each discipline might have their own way of

innovation. As for social science discipline, certain skills and contents can be added through an

innovation. These are the reasons why the academicians in the higher learning institutions are urged

to diversify the delivery methods by introducing gamification in the teaching and learning system.

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36


Political Fun Race is one of the innovations that is developed to help students in enhancing their

understanding pertaining to political and public administration terminologies. This game is believed

to be able to give an early exposure to the students on the current issues in Malaysia while having fun

in learning. Basically, Political Fun Race is inspired by one of the popular childhood games; Snake

and Ladder, with four (4) divided components (board, dice, counter and questions cards). The Political

Fun Race game is designed to encounter the problem among some of the DPA students regarding the

confusion and difficulties that they face in explaining the political terminologies that they have

learnt. Therefore, the main objective of Political Fun Race is to improve student’s achievement with

more than 80 percent passing rate and to help the students to graduate on time (GOT).

Methodology The description about the game

In order to play the Political Fun Race game, there should be a maximum number of 5 players, 1

game board, 1 dice, 5 counters, a set of question cards and 1 user manual on how to play the game.

The players will participate and develop their knowledge through the correct and incorrect answers

among themselves. The players will be judged on their performance based on consecutive and

successful correct answers. Therefore, the learning opportunity can be achieved through question

cards as well as through the revision on the subject matters. In addition, the installation of “Rules and

regulations” for the game is also provided to create an element of learning while educating.

The instrument

In order to evaluate the result of the application of this game towards students’ performance, the data

was collected based on the comparison study on the students’ achievement between two semester of

final result examination. The results of the two semesters were taken to compare and remark the

existence of the control group in Session 2 2016/2017 before the application of the game as well as

Session 1 2017/2018 which is after the application of the game. Besides that, based on the previous

study, an online survey pertaining to the student’s perceptions towards new approach of game-based

learning had also been conducted among 154 respondents of Part 2 Diploma in Public Administration

that took Course Code PAD 120 Introduction to Political Science to support the objective of this

paper.

Results and Discussion

The introduction of game-based learning in the political science subject which is known as Political

Fun Race is aimed to improve the students’ achievement to obtain more than 80 percent of passing

rate and to reduce the failure rate of this course. Therefore, the comparison study was made by

comparing the students’ achievements in the final examination for the course ‘Introduction to Political

Studies’ for two sessions which are Session 2 2016/2017 and Session 1 2017/2018. To accomplish

the objective of this study, the pre and post study were made by comparing the failure rate of the

related subject between these two semesters that comprise of Session 2 2016/2017 (before the

introduction of Political Fun Race) and Session 1 2017/2018 (after the introduction of Political Fun

Race). The failure rate is calculated from grade C- to F.

The analysis shows that 210 out of 211 students or 99.5% of the students passed the subject of the

Introduction to Political Studies in Session 1 2017/2018. On the other hand, it is indicated that in

Session 2 2016/2017,164 out of 169 students or 97% of the students passed this subject. Thus, it

shows that there is an increasing passing rate for this subject by 2.5%. Moreover, there are some

improvements of the students’ performance after the game has been used as one of the teaching tools.

This can be traced by referring to the decrease of the failure rate from 3.0% in 2016/2017 to 0.5 % in

2017/2018. This indicates that the implementation of gamification or Political Fun Race as a teaching

methodology in the learning process can enhance the students’ performance in the subject of political

science. Even though the total number of students who achieved A is lower than the previous

semester, the percentage of failure rate is also lower than the previous semester hence this result tallies

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37


with the objective of the introduction of this game which is to reduce the failure rate among the

students as a way to improve their understanding on political matters.

Table 1

Comparison of student’s performance (grading achievement) before and after the introduction of

Political Fun Race

(Sources: Simplified from SIMS-Universiti Teknologi MARA, 2017 & 2018)

A simple survey was designed to get the feedback on the students’ experience and response

pertaining to the Political Fun Race Game. A total of 154 respondents from Part 2 Diploma of Public

Administration students has participated in the survey. Basically, majority of the students share the

same view regarding on the question whether this game can create awareness on the current political

issues or not. 98.1 % of them agreed that this game can create awareness on the current political issues

while the rest did not agree to it. For the final question which is “I would recommend this game to be

used to other students/ institution taking political science subject”, 100% of the students agreed to the

statement. Besides, among of the items asked to the students is to measure the students’ understanding

related to the relationship of this game with the courses that they learnt in which the question is, “In

my opinion, this game is related to the course that I have learnt”. The result found that 72.1 %

answered that it is related to political science, 25.3 % responded that it is related to government and

politics and the balance of 2.6% responded that it is related to the introduction to public

administration.

Conclusion The development of Political Fun Race as a new teaching tool is believed to be able to support the

transformation of Malaysia’s Higher Education System. This transformation is one of the initiatives

under Malaysian Higher Education Blueprint. The Political Fun Race is an innovation in teaching and

learning process through gamification that can increase the participation of the students by having

their direct interaction in the learning process. Based on this study, it is proven that the students

showed an improvement in their achievement in the final examination after the application of the

game in their learning. Therefore, the objective of this study is achieved through the pre and post

study conducted. It can be said that gamification can directly influence the performance of the

students by increasing the passing rate and reducing the failure rate for political science subjects. The

successful performance of the students is also influenced by other factors such as lecturers, efforts by

the students, materials provided and many more.

Before Political Fun Race

introduce

After Political Fun Race

introduced

Grade Session 2

2016/2017

Percentage (%) Session 1

2017/2018

Percentage (%)

A+ 4 2.4 0 0

A 38 22.5 37 17.5

A- 25 14.8 48 22.7

B+ 20 11.8 44 20.8

B 25 14.8 33 15.6

B- 24 14.2 28 13.2

C+ 14 8.3 9 4.7

C 15 8.9 11 5.2

C- 0 0 0 0

D+ 2 1.2 1 0.5

D 1 0.6 0 0

E 1 0.6 0 0

F 1 0.6 0 0

Total 169 100 211 100

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In addition, this Political Fun Race will not only benefit UiTM’s students from the Faculty of

Administrative Science and Policy Studies if the application of this game as one of the teaching tools

is widen to other universities that offer the same program such as Universiti Kebangsaan Malaysia

(UUM), Universiti Utara Malaysia (UUM), Universiti Malaya (UM), Universiti Malaysia Terengganu

(UMT), Universiti Malaysia Sabah (UMS) dan Universiti Malaysia Sarawak (UNIMAS). It can be

concluded that this Political Fun Race can be widely used by other universities besides UiTM.

Acknowledgement First and foremost, all praises and thanks are due to Allah, the Almighty, for His showers of blessings

that this innovation research project could be successfully completed. We would like to express our

gratitude to UiTM Cawangan Pahang Kampus Raub and also to the Faculty of Administrative Science

& Policies Study for the support and encouragement. We would like to say thank you to our faculty

colleagues, Muhammad Ariff Asyrul Bin Adnan, Mohd Rozaimy Bin Ridzuan, Jazimin Bin Zakaria

and ‘Ainatul Fathiyah Bin Abdul Rahim who have given us the permission to run the Political Fun

Race game in their class. Your cooperation is highly appreciated. Special thanks is dedicated to our

research team mates. Without their assistance and dedicated involvement in every step throughout the

process, this paper would have never been accomplished. Finally, our thanks go to all the people who

have supported us to complete the research work, either directly or indirectly. Thank you.

References Md Abdul Haseeb, A.S. (2018, January 10). Higher Education in the era of IR 4.0. New Straits Time. Retrieved

from https://www.nst.com.my/education/2018/01/323591/higher-education-era-ir-40

https://www.nst.com.my/education/2018/01/323591/higher-education-era-ir-40

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Chapter 11

Android Attendance System

Aslina Baharum1, Rozita Ismail2, Nurhafizah Moziyana Mohd Yusop3,

Dian Darina Indah Daruis3& Nur Shahida Ab Fatah1

1Universiti Malaysia Sabah, 2Universiti Tenaga Nasional, 3Universiti Pertahanan

Nasional Malaysia

Abstract In UMS, signing attendance is very inefficient. Usually the signing of attendance starts when the lecturer gives

out the attendance sheet after entering the lecture hall. If that particular class is huge, it will take almost the whole

lecture time for the signing process to complete. The method used in UMS for signing attendance is basically

passing the attendance sheet around. This will not only distract the class, it will also cause someone to miss the

attendance sheet because of the passing process is not consistent. There is also potential data loss due to human’s

mistake such as misplacing the attendance sheet. In order to solve these problems, this project proposes an

Android based application integrated with a web application to make the process of signing attendance more

efficient. The objectives for this project are to develop Android based application with interface for student to

sign attendance as well as another interface, which allows lecturers to track the students’ attendance. The database

for the content management system will also be developed to integrate with the Android Attendance System

(AAS). In this project, the prototyping methodology will be used when developing the application. Prototype of

the application will be created prior to implementing the final version of the application, which allows users to

evaluate the application and provide some feedback or suggestion. The expected outcome for this project would

be a fully functional attendance taking application. With this application, the whole process of taking attendance

can be made easier and thus saves time as well as resources such as pen and paper.

Introduction Nowadays, the process of taking attendance in colleges and universities is done manually either by

calling out student’s name or by passing around an attendance sheet for students’ signature to confirm

their presence (Bhalla et al., 2013). Taking attendance during each class is a both troublesome and

time consuming process especially when classes are big (Masalha & Hirzallah, 2014). On top of that,

it is really cumbersome for management to routinely update the record and manually compute the

attendance percentage (Omidiora et al., 2015).

Global Positioning System in Attendance System With the fast paced development of mobile technology, mobile phone has risen with and become an

essential part of human life. Most of the mobile phone nowadays has built-in GPS in it to help in

giving directions and tracking (Ratsameethammawong & Kasemsan, 2010). Due to the idea of most

students owned a mobile phone, Lee et al. (2014) propose a location based attendance system which

can help to overcome the issue of bottleneck that may occur using RFID in the attendance system.

The proposed system allows every student to sign attendance simultaneously thus solve the

inconvenience of students in signing attendance before a class begins. Sultana et al. (2015) decided

to implement the location based approach instead of the biometric based approach because biometric

based attendance system requires extra device or scanner connected to the server computation system

which will then increases the computation time and extra cost for the device. According to Chawhan

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40


et al. (2013), their project includes GPS in order to reduce the likelihood of fake attendance. User

authentication plays an important role in the GPS based attendance system. The identification number

along with other information of the student is saved in the mobile phone so that it can used to

authenticate when the student sign attendance (Sultana et al., 2015). In the project of Mohammad-

Salahuddin et al. (2014), their system is separated into mobile application and management software.

The application is installed on user’s mobile with a unique user ID and location (GPS coordinate) of

the workplace. While attendance software will be installed on workplace to process data retrieve from

user mobile and store attendance information into to the database.However, Ratsameethammawong

& Kasemsan (2010) found that tracking mobile phone location by GPS alone is not enough. Once

unable to receive satellite signals, for example inside buildings, tunnels or undergrounds as well as

places where signals from the satellites cannot reach will cause the GPS usage inaccessible. Pawar et

al. (2016) mentioned in their research that using of the Wi-Fi networks as the basis of indoor location

process. Moreover in the research of Pak and Huang (2011), it is proved that the increase in

availability of Wi-Fi networks has enabled more precise localization in indoor environments where

GPS is less accurate.

Development of Android Attendance System

a. Android-based Application Student When the user first installs the AAS, the landing page will be the page where it required user to

either sign up for an account or login. After the user signs up for an account, it will return to the

landing page. After the user login to the application, it will then redirect to the today’s class page

and the today’s class page will become the root page for this application. Today’s class will display

the class available on that particular day. When the class is selected, it will then direct to the class

details page where the information of the class showed. User can sign attendance from this page,

which will then redirect to the today’s class page. The side menu will be containing the link to the

today’s class page, profile page and register course page. Figure 1 shows the storyboard for student

module.

Fig.1 Storyboard for Student Module

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b. Android-based Application for Lecturer The landing page for when the user first install the application is the login page. After the user

login to the application, the class page will be the root page. In order to navigate around the

application, there is a side menu toggle button on the upper left corner. The floating action button

is used to create new class for the class page and to create new course for the course page. By

clicking the list under the class page, user can either chooses to start the class, update or cancel

the class. While on the course page, clicking on the list under the course page will display the

information of the selected course and give the use the option to delete the course. Figure 2 shows

the storyboard for lecturer module.

Fig.2 Storyboard for Lecturer Module

c. Content Management System for Lecturer Other than using the mobile application, lecturer also can use the content management system,

which is a web base application to manage classes and courses. Lecturers will not be able to

register through the mobile-based application, because they are required to register from this

content management system before using the mobile application. The landing page for the content

management system for will be the login page. From here, the user can either register for an

account or login to the system. After the user has been successfully login, the user will be directed

to the dashboard. On the left side of the website is the navigation bar which helps user to navigate

to desired page effortlessly. Figure 3 shows the storyboard for lecturer content management

system.

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Fig.3 Storyboard for Lecturer Content Management System

Conclusion The problem with the attendance system in UMS includes the time wasted when taking attendance

and wasted resources such as paper and pen. Human error also makes the current attendance system

unreliable. This project is aim to solve these problems by producing a better attendance system.

Android Attendance System can provide a solution to the time waste by producing mobile application

for both student and lecturer to make the process of attendance taking faster and smoother with almost

no disruption to the class.As for the human error such as losing the attendance sheets, a Content

Management System is developed for lecturer to manage the course, class and attendance record.

There will no longer issues where lecturer loses the attendance sheets because there is no attendance

sheet to begin with. However there will be other human error such as accidentally delete a course may

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43


still cause problems. But it can be mitigated by adding confirmation dialog just before lecturer deletes

a course.In the future, AAS should be moves towards the development of iOS platform. This is due

to the increasing number of iOS a device user, which makes AAS less effective as only users with

Android can sign attendance. Other than that, more testing should also be done to ensure the system

is error proof and working as intended.

References Bhalla, V., Singla, T., Gahlot, A., & Gupta, V. (2013). Bluetooth based attendance management system.

International Journal of Innovations in Engineering and Technology, 3(1), 227-233.

Chawhan, S.S., Girhale, M.P., & Mankar, G. (2013). Mobile phone based attendance system. IOSR Journal of

Computer Engineering, 10(3), 48-50.

Lee, Y.H., Kim, H.S., & Kim, B.H. (2014). A study on the location based automatic attendance check system

with smart devices. Advanced Science and Technology Letters, 60, pp. 71-74.

http://dx.doi.org/10.14257/astl.2014.60.18

Masalha, F., & Hirzallah, N. (2014). A students attendance system using QR code. International Journal of

Advanced Computer Science and Applications, 5(3), 75-79.

Mohammad-Salahuddin, Allayear, S.M., Das, N.C., & Talukder, F. A. (2014). A location based time and

attendance system. International Journal of Computer Theory and Engineering, 6(1), 36-38. DOI:

10.7763/IJCTE.2014.V6.832

Omidiora, E.O., Salawu, O., Olabiyisi, S.O., & Adigun, A.A. (2015). A Biometric-based Model for monitoring

and controlling students and lecturers’ attendance in tertiary institutions. International Journal of Advanced

Research in Computer Science and Software Engineering, 5(1), 147-154.

Pak, C., & Huang, A. (2011). Increasing indoor localization accuracy using Wifi signals (Unpublished). Stanford

University.

Pawar, S., Priya, Thorve, K., & Urvashi (2016). Android application for attendance monitoring System using

biometric overview and survey. International Journal on Recent and Innovation Trends in Computing and

Communication, 4(1), 26-29.

Ratsameethammawong, P., & Kasemsan, M.L.K. (2010). Mobile phone location tracking by thecombination of

GPS, Wi-Fi and cell location technology. Communications of the IBIMA, 1-7. DOI: 10.5171/2010.566928.

Sultana, S., Enayet, A., & Mouri, I. J. (2015). A smart, location based time and attendance tracking system

using Android application. International Journal of Computer Science, Engineering and Information

Technology, 5(1), 1-5. DOI : 10.5121/ijcseit.2015.5101 1

http://dx.doi.org/10.14257/astl.2014.60.18

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Chapter 12

Smart Housing Life: Plantino

Aslina Baharum1, Nur Ainna Ramli2, Nur Shahida Ab Fatah1, Emelia

Abdul Rahim3 & Muhammad Omar3

1Universiti Malaysia Sabah 2Universiti Sains Islam Malaysia

3Universiti Teknologi MARA

Abstract Watering plants are a part of the chores presented in gardening, but many plant lovers and gardeners failed to

fully understand what goes on in and around the plant when watering. Surrounding temperature and humidity

plays a major role in inducing an optimum plant growth. With the presence of Plantino, it satisfies all these aspect

in producing an optimum environment for the plant. The main objective is to simplify the human life. Thus,

implement a library that contains most of the plant species. Hopefully, this project may bring convenience to the

user by knowing the plants’ need. Simplicity of human life in terms of better understanding the humidity and

other critical factors needed in order to make growth possible. In addition, this project also for children in

purposed of teaching and learning. This to attract and interact with the children to make learn of gardening is fun

and important to conserve the nature.

Introduction Water is a primary element for successful production of plants. A sufficient water supply is essential

in keeping the soil moisture for the optimum growth of a plant. Apart from water, there are several

aspects of environmental factors that control the better growth of plants such as light intensity,

temperature as well as relative humidity. Most people do not aware of the requirements of such

elements that promote the plants growth and facing challenges in nurturing them as healthy plants.

People are busy with their working life are not attentive of the insufficient elements for their plants

which in turn ruin the growth of the plants. Therefore, Plantino which is a smart housing product was

developed to ease the plant lovers to encounter such challenges they are facing in growing healthy

plants at home. Plantino yields convenience to the peoples mostly who are beginner in gardening or

who have a small size garden. The smart housing product with the embedment of green technology

is a wise gardening system that makes the users aware of the state of the plants at their garden. Plantino

is incorporated with four sensors that sense soil moisture, humidity, temperature and light intensity.

Plantino collects and examines the data about changing in humidity, temperature, light intensity as

well as the soil conditions and disclose the state of the plants to the users through the Plantino app,

give alerts and indications to them to elevate the healthiness of the plants. With the sensor technology

and instinctive design, the Plantino smart housing product continually associates the users with the

plants in their garden for the purpose of growing healthier plants.

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Development of Plantino Smart Device and Mobile Application

a. Mobile Application: Plantino app The Plantino app displays the data of the plants states in a real-time to the users. Along with the data,

it provides suggestions on what the users should do to enhance the plant health. The Plantino app

shows the existing conditions of the plant and the data tracked by the smart device on humidity,

temperature, light intensity and soil moisture level are analyzed and cross referenced with the data in

the database and as a result advises to improve the condition of the plants are suggested based on the

information on sufficient requirements for the particular plant. The users should take immediate action

in accordance with the suggestion provided to enhance the growth of the plants. With a wide database,

the Plantino app also assists the users in deciding the plants they wanted to grow by sharing

information on optimal growth requirements for a plant. The user interfaces of the Plantino app are

demonstrated in Figure 1, 2 and 3. Figure 1 shows the main page of the Plantino app which exposes

the users with the introduction and details of the smart device and Plantino app. The Plantino app is

integrated with the smart device through Bluetooth which transfers the data monitored with the

sensors to the app and are displayed as in the snapshot Figure 2. Figure 3 shows the interface of the

Plantino app which facilitates the users with the information for optimal growth requirements of other

plants in the databases.

Fig. 1 Main page of Plantino app

Fig. 2 Main features of Plantino app

Fig. 3 Choices to change plant types

b. Plantino Smart Device The Plantino smart device is designed with Bluetooth function and with the applications of sensors.

The smart device integrated with the Plantino app over the engaged Bluetooth. Inserting the smart

device in soil, the incorporated sensors detect the level of soil moisture, change in humidity,

temperature and light intensity. The soil moisture sensor traces the degree of moisture in the soil and

measuring the moisture level is essential in growing healthy plants as water is salient for effective

photosynthesis, respiration, transpiration and transportation of nutrients through the plants. The soil

moisture sensor controls and sustains the moisture of soil by notifying the users with alerts through

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the Plantino app to take immediate action if the soil condition is too dry or too wet. Along with the

soil moisture, the smart device traces the alterations in environmental factors such as light intensity,

temperature and humidity surrounding the plants in the garden. The light intensity sensor detects the

strength of the light the plants exposed to. Light is a significant environmental influencer of plant

growth as the photosynthesis and phototropism process requires adequate light sources

(Phonguodume et al., 2012). Certain plants only require low light intensity for the optimal growth and

might ruined if exposed to high light sources. Hence, each plant demands different light conditions

for healthier growth (Pan and Guo, 2016). The Plantino smart device with the light intensity sensor

traces the condition of the light projected onto the plant and advice the users to adjust the intensity

level of light source either by providing artificial lighting in case of presence of limited sunlight or

confine the light intensity for those plants requiring minimal light source. The humidity sensor detects

the atmospheric moisture surrounding the plants by measuring the quantity of water in the air. Better

plant growth literally associated with atmospheric moisture level. Along with the humidity, the

Plantino smart device traces the temperature of the atmospheric air. Optimum temperature is required

for ideal photosynthesis and respiration and each plants demands different optimum of temperature

for better growth. The Plantino app informs the changes in the atmospheric temperature and alerts the

users to take proper actions in accordance with the suggestions.

Fig. 4 The prototype of Plantino Smart Device

Plantino Details

a. Usefulness The smart housing product, Plantino with smart device and Plantino app act as a smart gardening

system which ease the plant lovers by notifying the conditions of the plants in their garden by

detecting the soil moisture, relative humidity, atmospheric temperature and light intensity, the

essential elements for the healthy plant growth. The data tracked are notified to the users with the

Plantino app which is connected through Bluetooth to ensure them to perform a proper action to

improve the current state of the plants. In addition, the database provides the users with the optimal

growth information of particular plants.

b. Commercialization Potential The Plantino is an affordable wise gardening system which monitors the plants in the garden and

integrates the users in real-time and capable of simplifying manual labor of agriculture. This smart

housing product has a vast potential in the agriculture field as it assures better plant growth as well as

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remarkably diminish the utilization of water as it only requires the users to provide water when the

soil demands water supply. The potential customers who can use the smart housing product, Plantino

are the homeowner, gardener, agriculturist, and forestry department.

c. Novelty With the employment of smart technology, the Plantino utilize cloud computing to store the vast

information of plants’ optimal growth requirement on online database. Furthermore, the smart device

is integrated with the Plantino app with the application of Bluetooth technology in order to display

the data traced on the conditions of the plants and notify the users with the suggestions on immediate

actions after cross referenced the traced data with the information in online database with the

employment of Arduino technology.

Conclusion The smart housing product, Plantino incorporates sensor, Bluetooth, and Arduino technology to ease

the plantation process for plant lovers as well as gardeners. It continually integrates the users with

their plants in order to maintain a healthy garden as well as contributes knowledge on optimal growth

information for the users. As for the future work, the Plantino will be tested on usability in selected

kindergarten for teaching and learning purpose and more plants type information will be added to the

database. In addition, automatic watering system will be added to the smart housing product to supply

water automatically depending on the data gathered through the sensors. This project hopes that the

implementation of Plantino can help to conserve our biodiversity.

Reference Pan, J., & Guo, B. (2016). Effects of light intensity on the growth, photosynthetic characteristics, and flavonoid

content of Epimedium pseudowushanense BL Guo. Molecules, 21(1475), 1–12.

https://doi.org/10.3390/molecules21111475

Phonguodume, C., Lee, D. K., Sawathvong, S., Park, Y. D., Ho, W. M., & Combalicer, E. A. (2012). Effects of

Light Intensities on Growth Performance , Biomass Allocation and Chlorophyll Content of Five Tropical

Deciduous Seedlings in Lao PDR. Journal of Environmental Science and Management, 1, 60–67.

https://doi.org/10.3390/molecules21111475

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Chapter 13

DeMuse: Music Mood Application

Aslina Baharum1, Suhaida Halamy2, Nurul Hidayah Mat Zain2,

Sakinah Ali Pitchay3& Nur Ainna Ramli3

1Universiti Malaysia Sabah, 2Universiti Teknologi MARA,

3Universiti Sains Islam Malaysia

Abstract In these modern days, conflicts, negative revolution, suicides and other common crime had been occurred in the

worldwide. After several studies and investigations, it have been found out the one of the root cause – stress.

Although stress can make someone to improve work performance and awareness, the desperate situation would

happen if someone unable to cope with it. To decrease this kind of unfavourable situation from continuing,

several method had been proposed such as listening to music, physical activities, doing desired activities, surfing,

and others. In this project, music will be the main concern as distress purpose. Here, a product of this project will

be named as “DeMuse”. In addition, DeMuse will be presented in health and fitness category of mood music

based mobile application. In order to complete DeMuse, it will carry out the identification of the features for the

particular mobile app (DeMuse), identification of the music and mood categories respectively. DeMuse will then

equipped with the general features of music application and meditation purpose. Besides, it also contains the

properties of organizing favourite music and theme. In the development of DeMuse, a methodology named

Mobile-D methodology is being applied. From this methodology, it might help us to make sure that a detail

analysis to be done, every single functionality that needed will not be missed out, and increase the efficiency of

work distribution and time spending. After that, several prototype might release in order to test by the target

users, and hence building a strong interaction bond with users, so that a complete and successful DeMuse able

to satisfy the communities. The expected outcome of this project would be an android based music mood

application which named as “DeMuse”. With this app, it might greatly help in decreasing and eliminating the

tension, unsatisfaction, and others negative feelings of users in their daily life. Thus, this project hope that

DeMuse can be one of the alternative way to relief stress.

Introduction Stress can be felt or experienced from the environment, physiological, social stressors, and thoughts.

Some of stressor’s example, there are financial demands, conflicts among people, family issues, and

others that could influence all aspects of human daily behaviour and human functioning respectively.

In order to decrease the stress level among the society, music is one of the choices. Listening to

different types of music can decrease healthy issues that caused by high level of stress hormones

(Barrios-Choplin, 1998). However, one music is not enough to satisfy a worldwide. Lee (2014) stated

that how could someone from different cultural background listening to the same music in moods that

are different with others. Hence, the relationship between music and moods that are acceptable will

be the main concern in this project.

Music – The Impact on Stress As an individual, the sources of negative stress are mainly come from several fields such as academic,

relationship problems, and career exploration (Cheng, 2009). This negative stress would give a great

impact on three individual’s aspects which are behavioural, physical, and psychological problems.

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Naseem (2010) stated that an individual with a positive thinking is enough to cope with the stress

faced in their daily life more efficiency. McGrath (2004) had defined that “positive thinking is a term

of overall attitude that is reflected in behaviour, thinking, feeling, and speaking.” Many researchers

found out that the positive thinking, positive behavioural qualities, positive feelings and emotion is

great enough to provide some beneficial effects in solving the personal physical and psychological

problem (Fredrickson 2001; Seligman & Csikszentmihaly, 2000).There is a relationship between the

stress and the positive thinking. Naseem (2010) defined the positive thinking as the experienced

positive emotion frequently, with optimism, a bright hope, and happiness. According to Ong (2006),

an individual stress reactivity could be moderated and determined by the number of daily positive

emotions occurrences. Meanwhile, positive emotion able to neglect the negative effect of negative

emotion on individual cardiovascular function (Fredrickson & Levenston, 1998). Tugade and

Fredrickson (2004) also made a further explanation that there are the existence of strong bond among

positive thinking and affect with distress and prediction of healthy outcomes. Hence, compare to

negative thinkers, a positive thinker able to look at a stressful situation in less threatening and thus

handle it in more effective ways.

In order to maintain a positive mood to cope with the stressful situation, music is one of the choices

to get rid of negative mood. Obviously, music often used to change the emotion status or become

better, and also afford to make certain people in accomplishing the current works (Chami, 2003).

Based on several studies, Kent (2006) found out the ability of music to function as a stress

management tools. Patients were deceasing the anxiety and stress level, and a lower blood pressure

result was showed during the patients listening to music in order to wait for surgery subjectively

(Kent, 2006).

Relationship Between Music and Mood One of the related study is done by Sorenson (2008). This study aimed to show that listening to music

is greatly enhancing and increasing the ability of athletic performance, motivation level, arousal

regulation, and also the emotion level. Focusing on the relationship between music and moods, music

is enough to draw the attention of athlete away from the feelings of fatigued, at the time that athlete

is listening to the music in personal physical activities. Similar to the finding from Wales (1986),

which is about the music type of increasing upbeat or fast tempo per minute was able to lower the

feelings of fatigued, anger and irritable, and depression and sadness. By lowering these negative

feelings, the exercise performance of participants could increase significantly. Karageorghis and

Terry (1997) also found out that most of the sport psychologists would like to advise athletes listening

to music for mood regulation during the preparation of the competitions. From the aspect of arousal

regulation, Gfellar (1988) suggested that if likely to increase the arousal level, then listening to music

that could encourage in releasing out and competing at a high, intense level. Whereas listening to

music that makes someone to feel relaxed or calm down would lower the arousal level.

The method that Sorenson (2008) applied was triangulation method. It is a great method that

combine several methods of data in order to increase the reliability or credibility of study. The study

samples were five Caucasian and two African American descents of National Collegiate Athletic

Association (NCAA) Division I collegiate athletes, among aged group of 18 to 23. One of the method

known as “Interview Protocol” section, which asking the experience of athletes of the relationship

between music, and sport or competition (before, during, and after). To decrease the error, another

method was applied, the “transcribing”. This is a method that require an audio tape to record the

conversation section. A “Phenomenological reduction” method was used to eliminate the irrelevant

information throughout the conversation. And a method named “verifying the elimination of the data”

has been applied in order to provide the final edited version of conversation to participants for

validation. After that, a method named “Releasing meanings”, which included several smaller

methods such as “Forming categories”, “Identifying the themes”, and “Describing the themes” has

been applied to separate and categorise the relevant information obtained.

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Mobile Application for Distress Purposes According to Google, the most popular mobile application in the year of 2014 was the category in

terms of health and fitness (Boxall, 2014). This is a concluded result after collected the data from

Google Play Store, and health and fitness categorised applications have been chose after conducted

an end-of-year rundown. Since the meditation and stress relieved type mobile application is being

categorised in the theme of health and fitness, a mobile application named DeMuse would be

developed throughout this project, with the analysed result of features and relationship between music

and mood.

Analysis and Result

a. Quantitative Method using Questionnaire A set of questionnaire is the quantitative method used on the target samples, in order to obtain and

record some useful information on the particular issue of interest (Kirklees, 2014). Based on the

view of Roddy and Allsop (2006), the reason questionnaire known as one of the effective analytic

way is that the condition of face-to-face and target sample to complete the questionnaire section

independently could be achieved. And hence, this condition turns to construct a structured

interview basis. Indeed, this would promise a list of worded and structured questions in the priority

of balancing the requirements asked, either in paper or electronic form.Based on the study of

Kirklees (2014), the “piloting questionnaire” will be the most qualified and suitable

questionnaires’ style. This is because the only target was came from a university, named UMS. At

the same time, the samples that stayed in the range among 19 to 24 aged groups will be an element

that take into consideration. Thus, these specification were the meaning of piloting properties

doubtlessly, which consider small group of respondent samples. This method will be operated in

paper form. In the process of face-to-face reviews, the rate of misunderstanding error would be

minimized as well as responding time. In addition to increase the accuracy of result, a number of

different faculties in UMS will be involved.

b. Data Collection According to the results of the quantitative methods applied on 148 study samples, almost all

respondents felt that music greatly affects respective emotional status. Target samples believed

that music only would benefits daily activities and life. This phenomenon also could be explained

by the study of Barrios-Choplin (1998) on the relationship among different music types and

different mood status based on the Personal Feelings Survey (PFS) results, which indicated that a

same person could be stayed in different varieties of emotional status after listened to different

music genre. Meanwhile, respondents would like to listen to certain music in order to switch

respective emotional status to the positive level. Since Ong (2006) stated the existence of the

relationship between positive emotion and the way in minimizing negative stress level, related

questions would be applied on the study samples in order to understand respective musical

behaviour.Based on the study of Barrios-Choplin (1998), the study samples could affect respective

emotional status when listening to the music. According to the data collection, the effects of the

relationship between music and mood in the aspect of emotional memories, someone to feel

conveyed, and someone tends to physically move; the similarity is that the agree option voted as

the highest number. In this case, these trends are greatly showed that different music types with

different tempo or beats per minute (bpm) would affect the level of physiological effects applied

on the body. Music with fast tempo, 120 to 130 bpm could increase heartbeat rate and blood

pressure, whereas music with slow tempo, 50 to 60 bpm could decrease heartbeat rate and blood

pressure (Edworthy and Waring, 2010). In the aspect of physical movement, previous research

recommended that the higher the music tempo, the higher the physiological arousal level and

hence causes an increment of active rate (Karageorghis, Jones, and Low, 2006).

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Fig. 1 Effects of Music Genres towards Emotional Behaviours

Furthermore, Barrios-Choplin (1998) stated that different variation of music genre could cause

different emotional status. Based on the figure 1, there are 4 different mood behaviour stated, which

are happiness, sadness, anger, and frustration. In the aspect of happiness status, most of the study

sample chose pop music, which is 74 out of total 148. In the sadness aspect, jazz music occupied the

highest number, which is 64 out of total 148; and then blues music in second, which is 27 out of total

148. Next, in the aspect of anger status, rock music achieved 50 out of total 148, in which ranked top.

Lastly, there are quite a lot of respondent does not aware which music genre would annoy the feeling

respectively. However, some participants feels that rock, and hip hop or rap music genre quite

disturbing.

Development of Music Mood Application: DeMuse Figure 2 shows the main homepage of DeMuse. This page consists of a scroll view of mood category

options. This section hold up four emotion representatives, which are categorised into happiness,

sadness, anger, and frustration. Each of these categories contains those particular kinds of music that

referred to the opinion of target subjects. These categories bring users to the particular interface that

belongs to the emotion label respectively.Homepage of DeMuse contains four major buttons. The

main four buttons, which are the “personal playlist”, “music playlist”, “package option”, and

“settings”. These four buttons will switch different interface respectively.Figure 3 shows a list of

music. This list allows users to click one of them in order to listen the music selected. The first click

on the music would be the command of playing, and again next click on the same music would be the

command of pausing.After clicked, there will be a pop up window with some buttons that labelled by

different music genre (Figure 4). If users selected one of these buttons, such as pop category, then it

will bring the users to another interface that contains music under pop category only (Figure 5). If

users would like to choose music based on the mood category, users are require to select one of the

four mood categories that labelled “Happiness”, “Sadness”, “Anger”, and “Frustration” at the main

homepage. Take an example, after users clicked on the category labelled “Happiness” that shown in

figure 6, it will switch users to another interface that music under “Happiness” emotion status.

0%

25%

50%

75%

100%

Happiness Anger

Music genres and emotional behaviours

Blues Country Classical

Electronic music Hip Hop/Rap Jazz

Rock Pop R&B

Others

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Fig.2 The Main Homepage of DeMuse

Fig. 3Music Menu Interface Fig. 4 Pop-up Window of The Music Categories

Fig. 5Pop Music Menu

Interface Fig. 6“Happiness” Music Menu

Interface Fig. 7 Selected Song Added

Into Playlist

DeMuse allows user to add their favourite song into personal playlist offered. User needs to click

on the insert button which appear at the right hand side of every single song. After clicked, DeMuse

will tell user that the selected song is added into the playlist successfully. This insert button is not just

exist in the music menu interface, but also every interface that is song lists provided. After finished

the inserting activity, user needs to turn back to the main homepage and click on the “Personal

playlist” button in order to access into the offered personal playlist (Figure 7). Every music and mood

category interfaces, there is a Volume button provided at the top right location. It is a shortcut button

for user to access into volume settings page in order to adjust the volume of DeMuse. Besides, user

can click on the settings button and access into settings menu page in order to reach the volume

settings interface.User can click on the first button within the settings menu page, which is labelled

“Volume”. After clicked, user could access into the volume settings page. If user clicked on the second

button which is labelled “Quote”, user could access into the quote menu page. This page allows user

to select any of the inspired quote and then appears at the top of this page and the main homepage.

User could select another quote in order to replace the previous selected (Figure 8). However, user is

allows to delete the quote selected through the delete button on top of this page.

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Fig. 9 Quote Menu Page

User may click on the “Package” button in order to follow the relieving stress activities. One of

the activity is a quick breathing step, in which allow the user to settle down and clam their emotion

and mind in a specific time. Based on Sayadaw (1995), this activity is developed from the concept of

mindfulness-of-breathing. It said that in-and-out breathing is a purpose to achieve concentration on

emotion and mind. It recommended that in-and-out breathing should be complete in a count of eight.

This counting manner able to aid user to develop concentration. Figure 9 shows the inhalation process

(8 to 5) seconds, and exhalation process (4-0) seconds, and complete after user achieve 30 times of

in-and-out breathing. Lastly, users are allowed to click on the text “DeMuse” at the top left of the

main homepage in order to activate the quit out function.

Fig. 9 Inhalation and Exhalation Process

Conclusion In the conclusion, DeMuse, which is a distress product would likely to develop in order to target this

common enemy and further decreasing or demolishing its increasing growth trend. This project hope

that DeMuse could give a great help for those victims that troubled or tortured by negative

stress.Based on the research studies, increasing trend of health problem mainly came from stress faced

in daily life. This negative symptoms causing various methods to minimize this negative trend, such

as surfing Internet, playing video games, exercising, and listening to music. DeMuse was developed

as an alternative way of de-stressor that in the theme of music. Through the development of DeMuse,

Inspiration

quote lists

Delete button

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users able to reduce their stress in everywhere. Since the overall music and emotion categories are

mainly concern with the UMS students, these arrangements and relationships will be again obtained

from users as further improvement purpose. Furthermore, the features applied in DeMuse will be

modified in order to make users experience it in more simple way. Lastly, DeMuse, which is the

product of this project, is willingly to be an alternative way in coping with this negative stress.

References Barrios-Choplin, B., McCraty, R., & Cryer, B. (1997). A new approach to reducing stress and improving physical

and emotional well-being at work. Stress Medicine 13: 193–201.

Boxall, A. (2014). Is the year of health and fitness apps, says Google. Retrieved at (Oct2016) from

http://www.digitaltrends.com/mobile/google-play-store-2014-most-downloaded-apps/

Chami, A. (2003).Daily uses of music in mood management. MSc in musicpsychology, module 2, option 5.

Cheng K. W. (2009). A Study of stress sources among college students in Taiwan.Journal of Academic and

Business Ethics, Vol2, 1-8.

Edworthy, J., & Waring, H. (2006) "The effects of music tempo and loudness level on treadmill exercise."

Ergonomics 49.15 (2006): 1597-1610.

Frederickson,B. L., & Levenson, R. W. (1998). Positive emotions speed recoveryfrom the cardiovascular

sequelae of negative emotions. Journal ofCognition and Emotion, 12, 191-220.

Gfeller, K. (1988). Musical components and styles preferred by young adults foraerobic fitness activities. Journal

of Music Therapy, 25 28-43.

Karageorghis, C. I. & Terry, P. C. (1997). The psychophysical effects of music insport and exercise: A review.

Journal of Sport Behavior, 20(1) 54-69.

Karageorghis, C. I., Jones, L., Low, D. C. (2006). Relationship between Exercise Heart Rate and Music Tempo

Preference. Research Quarterly for Exerciseand Sport, 77. 2 (2006): 240-250.

Kent, D. (2006). The Effect of Music on the Human Body and Mind. Retrieved at (Oct 2016) from

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0ahUK

Ewi1lLbZ5djPAhVCRo8KHWRrA9YQFggcMAA&url=http%3A%2F%2Fdigitalcommons.liberty.edu%2

Fcgi%2Fviewcontent.cgi%3Farticle%3D1162%26context%3Dhonors&usg=AFQjCNFlTtN0FQeH2XG4H

NlUXdoqY8h5Dw&sig2=CW_MPtDK7yJqYtE04FLXtQ&bvm=bv.135475266,d.c2I

Kirklees, C. (2014). Research and consultation guidelines: focus groups. [Online]. Retrieved at (Nov 2016)

fromhttps://www.kirklees.gov.uk/community/yoursay/questionnaires.pdf

Lee, J. H., & Hu, X. (2014). Cross-cultural Similarities and Differences in MusicMood Perception. In

iConference 2014 Proceedings, 259–269.

McGrath, P. (2004). The burden of RA RA positive: survivors’ and hospice patients’ reflectionon maintaining a

positive attitude to serious illness. Support CareCancer, 12, 25-33.

Naseem, Z., & Khalid, R. (2010). Positive Thinking in Coping with Stress andHealth outcomes: Literature

Review. Journal of Research and Reflections inEducation, June 2010, Vol.4, No.1, 42 -61.

Ong, A.D., Bergeman, C.S., Bisconti, T.L., Wallace, K.A.: Psychological resilience, positive emotions, and

successful adaptation to stress in later life. Journal of Personality and Social Psychology, 91, 730–749 (2006).

Roddy, K., & Allsop, L. (2006). Creating Effective Questionnaires and Surveys and Analyzing the Data.

[Online]. Retrieved at (Nov 2016) from

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EwjcgveutDQAhWDFZQKHZiBCCYQFgglMAE&url=http%3A%2F%2Fwww.lse.ac.uk%2Flibrary%2Fv

ersions%2FCreating%2520effective%2520questionnaires%2520and%2520surveys.pdf&usg=AFQjCNGbE

u0BDySn_fqkZCgC7mW_rCQQ8Q&sig2=reojrubM6aOUGZg6cF2mtQ&bvm=bv.139782543,d.dGo

Sayadaw, P.A.T. (1995). Mindfulness of Breathing & Four Elements Meditation. Buddha Dharma Education

Association Inc, 1-5.

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(1), 5-14.

Sorenson, L., Czech, D. R., Gonzalez, S., Klein, J., & Lachowetz, T. (2008). Listen up! The experience of music

in sport: A phenomenological investigation. Athletic Insight, 10(2).

Tugade, M. M., & Frederickson, B. L. (2004). Resilient persons use positive emotions to bounce back from

negative emotions experiences. Journal of personality and social psychology, 86, 320-333.

Wales, D. N. (1986). The effects of tempo and disposition in music on perceived exertion,brain waves, and

mood during aerobic exercise. Microform Publications,College of Human Development and Performance,

University of Oregon.

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https://www.kirklees.gov.uk/community/yoursay/questionnaires.pdf

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&uact=8&ved=0ahUKEwjcgveutDQAhWDFZQKHZiBCCYQFgglMAE&url=http%3A%2F%2Fwww.lse.ac.uk%2Flibrary%2Fversions%2FCreating%2520effective%2520questionnaires%2520and%2520surveys.pdf&usg=AFQjCNGbEu0BDySn_fqkZCgC7mW_rCQQ8Q&sig2=reojrubM6aOUGZg6cF2mtQ&bvm=bv.139782543,d.dGo




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Chapter 14

NetmAR: Mobile-Augmented Reality for

Teaching and Learning

Aaron Frederick Bulagang, Dr. Aslina Baharum

Universiti Malaysia Sabah

Abstract In the current digital era, there are various way of learning using digital devices that includes laptop, smartphone

and projector. With the emergence of technology such as Augmented Reality, mobile-Augmented Reality(mAR)

application development was possible to be used for education purpose.NetmAR or Network Fundamental

mobile-Augmented Reality application was developed to help student visualize and understand the concept,then

view 3D models of networking device using their smartphone. AR helps merged the virtual content with real

physical environment to help student feel as if the device is infront of them, students are also able to interact with

the 3D object through touch, zoom, voiceand information to make the learning process interactive between

students and the device rather than just reading text.

Introduction The use of mobile learning in higher education has contributed to the effectiveness of its

implementation at various universities in Malaysia. Mobile learning is defined as the use of mobile

or wireless devices for the purpose of learning while on the move. The concept of mobile learning

starts from e-learning and distance learning revolution of the 18th and 19th century. Mobile devices

allow students to extend their academic knowledge through emails, portals, e-library, internet-based

information and group projects, thus, aiding them during the time they are studying. Mobile devices

vary from laptop, smartphones and tablets which majority of student have access with affordable price

while having an acceptable computing power for learning. However, the use of mobile device for

educational purposes is still low if compared to entertainment activities on smartphone such as

consuming videos, music or playing games. Which is why Augmented Reality is part of this research,

to gain more interest from students towards learning through their mobile devices.Augmented reality

is a combination of technologies that enable real-time mixing of computer-generated content with live

video display. Augmented reality helps in better visualizing 3D objects through the screen of mobile

device and enable user to interact with touch screen capabilities. Mobile learning or M-learning will

have strongly impact on Malaysian higher education as more student nowadays have access to

smartphone and rely on it to communicate with their lecturers and other students. It is evidenced with

the increase in research activities and initiatives in the area of mobile learning, particularly in the

public and private universities. Thus, the need for a proper framework to guide developers in creating

an application that will help students. This study will focus on three problems of mobile learning:

visualization, user interface and framework. This framework includes the learning theory and also

interactivity and evaluation of constructivism theory. In this study, students from various universities

in Malaysia will be participating in this study. The expected outcome of this research is to build a

proven framework to develop a mobile learning application with augmented reality that can be used

by multiple Universities in Malaysia.

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Research Method This research consist of developing a mobile-Augmented Reality (mAR) application for learning

Network Fundamental aiming towards student in higher learning institutions in Malaysia.The

objective of this research are to develop a mobile-Augmented Reality application for Computer

Science course.

Network Fundamental mobile-Augmented Reality Application Network Fundamental mobile-Augmented Reality (NetmAR) is an application aims to help student

in higher learning institutions that are taking computer science course in learning better through the

use of their smartphone. By using their smartphone as a device to help them visualize better about the

learning material through Augmented Reality (AR). AR is a technology that helps merge virtual object

such as 3D Models, videos, picture and text into the real physical environment through the

smartphone.NetmAR is an application that was developed to enable student to view 3D Model of

networking devices such as Router and Switch in a real environment through AR. AR can help gain

student interest towards learning through multimodal interface where student would be able to interact

with the learning material through touch, sizing, manipulate and voice narration rather than reading

a text from a book or a PowerPoint slide. The strength of AR lies in the content that are presented to

the students for them to be able to study in their own time. NetmAR was developed as a self-centred

learning application for student to learn better and effectively in their own time.The application was

developed using three main softwares, Unity 3D SDK, Blender/Sketchup and Vuforia.

Fig 1. Image Being Converted into a Marker

Figure 1 shows the NetmAR logo designed and being converted into an marker for the smartphone

to detect it as a marker as seen in the bottom image. A marker can be any image and be converted into

a marker. The marker will then be used for a smartphone to retrieve content when it detects the marker.

Virtual object such as 3D models, text, picture and videos will then overlay on top of the marker,

making it seems as if the object appears in the real world.

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Fig 2. Main interface of NetmAR

Figure 2 shows the three main material that the students can learn through AR, which are 7 Open

System Interconnect (OSI) Layer, Router and Switch. The 7 OSI layer shows the 7 layers in the OSI

from Physical to Application where students can learn more about each layer with voice narration.

Router and Switch are virtual devices that the student can view in its 3D form and interact with by

manipulating, magnifying and rotate to see more detail of the device.

Fig 3. 7 OSI Layer

Figure 3 shows the 7 OSI Layer appearing on top of the marker, students can see and select one

of the layers from the 7 OSI Layer to know more in detail about what each layer functions and does.

Voice narration is part of the interaction with student in the 7 OSI layer, where rather than reading

about each layer, students can also listen for further understanding.

Fig 4. Router 3D Model

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Figure 4 shows the 3D model of the Router appearing on top of the marker. Students are able to

view the 3D model in 360O and resize the Router as well as know more about the router by tapping

on “Router Configuration Commands” and “Show Ports Label”.

Fig 5. Router Port Label Shown

When the student tap on the “Show Ports Label”, all the ports behind the router will be shown as

seen in Figure 5, each of the ports are label in the white boxes with a black arrow indicating the

position of the port. Each of the label can be tap to hear how it is pronounce.Next, the application will

be used at five universities to be compared with Traditional Method using PowerPoint slides and

Mobile Learning using mobile application.

References Abd Majid, N.A, Husain, N.K. 2014.Mobile learning application based on augmented reality for sciencesubject:

ISAINS. ARPN Journal of Engineering and Applied Sciences. 9(9):1455–60.

Ali, A., Alrasheedi, M., Ouda, A. and Capretz, L.F. 2014.A Study of theInterface Usabiility Issues of Mobile

Learning Applications for Smartphones from the User’sPerspective. International Journal on Integrating

Technology in Education (IJITE) 3(4).

Al-Emran, M., Elsherif, H.M., Shaalan, K. 2016. Investigating attitudes towards the use of mobile learningin

higher education. Computers in Human Behavior, Elsevier, ScienceDirect. 56:93–102.

Alzaza, N.S., Yaakub, A.R. 2011.Students’ awareness and requirements of mobile learning services in thehigher

education environment. American Journal of Economics and Business Administration. 3(1):95–100.

Barreh, K.A., Abas, Z.W. 2015. A framework for mobile learning for enhancing learning in highereducation.

Malaysian Online Journal of Educational Technology. 3(3):1–9.

Glackin, B.C., Rodenhiser, R.W., Herzog, B. 2014. A library and the disciplines: a collaborative

projectassessing the impact of ebooks and mobile devices on student learning. The Journal ofAcademic

Librarianship, Elsevier, ScienceDirect. 40(3–4):299–306.

Martin, S., Diaz, G., Sancristobal, E., Gil, R., Castro, M., Peire, J. 2011. New technology trends in

education:seven years of forecasts and convergence. Computer and Education, Elsevier,

ScienceDirect.57(3):1893–906.

Nincarean, D., Alia, M.B., Halim, N.D.A., Rahman, M.H.A. 2013. Mobile augmented reality: the potential

foreducation. ProcediaSocial and Behavioral Sciences, Elsevier, ScienceDirect. 103:657–64.

Qing, T., Chang, W., Kinshuk. 2015. Location-based augmented reality for mobile learning: algorithmsystem,

and implementation. Electronic Journal of E-Learning. 13(2):138–48. 25.

Yousafzai, A., Chang, V., Gani, A., Noor, R.M. 2016. Multimedia augmented m-learning: Issues, trends andopen

challenges. International Journal of Information Management. 36(5):784–92.

Yusoff, Z., Dahlan, H.M., Abdullah, N.S. 2014. Integration of mobile learning model throughaugmented reality

book incorporating students attention elements. Advanced Computer andCommunication Engineering

Technology, Lecture Notes in Electrical Engineering, Springer. 315:573–84

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Chapter 15

Visualization Pattern for Shopping Mobile

Application Design based on Users’ Mental

Model and Eye-Tracking Technology

Lau King Lieng & Aslina Binti Baharum*


[email protected]*

Abstract Over the last decades, the use of mobile phone has brought a great conveniences and contributions to society in

daily life. Online shopping has fast growth in recent years and keeps on growing as a scale of the entire economy.

Therefore, the availability and the adequate assessment in this situation is becoming increasing requires. Eye-

tracking technology has been claimed that, the used of the technology can be easy to study on how users interact

with the visual elements within the mobile applications. Thus, this research applied Eye-tracking technology to

study shopping mobile app interface design and with the use of Eye-tracking analysis method to study the gender

differences in searching and viewing behavior on shopping mobile app. Currently, mobile app developers are

facing the issues of limited guidelines for a proper mobile app user interface design. Moreover, the bad interaction

between a user and interface design could lead to failure of the mobile app development. Besides, different users’

expectation in online shopping could be affected by gender, generation or shopping behaviour. Thus, further

study is needed to understand and solve these problems. This research aims to enhance the existing design

guideline and to explore the standard interface design for a shopping mobile app between genders. In this paper,

the Eye-tracking result of existing design guidelines and the redesigned visualization pattern of user interface

guideline are presented.

Introduction With continuing penetration of the Internet into daily life and the rapid development of smartphones,

it has changed the definition of mobile phones and become an essential part of the peoples’

communication in daily life. Due to this, mobile apps have become more popular nowadays,

especially for online shopping; thus, the availability, and adequacy assessment of this situation is

becoming increasingly requires. With the rise of economics in the recent years, the e-commerce

companies like Amazon, Alibaba, Walmart, and others are growing in the same line (Top Brand Lists,

2017). However, there is still very limited study on online shopping or the shopping mobile app

interface design; thus, this study aims to explore the interface design for a shopping mobile app.In

order to study how users interact with the visual elements within the mobile app, Eye-tracking

technology has increasingly been applied in this situation. Eye-tracking is often used to measure how

users interact with the visual elements, with the aims of improving its design and availability. It shows

where the user’s attention is focused and which paths are followed, provides an unobtrusive means to

examine cognition and attention to deal with.In general, different gender has different perspectives

on most activities including online shopping and user interface (UI) design (Li & Zhang, 2002). The

cause of the differences in perspectives between genders is due to the users’ mental model. Thus,

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study and understand the user’s mental model is important. This paper presented the problem

background, methodology, and findings of this research are explained in the following section.

Nowadays, mobile app developers still facing the problems of limited guidelines for proper UI

design. As stated by Vala et al. (2014), most of the mobile app developers have been facing proper

graphical user interface (GUI) design guideline issue, as some of the existing guidelines for GUI

design are only describing fundamental patterns or use cases. Moreover, there is a noticeable lack of

studies and research in the area of mobile application design compared to web UI design (Vala et al.,

2014). Vala et al.(2014) also stated that the bad interaction between a user of the mobile app and a

poor GUI could lead to some misunderstandings, errors, and frustration, and could lead to failure of

the mobile app. Thus, the UI design is a crucial part of the development process, it cannot be

despised.Besides, Gagandeep and Gopal (2013) suggested that the online websites should focus more

on female section instead of male section, as their research results show that female have a higher

ratio to shop online. Hoeger (2006) suggested that gender preferences for the websites were needed,

where both genders seeking different information and functions on the shopping website.

Methodology Fig. 1 shows the methodology that was used in this study. The study undergoes several phases.

Fig. 1 Research Methodology

a. Phase I – Development Process

Phase I is the development of shopping mobile app process, during this phase, a shopping

mobile app has been developed by adapting the existing guideline (user’s mental model

pattern). This study focused on the shopping mobile app interface design, thus, the screen

size used was based on the phone size, but not the size of the laptop, desktop or tablet screen.

In order to eliminate the risk of obtaining different Eye-tracking results due to the different

screen modes and screen sizes, the use of screen mode and screen size has been standardized

in data collection. The mobile device that will be used in this study is Mi4i.

b. Phase II – Experimental Study

Phase II is the experimental study; the developed shopping mobile app were evaluated by

using the Eye-tracking technology. The qualitative method to be used in this phase are

Scanpath analysis + Cued RTA interview and Heatmap analysis.A repeated-measures design

was chosen in this study. All the participants will be given the same instructions, and go

through the same experiment and procedure. In order to avoid the experiment result biases,

the participants will not be informed about the actual purpose of the study. The eye tracking

study was conducted in UiTM (Melaka) and UNITEN (Selangor).

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c. Phase III – Development of Visualization Pattern

Phase III is the develop visualization process. A visualization pattern was created based on

the Eye-tracking analysis result from the phase II. A visualization pattern refers to the

interfaces that designed by adapting the pattern (design guideline) in order to make it

visualizable. For example, the existing design guideline (Fig. 2) for the shopping mobile app

was the pattern created by Punitha and Aslina (2016), and to make the pattern visualizable,

they have developed a shopping mobile app interface by adapting the pattern.

Fig. 2 Shopping Mobile App Design Guideline (Male Pattern)

Result and Discussion

a. Discussion of Phase I

The developed shopping mobile app is a full app, with several pages in its. Figure3 shows the

home page interface design of male and female pattern shopping mobile app. Both interfaces

were created by adapted the existing design guideline (Punitha & Aslina, 2016).Figure3 shows

the interfaces that create by adopted the design guideline from (Punitha & Aslina, 2016). Both

male and female have a different UI design, thus, this study aims to use the Eye-tracking

technology to find out the limitation of these interfaces and whether the interfaces’ layout

satisfies both genders and increase their intention to make purchases.

Fig. 3Male andFemale Pattern Interface Design

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b. Discussion of Phase II

Total 25 participants have been recruited during data collection. Within the 25 people, there are

13 females and 12 males.One of the participants was not able to fulfil the calibration with a

satisfying result since he blinked too often. Other than that, one of the participants, the eye

tracker cannot track his eyes properly. This might because the participant wear the glasses, thus,

the eye tracker cannot track properly. Moreover, three of them, including the two pilot study

participants, part of their eyes’ movement did not be tracked during task performing. Thus, their

eye tracking data will also be not taken. As a conclusion, this study will take 20 participants into

account in the evaluation. From the 20 participants, 10 participants are male and another 10

participants are female.There are 10 tasks in total for the controlled experiment. Participant’s

eye movement data had been analysed in the form of Scanpath. For usability research, eye

tracking data should be combined with additional qualitative data because eye movements

cannot always be clearly interpreted without the participant providing context to the data

(Hyrskykari et al., 2008). Hence, it is important to attempt to supplement eye tracking data with

additional information gained from the participants about their experiences.

c. Phase III - Creation of Visualization Pattern

As mentioned previously, compared to male pattern interface, almost all of the participants prefer

to use female pattern interface design, also, participants perform better in the female pattern

interface. Thus, only the female pattern interface will be re-designed based on the analysed eye

tracking data and the participant’s comments, and male pattern interface will be eliminated. As

a conclusion, there are no different interface design between genders. A new gender based mental

model pattern interface design has been proposed. Fig. 4 shows the visualization patternfor

gender based mental model interface design guideline for the shopping mobile app.

Fig. 4. Visualization Pattern of Genders Based Mental Model Interface Design Guideline

Conclusion This research aims to explore the Eye-tracking technology and Eye-tracking analysis method by

conduct experiment on the shopping mobile app interface design. Also, this research aims to explore

the standard interface design for a shopping mobile app. The contribution of knowledge at the end of

this research are exploration of existing UI design guideline (users’ mental model pattern) by using

Eye-tracking technology and Eye-tracking analysis method, development of a visualization pattern of

UI guideline based on Eye-tracking analysis, and development of new UI for shopping mobile app by

adapt the redesigned/ updated design guideline. At the end of this research, there is only one interface

design created, as the result showed that it is better to standardize the use of interface design for both

gender. Meanwhile, a redesigned/ updated visualization pattern has been created and the result

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showed that the redesigned/ updated visualization pattern is satisfied by both gender.

References Gagandeep, N., & Gopal, R. (2013). A study of Factors Affecting on Online Shopping Behavior of Consumers.

International Journal of Scientific and Research Publications,3(6),1-4.

Hoeger, I. (2006). Shopping-Differences between Genders or Differences in Interests?.201-254.

Hyrskykari, A., Ovaska, S., Majaranta, P., Räihä, K‐J. And Lehtinen, M. (2008). Gaze path stimulation in

retrospective think aloud. Journal of Eye Movement Research, 2(4), 1‐18.

Li, N., & Zhang, P. (2002). “Consumer Online Shopping Attitudes and Behavior: An Assessment of Research,”

in Proceeding of Eighth Americas Conference on Information Systems, R. Ramsower and J. Windsor (eds.),

Dallas, TX, pp. 508- 517.

Punitha, T., & Aslina, B. (2016). Gender Diversity on User’s Mental Model Pattern For User Interface Design

of Mobile Shopping Apps.

Top Brand Lists. (2017). Top 10 ecommerce Companies in the World 2017. Retrieved from

https://www.mbaskool.com/fun-corner/top-brand-lists/17194-top-10-ecommerce-companies-in-the-world-

2017.html.

Vala, R, Jasek, R, & Malanik, D. (2014). Design of a Software Tool for Mobile Application User Mental Models

Collection and Visualization.

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Chapter 16

Standard Kansei-based Web Design for Higher

Learning Institution

Punitha Turumugon & Aslina Baharum


Abstract Emotions evidently play an important role in entirely human accomplishments as emotions aid in decision

making, including human-computer interaction. Emotion research in the field of human-computer interaction has

only started recently and continuously evolving through the investigation and understanding of emotional effects.

Thus, form an intelligent interaction between human and computer by responding effectively to the humans’

feelings. Emotional design generates remarkable user experiences for websites as the emotional experiences

create an intense impression on our long-term memory. Recent scientific findings recommend emotional

elements to be considered in designing websites as emotions influences one’s perception, conception and

decision-making throughout the interaction with a website. A poorly designed user interface leads to bad user

interaction while rising the users’ arousal and a displeasing user experience with a website elicits dissatisfaction

emotion where consecutively results in avoidance and prevents revisit to the website. This proves the importance

of emotional engagement in a website design. This research tries to transform the feelings and emotions of users’

into designable parameters using Kansei engineering (KE) technology in order to design an appropriate higher

learning institution website by identifying a standard Kansei-based web design that cultivates emotional

engagement. A standard web design guideline for the development of the higher learning institution website has

been proposed in this research expected to guide designers in the development of university websites which can

respond to the emotional needs of users.

Introduction Emotional design attempts to produce products with emotional appeal that attracts users with positive

experience (Carvalho & Oliveira, 2017). Emotional design performs better than functional design as

it satisfies users emotional needs (Desmet & Hekkert, 2007; Howard et al., 2014). Previous research

have proved that emotions influences one’s perception and decision making (Lerner et al., 2015;

Howard et al., 2014) . This has inspired proponents to embed emotional aspect in web design as

emotion based web design entices users to visit the website with the involvement of positive

engagement. Emotional web design has the potential to facilitate the user to have a longer lasting visit

to a website and encourages them to revisit the particular website. It is salient to design a user interface

of a website that stimulate positive emotional experience in users as the user interface is the medium

that connects the user with a website (Kim et al., 2003). Affective user interface attaches a user with

a website emotionally and provokes emotional user experience and satisfies users with their emotional

needs. Poorly designed website with the lack of emotional approach arouses negative emotions such

as anxious, confusion, and frustration in users. The negative emotions were evoked when the users

were having difficulties in recognizing the task and finding the necessary information from poorly

designed interface (Ward, 2002) which in turn reduces the possibility of retention to the website.

Therefore, it is important to design emotional user interface that provokes positive emotions in users

such as joy, pleasure and interest.

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In order to elicit emotional response from website visitors through emotional design, web designers

needs to understand and meet users’ affective requirements. Studies indicated agreement among

researchers that emotion of users can be linked and converted to design elements of a product in order

to ensure the users experience emotional engagement (Howard et al., 2014; Noori et al., 2015).

However, the major challenge in emotional design research is the understanding users’ affective needs

and transforming the emotional needs to design features in order to create emotional connection

between the users and the product (Lim & Zakaria, 2015). According to Guo et al., (2016) web

interface designers are having difficulties in enhancing standard of the user experience by designing

web user interface that arouse emotional effect on users’. Considering the influential of emotional

aspect in web design, this study employs KE technique on user interface design for higher learning

institutions’ website in Malaysia. Inspired by previous research on KE technique (Guo et al., 2016;

Hadiana & Lokman, 2016; Howard et al., 2014; Lim & Zakaria, 2015; Noori et al., 2015;

Ramachandhiran & Jomhari, 2013), this study tries to transforms users emotions to design elements

for user interface design (UID) of higher learning institution (HLI) websites in order to improve the

users’ emotional experience. A standard Kansei-based web design guideline for HLI is proposed

based on the extracted design elements.

Identify a Standard Kansei-based Web UID Phase I has the functionality to achieve the objective of this research which is to identify the standard

Kansei-based web design for HLI using KE technology. KE was pioneered by Professor Mitsuo

Nagamachi, in Hiroshima International University in 1970. KE is known to be a successful user-

oriented technology which has the capability to investigate the users’ emotional requirements and

specifies the connection between the emotions and design features of a product. It has been widely

used to develop Kansei-based products that captivate and satisfy the users as emotional products

influence once perception and decision making. Due to an ability of improving users’ emotional

experience along with successful potential in making the link between users’ needs and design

elements, KE has been a well-known industrial design technique in a wide range of field. Thus, this

study strives to employ KE technology into web UID of HLIs. KE approach was used to assimilate

the emotional appeal into design elements HLIs’ websites and a standard Kansei-based web UID for

HLI was identified in Phase I of this research. Inspired by KE practitioners (Chuan et al., 2013;

Hadiana & Lokman, 2016; Howard et al., 2014; Noori et al., 2015), this study adopted the popular

type of KE known as KE Type I (KE Pack) which is a well-known type for its simplicity and has been

broadly utilized in various product development. KE Type I has the ability to associate users’

emotions through Kansei words to products’ design elements using category classification (Chuan et

al., 2013). In this research, Kansei of HLI websites were measured through KE research process in

accordance with Kansei Design Model.

Synthesizing Specimen Since, this study tries to employ KE on HLI website, public and private universities in Malaysia were

the specimens for this research. Initially, all the 63 public and private HLIs websites were collected

as specimens. All these websites were than analyzed in detail in accordance with the adapted physical

design elements from (Noori et al., 2015) and were categorized into attribute and value. Attributes are

the elements of the specimens such as page background color, header and footer color, whereas, the

values indicates elements values such as white, blue, or black (Fig. 1). The identification of the detail

design elements was utilized in requirement analysis process to extract and associate the users’

emotion with particular design element in order to determine the standard Kansei-based web UID

guideline for HLI.

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Fig. 1 Detail design elements

During the specimen synthesizing process, the specimens were inspected to have all the adapted

design elements from Noori et.al, (2015) in order to assure the validity of the design elements that

will be identified as the result of the requirement analysis process. KE practitioners Lokman and

Nagamachi (2009) stated that it is salient to include the entire possible physical design elements as

the products form an impression as a whole in users. As the result of the analysis of initially selected

specimen for differences in accordance with the previous practitioners’ principles, only 12 HLI

websites with visible different designs were chosen as valid specimens for this research.There are

Universiti Malaya (UM), Universiti Sains Malaysia (USM), Universiti Putra Malaysia (UPM),

Universiti Tekonologi Mara (UiTM), Universiti Utara Malaysia (UUM), Universiti Tun Hussein Onn

Malaysia (UTHM), Universiti Malaysia Sabah (UMS), Al-Madinah International University

(MEDIU), Limkokwing University of Creative Technology, UCSI University, HELP University and

SEGI University. These websites as valid specimens were used for the Kansei measurement process.

Establishment of Kansei Checklist Kansei checklist was established with Kansei words. Kansei words are specific words that illustrate

emotional responses and are used by users to convey their feelings. This research adopted 16 Kansei

words related with university website interface from previous literature of Noori et al., 2015. The

adopted Kansei words are: Convenient, Creative, Simple, Messy, Professional, Waste of time,

Unique, Confusion, Beautiful, Lovely, Efficient, Modern, Appealing, Disappointment, Perfect, and

Up-to-date. The 16 adopted Kansei words were used to construct a Kansei checklist in the form of

five point Likert’s scale.The Kansei checklist along with the 12 HLI websites as valid specimens was

used in Kansei measurement process in order to evaluate users’ feelings towards the selected websites

and later was analyzed to identify standard Kansei-based web UID for HLI.

Determination of Kansei Concept and Requirement Users’ emotional responses towards the selected website were measured through an online survey and

were analysed for design requirements. As for the Kansei measurement, an online survey was

designed with the valid specimens and Kansei checklist. The online questionnaire was designed in

two sections; Section A: Demographic and Section B: Kansei Measurement. Section A was designed

to obtain demographic information of the respondents, whereas Section B was designed to collect the

respondents’ impressions towards the 12 selected HLI websites. Snapshots of the valid websites along

with the URL of the websites were displayed in the Section B and the Kansei checklists in the form

of five-point Likert’s scale were attached at the bottom each websites. The snapshots were included

in line with the study by Howard et al., (2014) who indicated that snapshots should be displayed in

order to provide the respondents with the overview of the websites on how it looks. The arrangement

of Kansei words in the Kansei checklist was shuffled for each website in order to avoid bias during

Kansei measurement process. As for the recruitment of participants as subjects, this research targeted

the users HLI websites in Malaysia following the rule defined in KE by KE practitioner, which is to

approach particular target users of the product. Thus, this study focused on the user who uses websites

Attribute

Value

Attribute

Value

Attribute

Value

Attribute

Value

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of HLI in Malaysia. The online survey was distributed through social media and email as well as face

to face session was conducted at two HLIs, which were Universiti Tenaga Nasional (UniTEN) and

UiTM. The participants were instructed to explore the selected HLI websites by clicking the link

attached with the snapshots of the websites and were asked to rate their impressions towards the

website on the Kansei checklist of five point scale. They were required to rate for all the Kansei words

by giving a score from the range of five to one, where five indicates the strong agreement whereas

the one refers the poor agreement. A total of 125 participants answered the online survey which was

conducted for three months. The majority of the participants who involved in the online survey were

students from the HLI in Malaysia.

Analysis of Design Requirement

Table 1. Standard Kansei-based Web Design Guideline for HLI

Physical Features Value

Page Background Color White, Image

Header & Footer Color Blue, Grey, Black

Image Section Size

Location Large

Top

Logo Location Left

Main Menu Drop-down, Vertical

Multi-language Feature Location Top Right

Search Box Location Top Right, Top Left

Utilities Bar Location Top Right, Top Left

News Section Location Center, Left

Other Section Location Center, Bottom

Links Text

Colorful Image

Same Color Image

Size

Size

Small, Medium

Medium

Font Size 9 - 11, 11 - 13, > 13

Font color White, Orange, Grey, Black, Blue

Descriptive statistics was used as in study Ramachandhiran and Jomhari (2013) and Noori et al.,

(2015) to analyze the Kansei measurement data. The mean was calculated and analyzed in order to

identify requirement design feature for a HLI websites. The mean for each Kansei words and its

relation with the particular selected HLI websites. It is found that a total of 11 websites with 91.7%

of websites elicits neutral and positive Kansei, whereas one HLI website with 8.3% provokes negative

Kansei. The website of Limkokwing acquired the highest score with the Kansei words convenient,

professional, unique, beautiful, efficient, appealing, perfect, creative, lovely, modern, and up-to-date.

It has obtained the highest score for all the positive Kansei words except simple. In addition, it has

obtained the lowest score in the negative Kansei words which are messy, waste of time, confusion,

disappointment compared to other HLI websites. UM website obtained highest score with the Kansei

words convenient and simple. UiTM has gained highest score with the Kansei words convenient and

professional. The one HLI website that elicits negative Kansei was UTHM. This is because it has the

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lowest score for all the positive Kansei words and highest score for all the negative Kansei words.

Based on these findings through the descriptive statistical data analysis a standard Kansei-based web

UID for HLI was identified as requirement design features that can invoke positive emotions in users

and satisfies users emotionally as emotions influences once perception and decision making. The

identified standard Kansei-based web UID guideline for HLI is shown in the Table 1.

Conclusion Users’ feelings towards the HLI website interface has been evaluated using KE and the emotional

features have been transformed and translated into product characteristics which can be used as a

guideline for designing Kansei-based HLI website that elicits emotional engagement. A standard

Kansei-based HLI web design has been proposed (Table 1) in this research.

References Carvalho, M., & Oliveira, L. (2017). Emotional Design in Web Interfaces. Observatorio (OBS*) Journal, 2017,

14–34.

Chuan, N. K., Sivaji, A., Shahimin, M. M., & Saad, N. (2013). Kansei engineering for e-commerce sunglasses

selection in Malaysia. In Procedia - Social and Behavioral Sciences (Vol. 97, pp. 707–714). Elsevier B.V.

https://doi.org/10.1016/j.sbspro.2013.10.291

Desmet, P., & Hekkert, P. (2007). Framework of Product Experience. International Journal of Design, 1(1), 13–

23.

Guo, F., Liu, W. L., Cao, Y., Liu, F. T., & Li, M. L. (2016). Optimization Design of a Webpage Based on Kansei

Engineering. Human Factors and Ergonomics in Manufacturing & Service Industries, 26(1), 110–126.

https://doi.org/10.1002/hfm

Hadiana, A., & Lokman, A. M. (2016). Kansei Evaluation In Open Source E-Learning System, 3, 135–139.

https://doi.org/10.11113/jt.v78.10031

Howard, T. J., Achiche, S., Zheng, S., &Özkil, A. G. (2014). Kansei Engineering and Website Design. In

Proceedings of the ASME 2012 International Design Engineering Technical Conferences & Computers and

Information in Engineering Conference (pp. 1–11).

Kim, J., Lee, J., & Choe, D. (2003). Designing Emotionally Evocative Homepages: An Empirical Study of the

Quantitative Relations Between Design Factors and Emotional Dimensions. International Journal ofHuman-

Computer Studies, 56(6), 899-940

Lerner, J. S., Li, Y., Valdesolo, P., & Kassam, K. (2015). Emotion and Decision Making : Online Supplement.

Annual Review of Psychology, 1–14.

Lim, S. C. J., & Zakaria, A. F. (2015). A Collaborative Tagging System Design Framework for Supporting

Affective Design. In Proceedings of the 2015 IEEE IEEM (pp. 401–405).

Lokman, A. M., Noor, N. L. M., & Nagamachi, M. (2009). Expert Kansei Web – A Tool to Design Kansei

Website Emotional Design of e-Commerce Websites, 24.

Nagamachi, M.(1995).Kansei engineering: a new ergonomics consumer-oriented technology for product

development. International Journal of industrial ergonomics, 15(1), 3-11.

Noori, F., Zadeh, S. S., & Kazemifard, M. (2015). Designing a University web site by Considering Users ’

Emotion and Using Kansei Engineering. In International Conference of Cognitive Science (pp. 66–70).

Ramachandiran, C. R., & Jomhari, N. (2013). Kansei Engineering : Emotion Exploration in Blogs. In

International Conference on Biometrics and Kansei Engineering (pp. 7–12).

https://doi.org/10.1109/ICBAKE.2013.3

Ward, R. D., Marsden, P. H., Cahill, B., & Johnson, C.(2002).Physiological responses to well-designed and

poorly designed interfaces. In Proceedings of CHI Workshop on Physiological Computing.

https://doi.org/10.1002/hfm

https://doi.org/10.11113/jt.v78.10031

https://doi.org/10.1109/ICBAKE.2013.3

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Chapter 17

Anti-Fungal Biodegradable Edible Film

Chan Shin Yee, Lim Jie Han & Khoo Sioh Gee

Sekolah Menengah Kebangsaan Kota Kemuning

Abstract Disposal of plastics in our daily lives have led to environmental pollutions as they are non-biodegradable. In our

work, a green, light, edible and functionalized with ginger extract product was successfully prepared from

seaweed. Study shows that the film is anti-fungal and has higher water solubility (80%) compared to other edible

films. The anti-fungal, biodegradability and nutritious properties of the seaweed based film makes it a quality,

environmental friendly and long lasting alternative to plastic in the food industry.

Introduction Plastic is widely used in our daily lives, especially in the food industry to meet consumer’s demands.

However, the large disposal of plastics have led to environmental pollution as they are non-

biodegradable. Therefore, the production of edible films which can be consumed together with food

and is biodegradable provide an environmentally-friendly solution to this issue. Currently, edible

films produced from various sources of protein, such as corn, milk, soy, wheat and whey have been

used for years (Pavlath & Orts, 2009). However, to meet the growing demand of degradable and

natural materials, much more research is needed to produce edible films from raw materials

originating from agricultural or marine sources. Hence, our project is a research to produce edible

seaweed based film. Seaweed is one of the imperishable natural resources with industrial potential

that is not yet fully exploited. In Malaysia, the forming of seaweed has developed promptly especially

Sabah (Siah et al., 2015). Since seaweed is the important product in food as fiber resources (Djaeni

& Sari, 2014), and also it contains large amount of polysaccharides which are able to disperse in water,

retain cholesterol and inhibit lipid absorption (Gomez-Ordonez et al., 2010), it has a high value of

production for consumers. Consequently, the idea of using edible film from seaweed in our lives

promotes a greener way of living for a better quality of life of the people as well as the environment,

therefore conserving mother nature for the future generations to come.

Content In this project, a green and light seaweed based edible film was successfully produced. The edible

film was functionalized with ginger extract to produce an anti-fungal film. The edible film has many

favourable characteristics: it is elastic, biodegradable, and has anti-fungal properties. Hence, this

prolongs shelf life of food, thus preserving the quality of food.

The raw materials used to produce this film are seaweed, distilled water, glycerol, ginger extract

and food flavouring.

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Table 1. Comparison between Existing Features of Edible Film Vs Innovative Features

of Seaweed-Based Edible Film

Aspect Existing features Innovative features

Main material Protein sources like corn, whey and

wheat

Seaweed

Water solubility Low Water Solubility Higher water solubility

Anti-fungal property No ginger Functionalized with ginger to

give it anti-fungal properties

Cost Costlier Low cost

Shelf Life Shorter shelf life Longer shelf life

Table 2. The Total Cost of Raw Materials to Produce One Batch of Edible Films (About 8 Films)

Substance Quantity Price (RM)

Price (USD)

Seaweed 5g RM 0.05 0.01 USD

Glycerol 2ml RM 0.19 0.05 USD

Ginger extract 1 ml RM 0.01 0.01 USD

Flavouring 2 ml RM 0.10 0.02 USD

TOTAL RM 0.35 0.09 USD

Results & Discussions

Water Solubility Test

A water solubility test was conducted to test the water solubility of the edible film. An edible film was

cut into a piece of 2 cm x 3 cm. The mass of the edible film was measured using an electronic balance

and recorded. Using a measuring cylinder, 80 ml of distilled water was measured and poured into a

beaker. The edible film was then put into the beaker containing distilled water and swirled for 30

minutes. The mixture was then filtered with a filter paper. The precipitate collected was put into a

petri dish and dried in an oven at 60°C and weighed at intervals of 30 minutes until a constant mass

is obtained. The constant mass was recorded and the solubility of the edible film is calculated using

the formula: S % = (Initial mass - constant mass) x 100.

Table 3. Results of the Water Solubility Test

Initial mass (g) 1.6 1.5 1.6

Final mass (g) 0.8 0.8 0.7

Initial mass - Final mass (g) 0.8 0.7 0.9

Solubility (%) 80 70 90

From the test, the average percentage of the anti-fungal biodegradable films tested is 80% which

is higher than edible films we currently have in the market (rise starch-chitosan, 36.54%; cellulose,

55%). This shows that it has high water solubility.

Anti-Fungal Test

Two petri dishes containing agar was prepared. One edible film with ginger and one edible film

without ginger was both cut into circles with radius 2 cm. Both the edible films was put into separate

petri dishes containing agar as shown in Figure 1. Both the petri dishes was left for 3 days. The

condition of the edible films in the petri dishes is observed after 3 days.

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Fig. 1 Fig. 2

As can be seen in Figure 1 and Figure 2 the fungal has grown and spread throughout the agar and

edible film without ginger in the petri dish on the left. Whereas in the petri dish on the right, the agar

is covered with fungal but the edible film with ginger extract remains clear. This shows that the film

produced has anti-fungal properties that can prevent fungal growth and infection. Thus, ensuring the

safety, quality and longer shelf life of the edible film for consumers.

Conclusion As a conclusion, the edible film produced by seaweed has anti-fungal & high water solubility

properties. Most importantly, the developed film is non-toxic, bio-degradable and does not cause any

environmental problems.

.

References Bourtoom T. (2008). Plasticizer effect on the properties of biodegradable blend film from rice starch-

chitosan. Songklanakarin Journal of Science and Technology, 30 (Suppl.1), 149-165.

Djaemi M. & Sari D.A. (2015). Low Temperature Seaweed Drying Using Dehumialified Air.

Procedia Environmental Sciences, 23 (2015) 2-10.

Gomez- Ordonaz E., Jimenez-Escrig A. & Ruperzz P. (2010). Dietary fibre and physicochemical

properties of several edible seaweeds from the northwestern Spanish coast. Food Research

International, 43 (2010) 2289-2294.

Pavlath A.E. & Orts W. (2009). Edible films and Coatings: Why, What, and How? DOI 10.1007/978-

0-387-92824-1_1.

Siah, W.M., Aminah, A. & Ishak, A. (2015). Edible film from seaweed (Kappaphycus

alvarezii).International Food Research Journal, 22(6): 2230-2236.

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Chapter 18

WADES (Water Desalination)

Endar Tri Pambudi, Iftitahul Isnaeni, Endah Kusumastuty Hartoyo

Yogyakarta State University

Abstract Water is the most needed resource by humans in its various activities. The largest water composition is in the

ocean that reaches 97% of the total water on earth but can not be utilized directly for human needs, therefore a

new innovation is needed to make sea water worth consuming and used for everyday human needs. Sea water

contains 3.5% NaCl which means every 1 liter of seawater contains 35 grams of NaCl. To be water that is proper

to be consumed it must be separated between H2O with NaCl ssehingga obtained fresh water worth consumption

and salt. To separate H2O and NaCl or desalination can be done by utilizing heat energy which will make H2O

which has boiling point 100o C will form a separate water vapor with NaCl solution which has boiling point

1.413o C. Simply put, desalination process can be done with WADES (Water desalination) which consists of

electric heating pans and pipes to drain water that has been separated from NaCl. The workings of WADES is to

enter the water into the electric heating pan then connect to the electricity until water vapor is formed, the water

vapor will be piped through the pipe contained above the electric heating pan. The advantage of WADES is to

use simple, practical, and inexpensive tools that can be applied by everyone.

Keyword: Desalination, Pure Water, Sea Water.

Introduction Indonesia is the largest archipelago country in the world, has an area of 5.193.252 km2 2/3 of the area

is an ocean, which is about 3,288,683 km2. The country is very proud of its abundant marine

resources. The irony in the middle of the sea water that there are still some places that have lack of

water, especially about the availability of clean water. Consequently, in such a place water becomes

an exclusive item. People must buy to get clean water (Walangare, 2013: 1). Salt and fresh water is a

very important need for the human body. Some areas in Indonesia the need for salt and fresh water

still can not be fulfilled by the government. Especially to meet the needs of domestic salt alone still

have to import salt. It is very unnatural for a maritime country to have the second-longest seas and

beaches in the world. One of the efforts to provide salt and fresh water is to utilize solar energy. The

abundance of solar power that is evenly distributed throughout the entire Indonesian archipelago,

solar energy is a potential source of energy, cheap and free. Some areas in Indonesia, especially

coastal areas in meeting the needs of clean water is still a problem that has not been solved. There

have been efforts made for the provision of clean water that is by utilizing the existing sea water. To

be utilized, sea water must be processed first (Mulyanef, 2015: 1.)

Desalination is the process of purifying or reducing the dissolved salt in seawater greater than 1000

ppm to 40,000 ppm into freshwater with soluble salt concentration below 1000 ppm. The first

desalination system is MSF and Reverse Osmosis (RO) with low stability membranes where the cost

of capital is still high. Promising system and low water product pricing is RO with membranes and

hybrid systems such as MED combined with vapor compression (Sunaryo, 1999: 96).

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Content One method to transform sea water into fresh water is to use heat energy to convert liquids into water

vapor. Sea water contains 3.5% dissolved NaCl or every 1 liter of sea water on average containing 35

grams of NaCl. The difference in the boiling point between water and NaCl will convert water to

water vapor when heated to a temperature of 100°C so it will separate water with NaCl having a

boiling point of 1.413°C. wades is a tool that can separate the content of H2O and NaCl by utilizing

heat energy by heating sea water with a temperature of 100oC.

a. Block System Working Tool Wades use 4 stages in transforming sea water into fresh water ie electrical input, heating iron

heating, changes in H2O into water vapor and freshwater utilization. At the electrical input stage,

low-voltage cables are used for heating iron to convert electrical energy into heat energy. At the

heating stage the heating iron is the fraction of electric current into heat energy with heat

conductivity medium from iron to heat sea water with temperature 100oC at this stage takes 5

minutes to 1 liter of water. The next stage is heating water by iron heater with a temperature of

100oC. Due to the difference in boiling point between H2O with NaCl then H2O will evaporate

into water droplets leaving NaCl that stays at the bottom of the tool. The last stage is the

utilization of fresh water generated from wades by flowing H2O vapor that has become water

points through the flow pipe of wades. Water desalination results from wades can not be

consumed directly but must be cooked first to remove bacteria contained from polluted sea water.

b. Tool Design

The above image is a schematic design plans of the electronic circuit of the water heater to

separate H2O and NaCl. in the picture above there are electric cables, heater iron, fresh water

pipes and funnel to enter water

c. How to Use the Tool

Wades have a way of working by converting electric current into heat energy with low-voltage

cable media and heating iron. Iron heating will heat up seawater and separate between H2O with

NACL. H2O will turn into moisture vapor and will condense into a water point and then flowed

slowly through fresh water drainage pipes. How to use the wades tool is to enter the seawater

through the water chimney then close the chimney, run the electricity and wait until the water is

reduced not to cross the heating iron limit, tilt the tool toward the fresh water pipe and wait until

water vapor is all, boiled back water bargaining gained to remove bacteria and water ready for

consumption.

Conclusion

1. Sea water can be converted into fresh water using heat energy by separating H2O with

NaCl which has different boiling points.

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2. Wades using cable devices and heat conductivity in iron as a medium for converting sea

water into fresh water.

3. Wades use 4 stages in transforming sea water into fresh water ie electrical input, heating

iron heating, changes in H2O into water vapor and freshwater utilization.

References Mulyanef, et.al. (2015). Proceeding from SNTTM XIV: Experimental Study of Sea Water Treatment Using Solar

Energy to Produce Salt and Fresh Water. Banjarmasin: Universitas Bung Hatta.

Nugraha, Wahyu Andy. (2009). Heavy Metal Content on Water and Sediment in Socah and Kwanyar Waters of

Bangkalan Regency. Journal Kelautan. 2 (2): 158-164.

Sunaryo, et.al. (1999) Proceeding from PITKN-IV: Design of Sea Water Purification System to Freshwater based

on Desisted Multistage Flash Distillation (MSF).

Walangare, et.al. (2013). the design of building a tool to convert sea water into drinking water with a simple

destabilization process using electric heating. Journal of Teknik Elektro dan Komputer. Manado: UNSRAT.

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Chapter 19

N.I.Kit: The National Income Kit

Dayang Hummida Abang Abdul Rahman1, Nuzaihan Majidi2, Ting Hie

Ling3, Shafinaz Lyana Abu Talib4, Fatin Adilah Razali5, Saudi Narani6

1,2,4,5,6Faculty of Business and Management, Universiti Teknologi MARA Sarawak

Branch, Mukah Campus, Malaysia

3Academy of Language Studies, Universiti Teknologi MARA Sarawak Branch,

Mukah Campus, Malaysia

Abstract National income calculation is a fundamental theory introduced in preliminary macroeconomics course and in

fact has become the common question probed in all assessments including tests, quizzes and assignments on

basic macroeconomics concepts. Hence, it is essential for students to be able to command this concept carefully

without making substantial errors in attempting the question. However, unlike standard mathematics subjects,

the calculation of national income requires thorough comprehension on both theoretical and numerical parts of

the concept. Students often face difficulty in memorizing and applying the formulas to calculate national income.

Additionally, it is also observed that students tend to lose substantial amount of marks due to incorrect

information captured from the question. N.I.Kit or National Income Kit is a visual learning tool that is specifically

designed to illustrate the calculation of national income effectively. It is inspired based on the idea of stamps and

photo album where students would be required to write the specific components of national income and organize

them according to the designated slots inside the album. The kit also serves as a compilation of tutorials that

embodies the concept of collectible items, which makes it easy and convenient for students to do their revision

efficiently. N.I.Kit aims to redefine the practice of national income calculation in an interesting and visually

appealing manner. In terms of its potential for commercialization, it is planned be marketed as an affordable and

handy tool for students to carry along during lecture, discussion and personal revision session.

Introduction The national income theory is an essential topic in the preliminary macroeconomics course. This topic

is taught predominantly to business students across all education institutions including high schools,

colleges and universities. In order to test students’ understanding on the topic, the question on national

income calculation has been commonly probed in all assessments, such as tests, quizzes and

assignments for the course. By definition, the father figure in economics, John Maynard Keynes

described national income as the money value of all goods and services produced in a country during

a year (Johnson, 2005). The process to derive national income involves a series of processes beginning

with identification of components to be included in the calculation of Gross Domestic Product (GDP)

based on three approaches namely expenditure, income and product approach. The subsequent

procedures translate GDP into various macroeconomics indicators such as Gross National Product

(GNP), national income, personal income and disposable personal income. The national income data

are particularly important in measuring the economic performance of a country apart from a vital tool

for policy makers to formulate national planning. Moreover, national income is a significant indicator

that illustrates the overall condition of the various sectors in an economy (Vengedasalam &

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Madhavan, 2013).

Content Unlike the standard mathematics subject, the calculation of national income requires students to have

a solid understanding on the concept prior to translating the theory into problem solving practice based

on actual data. As it involves a series of continuous processes to derive the national income, it is

essential for students to be able to command this concept carefully without making substantial errors

in attempting the question. Wilson and Dixon (2009) in their article state that economics students

often face difficulty in developing effective learning strategies due to the abstract nature of most

economics concepts and too little clarity in their practical implication. In this case, the most common

problem faced by students is the inability to memorize and apply the formulas to calculate national

income. Additionally, it is also observed that students tend to lose substantial amount of marks due to

incorrect information captured from the question. These problems have been the main concern of

economics lecturers and teachers in monitoring the learning progress of students in this topic. With

the presence of such situations, Twomey (2009) therefore emphasizes the importance of learner-

focused approach through the incorporation of explicit instruction combined with the elements of

meaning-making, student control and acceptance of errors to assist students with learning difficulties.

Her argument is further supported by Schoenfeld (2013) that describes a productive classroom

environment through engaging participation could lead to better outcomes in problem-solving

practice among students. Hence, there is a need to develop an innovative way to enhance the

effectiveness of the national income lesson among students who are experiencing such issues.

As a noble attempt to address these problems, N.I.Kit or National Income Kit is specially designed

as a visual learning tool to illustrate the calculation of national income effectively. The objectives of

N.I.Kit include to guide students in applying all formulas in the national income calculation

systematically, to compile all national income exercises in a single portfolio kit and to assist lecturers

and teachers in monitoring students’ learning progress on the topic efficiently. With distinct slots for

question and answers with step-by-step calculation process dedicated for each national income

component, N.I.Kit is an efficient aid that provides clear illustration of answers that could benefit

both the student and lecturer or teacher. Created with an easy-to-use function, the colourful features

of the kit also enhances the ability of students to recall all the formulas required in every calculation

process. According to Yunus, Salehi and John (2013), the use of visual aids facilitate better

engagement and interaction between teachers and students apart from generating creativity and

critical thinking skills among students. Moreover, the effective utilization of visuals can significantly

reduce learning time, improve comprehension, enhance retrieval and increase retention

(Kouyoumdjian, 2012).

Figure 1 illustrates the content page of N.I.Kit. Each content page contains one question slot and

one answer slot, with multiple dedicated slots for each component of national income. On the answer

slot, each component is arranged according to the standard sequence to calculate national income. For

instance, the first step requires students to calculate the Gross Domestic Product at market price

(GDPmp). The subsequent step of deriving the Gross National Product at market price (GNPmp)

involves the process of carrying down the value of GDPmp calculated earlier adjusted with additional

formula to arrive at the value of GNPmp. To facilitate students in answering the question, the question

paper can be placed into the designated question slot provided. Similar to the normal practice of

answering question, students should first read the question carefully and understand each requirement

of the question thoroughly. Based on the information given in the question, students would then

identify each national income component into its category respectively. After all information are

examined, on a piece of paper provided in each category on the answer slot, students would be

required to write national income components and calculate their answer accordingly.

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Figure 1. The illustration of the content page of N.I.Kit

N.I.Kit is one-of-a-kind visual learning tool that facilitates the learning process of the national

income theory. While the standard method of teaching and learning the national income concept

involves the process of understanding the theory and applying the formulas into the actual national

income data, the calculation process becomes the crucial part in students’ learning practice. It requires

them to recall all the formulas and to identify each information provided in the question according to

national income components. With its systematic and distict slots that are distinguished by different

colors, this is where N.I.Kit serves as a complementary aid that guides this process as a quick revision

tool for students to practice the national income calculation. Furthermore, the design of N.I.Kit

embodies the idea of collectible items in the most academically appealing manner, which is relatable

among users who keep photos and stamps album. Moreover, the perfectly handy design of N.I.Kit is

suitable to be used and carried along for classes, discussions and personal revision. Besides that, it

offers convenience for lecturers or teachers to monitor students’ learning progress on the topic as well

as facilitates students to understand the flow of national income calculation effectively. As a whole,

N.I.Kit initiates the new learning practice and redefines teaching and learning process by

incorporating visual aids into complex theories such as national income. Additionally, it encourages

the culture of teaching innovation in the most creative and engaging manner, which could be answer

to all concerns among economics lecturers and teachers on the most effective way in delivering the

national income lesson.

Designed while keeping in mind the practicality and convenience, N.I.Kit is a handy visual learning

tool for both lecturers or teachers and students. Realizing its potential among target customers, N.I.Kit

is aimed to be marketed as an affordable kit that is available across all bookstores and stationery

shops. In terms of its long-term commercial prospect, N.I.Kit has the potential in becoming the

standard tool used in the national income lesson and as the perfect companion that brings both

lecturers or teachers and students together in discussing this topic. In addition to that, N.I.Kit has a

promising commercial ability to attract users not only in Malaysia, but also at the global arena due to

the nature of national income concept that is universal and widely applied across the world’s economic

system (Katz, 2017).

Conclusion As a tool that complements the teaching and learning process of the national income, N.I.Kit is an

essential visual learning aid that offers benefits to both lecturers or teachers and students, apart from

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the practicality and convenience in terms of understanding and applying the concept into practice.

With its handy design and easy-to-use features, N.I.Kit is apt to be used by lecturers or teachers in

their national income lesson as well as by students in their national income calculation routine. This

noble intiative could potentially be extended into other economics theories such as the flow of money

supply concept and balance of trade accounting.

References Johnson, P. M. (2005). A glossary of political economy terms: Aggregate demand. Retrieved from

http://www.auburn.edu/~johnspm/gloss/aggregate_demand

Katz, A. J. (2017). Making estimates of national income better reflect economic well-being: The U.S. experience.

Proceeding of IARIW-Bank of Korea Conference.

Kouyoumdjian, H. (2012). Learning through visuals: Visual imagery in the classroom. Retrived from

https://www.psychologytoday.com/us/blog/get-psyched/201207/learning-through-visuals

Schoenfeld, A. H. (2013). Reflections on problem solving theory and practice. Mathematics Enthusiast, 10(1),

pp. 9-34.

Twomey, E. (2009). Linking learning theories and learning difficulties. Australian Journal of Learning

Disabilities, 11(2), pp. 93-98, DOI: 10.1080/19404150609546812

Vengedasalam, D., & Madhavan, K. (2013). Principles of economics (3rd Ed.). Malaysia: Oxford University

Press.

Wilson, D. & Dixon, W. (2009). Performing economics: A critique of 'teaching and learning. International

Review of Economic Education, 8(2), 91-105.

Yunus, M. M., Salehi, H. & John, D. S. (2013). Using visual aids as a motivational tool in enhancing students’

interest in reading literary texts. Recent Advances in Educational Technologies, pp. 114-117, ISBN: 978-1-

61804-155-5.

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Chapter 20

E-Calender: PROTEA

Sabrina Binti Milan, Nur Yahzelina Binti Hanafi & Johari Ahmad Bin

Ghazali

Politeknik Kuching Sarawak,Malaysia

KM22 Jalan Matang, Kuching Sarawak

[email protected]

Abstract Protea is the Online Calendar System specially develop for Sarawak Polytechnic Kuching (PKS). using Jomla!

Software. Before implementing the Protea System, PKS have no systematic calendar management, limited access

and use of manual methods. The main purpose of this system is to facilitate the management of the calendar of

PKS. In addition, this system is aimed at raising awareness among staff on the planning of PKS annual activities.

The two components of Protea are system and the contents that make the system successful. The system is the

main key for a Protea that has various menus that enable this system to function. While the content is the essence

of activity information on the Protea system that ensures the management of the calendar. The features contained

in this Protea are accessible online, have a concept of reduce possibilities overlap activities. The advantages of

Protea is a gadget-friendly such as smartphones and tablets. Protea also allows Synchronization with Google

Calendar and Default Calendar of the smartphones. Additionally, Protea also allows the creation of more than

one calendar and sharing of calendar activity with all users. The top management can also monitor the progress

of the activities more systematically.

Introduction According to the practice by Kuching Polytechnic Sarawak, management of the yearly calendar it

starts as early as November each year. The collection of information will be done by the Events

Committee which has been appointed by the PKS Management Committee. Upon completion, the

calendar will be distributed to all Head of Department at PKS. After evaluating the scenario and

constraints faced, one team has been formed to develop a system that will be used in the management

of the calendar in PKS. The Protea project started in November 2017 with the establishment of a

project team. Within two months a project team come out with their suggestion with Protea that was

developed and redesign using the Jomla software!. Introduction to Protea; Online Calendar has

changed the scenario and perspective of activity management in PKS. Protea development team

involves a collaboration between PKS staff members from various departments and units. The system

aims to facilitate the management of activities as well as create awareness among staff with the

planning of PKS activities throughout the year.

Content Protea has two main components namely system and content. Both of these components have

strengthened Protea to facilitate the management of PKS activities. The system includes various

menus that allow the system to function such as the introduction menu, calendar view, modify

mailto:[email protected]

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calendar, download and administrator menu. Protea has been supplemented with the content that has

been the major part of Protea.

Fig 1 System Function Design

Web base viewing is a feature of Protea that makes it a system that successfully manages the

calendar of PKS activities effectively. Also, Protea managed to avoid duplication of large-scale PKS

activities. The gadget-friendly Protea allow it to be accessed anywhere through online. In addition,

Protea also provides syncronization with Google Calendar and Default Calendar on gadgets or

smartphones.

Conclusion Protea has a positive impact in terms of management of the PKS activities. The success of developing

Protea proves that teamwork can bring an impact to the organization. Protea will continue to be a

reference and guide to improve the efficiency of the event calendar in PKS.

References Bernadette Quinn. (2013). Key concepts in events management . London : SAGE,

David G. Carmichael. (2006). Project planning, and control. New York : Taylor & Francis,

David Karlins. (2003). Build your own Web site. New York : McGraw Hill/Osborne.

Jen Kramer. (2011). Joomla! 24 Hour Trainer Video Lessons on DVD. Canada : Wiley Publishing.

Ollie. (2011). Membina Laman joomla! . Kuala Lumpur : Synergy Media.

Razaq Raj, Paul Walters, Tahir Rashid. (2017). Event Management : Principles & Practice /Thousand Oaks, CA

: Sage Ltd.

System Content Protea User

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Chapter 21

Promoting Strategies in Visualisation of Library

and Information Science Research

Ahmad Nadzri Mohamad, Tengku Adil Tengku Izhar, Nurul Hana

Hasri, Norazwin Awang

Faculty of Information Management, Universiti Teknologi Mara (UiTM),

Puncak Perdana Campus, Jalan Pulau Indah Au10/A,

Puncak Perdana, 40150 Shah Alam, Selangor

Abstract Recent developments in the use of data visualisation techniques to visualise and mapping of massive research

data have sparked many interests in Library and Information Science (LIS) discipline. One such application is

on bibliometric studies that oversee the growth, patterns, networks, and citations analysis of any subject of

interest in a certain period time. In general, Bibliometrics is a statistical analysis of bibliographic data that focuses

on providing the macroscopic overview of a massive amount of academic literature.It is imperative to oversee

the research productivity in LIS through bibliometric research. However, little attention was given to

visualisation in bibliometric studies. Against this background, we proposed research strategies to visualise

heterogeneous research data by using two major indexing databases namely Web of Science (WOS) and Scopus.

This project allows greater understanding of LIS research through visualisation.

Introduction In recent years, data visualisation techniques were often used in bibliometric studies to enhance

readers’ understanding through visual representation and mapping on citation network, co-occurrence

analysis, research performance and trends.Bibliometrics is a statistical analysis of bibliographic data

that focuses on providing the macroscopic overview of a massive amount of academic literature.It is

imperative to oversee the research productivity in LIS through bibliometric research. However, little

attention was given to visualisation in bibliometric studies. Against this background, we proposed

research strategies to visualise heterogeneous research data by using two major indexing databases

namely Web of Science (WOS) and Scopus.

Search Strategies Figure 1 indicates the overall research steps taken in this study. Firstly, we familiarised ourselves on

the searching platforms of both databases. Metadata for visualisation can be retrieved from two major

indexing systems mainly Web of Science (WOS) and Scopus. In general, WOS consists of 252

categories which include “Information Science & Library Science”. In WOS searching platform, we

used an advanced search with “Information Science & Library Science” selected as a subject term as

shown in Figure 3. After that, we selected this subject term against the publications produced in

Malaysia. We used WOS core collections including (i) Science Citation Index Expanded (SCIE), (ii)

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Social Science Citation Index (SSCI) and (iii) Arts & Humanities Citation Index (AHCI). In addition,

no filtration was executed on the research type to acknowledge the diversity of LIS publications

(Bender et al. 2015).

In this study, we used designated WOS and Scopus subject area or code and country origin as the

first stage to indicate relevant research data. Then, we performed abstract-level verification on each

of the article against indexed keywords (Author Keywords, Engineering controlled terms

&Compendex keywords and Keywords Plus). If none of these available, abstract of the article was

read.

On a methodological note, an additional method used in this study was verification of research data

according to provided indexed keywords in both databases (Author Keywords, Engineering controlled

terms &Compendex keywords and Keywords Plus) as shown in Figure 4. We carried out these two

strategies which (i) searching through designated subject area name or code and (ii) verification

against indexed keywords to reduce the bibliographic errors in WOS and Scopus. In principle, these

errors were categorised into (i) citations not being linked and (ii) duplication of items(Franceschini,

Maisano, and Mastrogiacomo 2016; Meester, Colledge, and Dyas 2016). We also have found some

of the metadata interchanged in other fields and duplication of documents. In response to these issues,

scholars have suggested potential improvements for both databases(Valderrama-Zurián, Melero-

Fuentes, and Aleixandre-Benavent 2016). These research data were then visualised by using open-

access visualisation tool.

Figure 1: Research Strategies

SUBJTERMS ( 3309 ) AND PUBYEAR > 1968 AND PUBYEAR < 2018 AND AFFILCOUNTRY

( Malaysia )

Fig 2. Search string in Scopus

WC=(Information Science & Library Science) AND CU=(Malaysia) Indexes=SCI-EXPANDED, SSCI, A&HCI, CPCI-S, CPCI-SSH, BKCI-S, BKCI-SSH, ESCI Timespan=1980-2018

Fig 3. Search string in WOS

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Conclusion This project demonstrated the research strategies undertaken to visualise Library and Information

Science research. Although we used data retrieved from massive indexing databases, visualisation

software can also visualise data from other sources such as Pubmed, RIS files, and Crossref.These

strategies can be used by scholars in other disciplines.

References Bender, Max Ernst, Suzanne Edwards, Peter Von Philipsborn, and Fridolin Steinbeis. 2015. “Using Co-

Authorship Networks to Map and Analyse Global Neglected Tropical Disease Research with an Affiliation

to Germany.” PLOS Neglected Tropical Diseases 9(12).

Chen, Xiuwen et al. 2016. “Mapping the Research Trends by Co-Word Analysis Based on Keywords from

Funded Project.” Procedia Computer Science 91(Itqm): 547–55.

http://dx.doi.org/10.1016/j.procs.2016.07.140.

Franceschini, Fiorenzo, Domenico Maisano, and Luca Mastrogiacomo. 2016. “Empirical Analysis and

Classification of Database Errors in Scopus and Web of Science.” Journal of Informetrics 10(4): 933–53.

http://dx.doi.org/10.1016/j.joi.2016.07.003.

Meester, Wim J N, Lisa Colledge, and Elizabeth E. Dyas. 2016. “A Response to ‘The Museum of Errors/horrors

in Scopus’ by Franceschini et Al.” Journal of Informetrics 10(2): 569–70.


Valderrama-Zurián, Juan Carlos, David Melero-Fuentes, and Rafael Aleixandre-Benavent. 2016. “Towards

Transparency Trends in Academic Databases?” Journal of Informetrics 10(4): 1023–24.


Fig. 4: Example of Indexed keywords in Scopus

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84


Chapter 22

Water Tunnel Clogged Detection Tool to Help a

Flood Mitigation

Prihantini, Rezi Delfianti, Ema Imtihana R, Riana Dwi K, Dwiana R,

M. M. Ghozi

Yogyakarta State University, Indonesia

Abstract Checking sediment and monitoring the clogged water tunnel is often overlooked. The difficulties of

the terrain drainage makes this escaped attention from officer. In fact, checking is very important, to

map out the sediment and prevent a flood of it early. The purpose of this research is to make a

APESAT to help mitigation flood early. This method to making this tool using Research &

Development (R&D). The steps taken in the development of the means of referring to the model of

the research development of the Borg and the Gall consists of: (1) analysis system, (2) Designing

tools, (3) building the prototype, 4) commissioning , 5) implementation the prototype. Our research

showed that the prototype tool for tackling a closed aqueduct with sonar can work as our plan. With

the effectiveness of the tool is capable of reading distance sediment up to 7 meters and displays the

information directly on the LCD in a fast and accurate.

Keywords: APESAT, Floods, Sediment, Sonar

Introduction The recent globalization has had a tremendous impact, for a developing country like Indonesia, it does

continue to push society doing urbanization en masse. Difficulties in the city's economy make people

indifferent to the surrounding natural environment. This is bad because it creates slum areas that are

very vulnerable to indiscriminate community behavior in waste management. Ineffective waste

management has an impact on the environment’s reaction one of the consequences is flooding. During

the period 2000 to 2011, of the many national disasters, 77 percent of the disaster that occurred was

a hydrometeorological disaster, such as flood, tornado, land-slide. In January 2013, there were about

120 disaster events in Indonesia. As a result of the disaster 123 people died, 179.659 people suffered

and displaced, 940 homes were severely damaged, 2.717 houses were damaged, 10.798 houses were

slightly damaged, damage to other public facilities (BNPB, 2013).

Based on data from BNPB 2016 states 53.1% of the disaster is a hydrometrological disaster in

which floods contribute with the percentage of disaster reached 31.1%. Until January 2016, out of a

total of 174 disasters, floods caused 56 incidents that caused 730,914 victims, 10,578 houses and

public facilities damaged. Kodoatie and Syarief (2006) explain the factors cause flooding is changes

in land use, waste disposal, erosion and sedimentation, the slums along the River, the flood control

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system, high rainfall, physiographic of river, the capacity is not adequate, the influence of tide, soil

degradation, and damage to the building of flood control.

Flood mitigation can certainly be handled easily, if the factors causing the floods can be seen with

the invisible, but the water channel is closed enough to make it difficult if the supervision of the

feasibility of the water channel. One of the difficult cases of checking the feasibility of water channel

is done by former Jakarta governor, Joko Widodo who did not hesitate to enter into the ditch half

meter wide. Initially, Jokowi only saw the condition of the ditch connected to Jalan Raya Lenteng

Agung. Suddenly, Jokowi half jumps into the ditch as he bows. Jokowi also showed a pile of garbage

in the sewer and sludge ditch that should reduce the capacity of water reservoirs in the closed water

channel (http://megapolitan.kompas.com).

From the facts in the field, the authors innovate to create a control system to help monitor the height

of sediment and the distance of blockage in closed water channels. With water tunnel clogged

detection tool which is managed digitally and directly can be monitored through LCD screen, so it

will accelerate the manager in overcoming the closure of water channel and will improve the welfare

of society because the flood can be anticipated earlier.

Content This tool controlled by a microcontroller that receives input from sonar. When the sonar is directed

to the blockage, the sonar will reflect the signal to the clogging block, then the reflection of the signal

will be received by the receiver so that the distance to the block is known. Data from sensors in the

form of clogged distance information sent to the microcontroller in the form of electronic data and

displayed on the LCD screen that has been attached to the handle. This system is very portable, does

not require large space, and easy in operation. To ensure the design is working, simulation with the

Proteus software can be done, thus reducing errors in the making. Fig. 1. Application Project Design Fig. 2. Water Tunnel Clogged Detection Tool

Based on the tests that have been done, the tool is able to work well. Sonar as the main module that

will detect the distance of the sediment is able to work well by sending a signal and reflecting the

signal back to the reciever. From this information the controller device will process this data and

display the distance on the LCD.

http://megapolitan.kompas.com/

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86


No.

The actual Distance indicated

distance (cm) by tool (cm)

1 25 22.6 2 50 47.4 3 100 97.6 4 250 247.8 5 500 498.2 6 750 748.9 7 1000 9460

In the first test the device was tested in a moderate flow of water, an effective measurement result

was obtained with ranges ranging from 20 cm to 10 meters. However, the effective spacing of

approximately 7,5 meters by percentage:

The largest percentage difference occurs when the blockage distance closer to the tool with a

range of 20 cm – 100 cm, the largest percentage reaching from 2,4% to ,.6%. Above 100 cm, the

tool works quite effectively with the range of difference below 2,3%.

Conclusion From the results of the discussion above, it can be concluded that with this checking and controlling

system, can minimize the flood, facilitate the maintenance and controlling water channels, and reduce

the loss of both material and non-material impact of flooding because the system is automatic and the

data generated quickly update, accurate so that it can anticipate the flood disaster earlier.

This LCD-equipped system will provide more accurate and clear information for drainage

personnel, so officers can estimate when drainage should be done. A closed water catchment system

runs automatically with the microcontroller as the brain of the whole system. With the use of

microcontroller numbers in real time for 24 hours can remain accurate. The use of sonar in this system

is considered more precise than other based systems because it has good resistance to temperature,

humidity, and the accuracy of the resulting output.

References http://dibi.bnpb.go.id/data-bencana Data Bencana di Indonesia BPNP, 2013. downloaded on March 20, 2018 http://news.kompas.com/tag/Joko%20Widodo Bencana Banjir, downloaded on Oktober 11, 2015

http://dibi.bnpb.go.id/Data Bencan di Indonesia BNPB, period Januari 2016 Carullo. M, Parvis. 2001. An ultrasonic sensor for distance measurement in automotive applications.

Journal IEEE Sensors. 1 : 143-147. V. Magori. 1994. Ultrasonic sensors in air. Proceeding IEEE ‘94 Ultrasonics Symp. 1994. Page 471- 481.

http://dibi.bnpb.go.id/data-bencana

http://news.kompas.com/tag/Joko%20Widodo

http://dibi.bnpb.go.id/Data

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Chapter 23

Early Warning System of Fire Land People based

on Android Applications

Ammar Muhammad, Ema Imtihana R, Prihantini, Rezi D, Roni M. S,

Ebson Sulaiman, Lusiana Indriani


Abstract The peat-land forest in Indonesia to date has resulted in a reduction in the amount of carbon deposits

in peat soil and air pollution, thus damaging the ozone layer and disrupting the health of the people.

This is because there are still many areas of mysteriously burned peat-lands. Peat-land fires can be

predicted with land surface temperature parameters. Peat-land that will experience a fire will be

characterized by rising ground surface temperatures significantly around the peat-land area. The high

surface temperatures of this land are the foundation in the handling of peat-land forest fire disasters.

Extensive peat fires have been caused by the relevant officers not getting the information quickly in

the event of a fire. This problem is caused by the slow information coming as a result of incoming

information is not directly obtained through an application owned by the officer. The rapid

development of mobile phones has given rise to an Android service that can be used to access any

information quickly. Minimization of peat fires is urgently needed, therefore information is needed

which can be known to the public directly, through the forest fire early warning system in the Android

Application. The end result of this research is an early warning system that can be run on mobile

phone devices, and contains the parameters of surface temperature of land for mitigation pre disaster

of Fire of Peat Land. Periodic measurements of land surface temperatures through this application

can increase the preparedness of the Indonesian Forest Service in monitoring peat forests during the

dry season, researchers in research on peat-lands, and communities in anticipation of faster peat fires.

Keywords: Android apps, Early Warning Systems, Peat-land

Introduction

The tropical peat-lands of the world cover an area of 40 million ha and 50% of them are found in

Indonesia (mainly in Sumatra, Kalimantan and Papua) and are huge carbon stocks that must be

preserved. Riau Province's peat-land potential in 2002 of 4.03 million ha. The carbon content (C) in

peat soil in Riau Province in 1990 amounted to 16,833.45 million ton C (75.62% of Sumatera total),

whereas in 2002: it changed to 14,592.14 million tons. For 12 years (1990-2002) decreased carbon

content of 2.241 million tons (13.31%) or 1.11% per year. Peat-lands function like sponges absorb

and store large amounts of water, otherwise peat-land disturbance can store water as much as 0.8-0.9

m3 / m3 peat.

Inside are organic materials that decompose slowly. Under normal conditions, peat is very difficult

to burn. But Kanalization has transformed peat-lands into flammable and loss of function as a water

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supply. Like a fire in the chaff, fire lasts for days or even months. Incomplete combustion, resulting

in high carbon emissions.

This is exacerbated by the difficulty of putting out fires that burn peat-lands. The difficult access to

the point of fire may be overcome by extinguishing by air, but the main problem is not access, the

location of what is the main problem. We need to know that at the time of burning, it is not only

vegetation that grows on burning peat-lands, but the peat-lands are also burned. A fire that burns not

only on the surface but also beneath the surface. This is what complicates the blackout process, so

that peat-land fires can last up to a matter of months.

Peat-land fires seem to have become a routine event every dry season, so that achievers as the

largest exporter of smoke. The prevention of burned peat-lands can only be done by restoring the

original peat function. Channel-the existing canal must be closed to elevate the groundwater face on

the peat so that the water content is present even though drought.

The gradual recording of land surface temperatures in peat-land areas can be a reference in the

prediction of peat-land fires. However, there is no measuring tool for increasing the surface

temperature of the land for prediction of peat land fires. Android application is the fastest access in

the present and has been owned almost all the world community. Therefore, an android app is required

in accessing a surface level temperature measuring apparatus around the slopes of the volcano to

minimize losses due to peat forest fires in Indonesia.

Content The system block consists of five parts outline that is input, process, output, power supply and IOT

system. In the input consists of a variety of inputs are the input level of soil moisture and temperature

sensors and input time data sourced from RTC. Process blocks function as input and output

processors. The processor used is Arduino Nano type in which there is ADC feature to process input

from sensor, I / O to process input and output, Input / Output (I / O) to communicate with output and

the last one is serial (Rx, Tx) to transfer data using ESP8266 and GSM SIM900 and also to

communicate with IOT system. Output serves to provide an indication of the conditions of LCD and

LED. The virtual media in use here are two ESP 8266 and GSM SIM 900 modem to further

communicate with the output. Block IoT system serves to connect the transmission media to the

internet until it can be a display of android information and can be controlled from android. The

necessary tools are Smartphone, Web Hosting, Cloud Server and Internet. The power supply block

serves to provide power throughout the system in order to work properly.

Fig 1. Schematic circuit of Electronic and Transmission System

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89


The schematic design above is a plan drawing of the electronic circuit of the air temperature meter

and the surface temperature of the land to be realized. In the picture above as a whole there are five

parts of the regulator circuit, sensor input, output, reset and crystal and a series of processors.

The purpose of the Surface Sensor temperature sensor test is to calibrate the measured value using

the sensor so that the output value matches the desired result, in this case a percentage indicating the

surface temperature of the land. Based on the Lm 35 sensor datasheet, the following is the expected

range of values:

Status Level Keterangan Informasi

Normal 1 Land Surface

Temperature below 400 C Safe Peat Forest

Alert 1 2 400 C – 450 C Fire-prone Forest, Forest Service is on

standby

Alert2 3 450 C – 500 C Very Prone Fire Forest Fire, Fire Car

Start Prepared the point of the sensor

Watch

Out 4 500 C

Fire trucks are deployed to the sensor

point in the associated Peat Forest

Table 1. Relationship of Land Surface Temperature to the Status of Fire Hazard of Peat-land

(Modified Data Field)

Fig 2. Graphical User Interface date

Lm 35 sensor test results can be concluded that the design and implementation of Lm 35 sensor

can be said feasible and successful because the range of values obtained in accordance with the

datasheet sensor Lm 35.

Conclusion

1. The design and implementation of the Early Warning System of Peat Land Fires has fulfilled

all the test criteria and has a valid value.

2. Surface Temperature Testing The soil can be said good and successful because the range of

values obtained in accordance with the increase in Surfaces Temperature.

3. The results of data and data performance data acquisition results on smart-phones can run

well and correctly.

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4. Geomorphology analysis of Peat-land areas is the main basis in the installation of sensors,

power supplies and transmissions in the Peat-land Territory.

References Acep Akbar, Community Based Forest Fires as an Early Fire Prevention and Suppression, Forest Research

Institute, 2007, New Banjar

Achmad Siddik Thoha, Using Hotspot Data for Monitoring Forest and Land Fires in Indonesia, Faculty of

Agriculture Universitas Sumatera Utara, 2008, Medan

BNPB. (2012). Guidelines for Community Based Early Warning System. Jakarta: National Agency for Disaster

Management.

Pfister, Cuno. 2011. Getting Started with the Internet of Things. First Edition, O'Reilly Media, Inc. USA.

Ruggieri, Marina. Internet of Things-From Research and Innovation to Market Deployment. River Publishers

Series in Communication. Denmark.

Smyth, Neil. 2015. Android Studio Development Essentials. Second Edition, eBookFrenzy.

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Chapter 24

STIMUNO: Healthy and Synthesated Stimulation

Tool Based TENS (Transcutaneous Electrical

Nerve Stimulation) Using Boost Converter

Microswitching ATTINY 13A for Paska Stroke

Rosyid S. H, Muhson Isroni, Riska Amalia, Vita F. K, Novita Derma

R, Alina S. W. R, Rizkya O, Singgih B. W


Abstract National geographic.co.id., 2014 shows that one of the main causes of death in Indonesia is stroke. Stroke is a

disorder of brain function due to blood flow to the brain disorders (reduced). Weakening of the function of the

brain causes problems with motor sensors in the muscles and causes paralysis of certain organs, loss of body

balance, weakened muscle strength, decreased soft tissue flexibility, as well as impaired motor and sensory

control. Thus, to reduce the number of deaths caused by stroke, it needs a solution on a regular basis. Generally

therapy is done with treadmill, gymnastics, and cycling. However, the method has not been able to solve the

problem. Thus, the authors created a device called STIMUNO: a TCT-based transcutaneous electrical nerve

stimulation tool using ATTINY13A microswitching boost converter for post-stroke patients. STIMUNO works

by stimulating electrically with TENS method on human skin tissue. The hardware works with the help of an

intelligent microcontroller ATTINY13A system that controls the voltage to then be used as a medium for

stimulation of muscles and nerves. The device consists of interconnected circuit and communicates with source

voltage of 3 volts DC. The output voltage used to stimulate muscles and nerves is 72 volts 120 mA. In addition

to simpler ease of maintenance hardware, STIMUNO can be developed continuously to meet the needs of patients

because it has a very high flexibility to follow the needs of stroke patients in undergoing treatment. Where such

provisions shall be in accordance with the rules of the competent medical personnel.

Keywords: Stroke, STIMUNO, TENS

Introduction

Stroke is a mental illness after heart and cancer. In ASEAN countries, stroke is a health problem that

causes death. Based on data from the Southeast Asia Medical Information Center (SEAMIC)

mentioned that major stroke mortality occurred in Indonesia, then Philippines, Singapore, Brunei,

Malaysia and Thailand. Stroke mortality rate continues to increase with time, the higher the time a

person the higher the possibility of stroke (Foundation Stroke Indonesia, 2012). Based on data from

the Agency for Health Research and Development (2013) in 2007, the number of stroke patients was

8.3% and in 2013 increased to 12.1%. WHO predicts deaths from stroke will increase along with

deaths from heart disease and cancer of approximately 6 million in 2010 to 8 million in 2030

(American Heart Association, 2010). Basic Health Research Data (Rikesda) in 2013 found stroke

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92


prevalence in Indonesia of 12.1 per 1000 population. That number rose by 8.3% compared to Rikesda

in 2007.

Based on data from Research Agency The increase of stroke patients in Indonesia caused lifestyle

changes such as diet and lack of activity, genetic, diabetes, etc. Currently, stroke handling has been

done with the therapy

treadmill, gymnastics and cycling. But healing with therapeutic therapy is not yet effective and

efficient in curing stroke patients. So it needs a new innovation about alternative solutions stroke

therapy patients more effective again. Therefore, the authors create STIMUNO: Healthy and

Synthesated Stimulation Tool Based TENS (Transcutaneous Electrical Nerve Stimulation) Using

Boost Converter Microswitching ATTINY 13A for Post Stroke.

Content Weak muscle tissue that occurs in post-stroke patients is caused by symptoms of hemiparesis and

hemiplegia. This causes paralysis that occurs in post-stroke patients. Method of return of physical

function can be overcome with various kinds of treatment one of them is physiotherapist.

Physiotherapist itself is usually done on post-stroke patients with a certain time according to the needs

and level of paralysis experienced by the patient.

As the technology progresses piecemeal physiotherapy method can be done with electric concept

based on TENS (transcutaneous electrical nerve stimulation). Physiotherapy aids work by stimulating

muscle and nerve tissue by passing a voltage with a certain value through the skin surface of the

patient.

But the hardware with the concept of integrastif equipped with TENS system used is relatively

expensive, so the stroke treatment is still conventional as it is today by bringing physiotherapist

medical personnel within a certain period. Therefore, STIMUNO is packaged as a tension-based

muscle and nerve stimulation tool (TCT) using ATTINY13A microswitching boost converter for

post-stroke patients. The hardware works with the help of an intelligent microcontroller system

ATTINY13A which is enabled in controlling the voltage. The output voltage is a high voltage that

has been through the boost converter process which is then connected electrode. The electrodes are

divided into two parts that are cathode and anode. The device is applied to the stroke patient's arm for

later use as a stimulant medium for the muscles and nerves.

Fig 1. Stimuno in patient’s arm Fig 2. Stimuno

The device consists of interconnected circuit and communicates with source voltage of 3 volts

DC. The resulting output voltage is a high voltage that is set on a pulse width modulation (PWM)

basis. The output voltage used to stimulate muscles and nerves is 72 volts 120 mA. The output voltage

output is strongly influenced by PWM, and solenoid. PWM serves to perform microswitching on DC

currents that have been stored on the solenoid. The output can be seen from the following test table:

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93


From the above table it can be concluded that the output voltage generated by STIMUNO is greatly

influenced by the configuration and configuration of the PWM pin on the microcontroller. The higher

the PWM value will affect the greater the output voltage that can be produced. Then it can be said

that pulse width modulation with a certain value will result in increasing the value of voltage that is

delivered on the electrode.

Fig 3. PWM and Output Voltage

The voltage required to produce a TENS system is a range between 60-80 volts. STIMUNO has

qualified as a medium for nerve and muscle stimulation. STIMUNO works by stimulating electrically

with TENS method on human skin tissue. STIMUNO has a very small mechanical size. Circuit

STIMUNO measuring only 1.5 cm x 3 cm.

Mechanical size complete with the overall size and two batteries as the main source, STIMUNO

has dimensions of 4 cm x 3 cm x 2 cm.

Conclusion In addition to simpler ease of maintenance hardware, STIMUNO can be developed continuously to

meet the needs of patients because it has a very high flexibility to follow the needs of stroke patients

in undergoing treatment. Where the provisions must be according to the rules of the authorized

medical personnel. Then technically change the PWM configuration to change the value of the

required output voltage.

From the description described earlier, it can be concluded that how to make muscle and nerve

stimulation tool with STIMUNO can be arranged on microcontroller by using programming language

C to adjust the pulse width with PWM technique. Using a source voltage of 3 volts DC and 100 mH

solenoid can produce a maximum voltage of 75 volts that can be used as a medium of nerve and

muscle stimulation in patients post stroke.

No Solenoida (mH) Tegangan Sumber (volt) PWM Tegangan output (volt)

1

100

3

30

60,7

2 100 3 35 65,8

3 100 3 40 69,9

4 100 3 45 73,3

5 100 3 50 74,8

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References American Heart Association/American Stroke Association (AHA/ASA). 2006. Primary prevention of ischemic

stroke. http://stroke.ahajournals.org/cgi/content/ full/37/6/1583# FIG1173987 diperoleh tanggal 4

September 2016.

Dinata C A, DKK. 2012. Gambaran Faktor Risiko dan Tipe Stroke pada Pasien Rawat Inap di Bagian Penyakit

Dalam RSUD Kabupaten Solok Selatan Periode 1 Januari 2010 - 31 Juni 2012. Artikel

Penelitian.FK:UNAND.

World Health Organization (WHO). (2011) Non-communicable disease surveillance and prevention in South-

East Asia Region. India .

Yastroki, 2012 . Stroke Penyebab Kematian Urutan Pertama di Rumah Sakit Indonesia. Diakses tanggal 5 Mei

2015, dari http://www.yastroki.or.id.

Badan Penelitian dan Pengembangan Kesehatan. 2013. Hasil riset kesehatan dasar 2013. Jakarta: Kementerian

Kesehatan Republik Indonesia.

http://www.yastroki.or.id/

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Chapter 25

Muffler Protoype with Filter Paper Made from

Trembesi Leaves (Samanea saman) and

Mahogany Leaves Extraction (Switenia

macrophylla) as Silencer, Emission Gas Redutor,

and Pollutant Filter (CO and NOx) by Diesel

Engine Cars

Jihan Lutfita, Ali Azizi, Violita A, Aji Anjasmara, Baassitha N. C,

Hamzah Zulfikar, Niken Ayu N. S


Abstract Out of many solutions, one of them is using a muffler with a filter paper made from trembesi leaves

extraction (Samanea saman) and mahogany leaves extraction (Switenia macrophllya). Trembesi

leaves extraction contains tannin which is mixed with aldehid groups from mahogany leaves

extraction, then the mixture turns condensed tannin, which has aform of shards/tiny pieces into a filter

paper with absorbent properties through fermentation process. Based on experiment, this muffler

configuration is effective in absorbing carbon monoxide contained in the diesel engine emission gas.

It is proven by emission test that the best this filter paper thickness is 0,15 cm because it could absorb

0,1% of carbon monoxide in 90 seconds. It can also be concluded that the longer the absorbtion time,

the more amoint af carbon monoxide absorbed in 30 to 90 seconds.

Keywords: Diesel Engine, Emission gas smoke, Filter Paper, Muffler

Introduction Nowadays, the problem with diesel cars transportation system is how thick the emission gas smoke

is, and the amount of pollutant in it. One of the compunds of the pollutant is CO (carbon monoxide).

Out of many solutions, one of them is using a muffler with a filter paper made from trembesi leaves

extraction (Samanea saman) and mahogany leaves extraction (Switenia macrophllya). Trembesi

leaves extraction contains tannin which is mixed with aldehid groups from mahogany leaves

extraction, then the mixture turns condensed tannin, which has aform of shards/tiny pieces into a filter

paper with absorbent properties through fermentation process. Based on experiment, this muffler

configuration is effective in absorbing carbon monoxide contained in the diesel engine emission gas.

It is proven by emission test that the best this filter paper thickness is 0,15 cm because it could absorb

0,1% of carbon monoxide in 90 seconds. It can also be concluded that the longer the absorbtion time,

the more amoint af carbon monoxide absorbed in 30 to 90 seconds. Muffler with filter paper

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96


configuration can be the corect solution in minimalizing respiratory problems caused by carbon

monoxide and the smoke, greatly reducing air pollution to create a healthy Indonesia by 2020.

Content In order to reduce carbon monoxide in the emission gas, we need to install the filter paper int the

muffler and install a resonator to act as a silencer . the filter paper also reduces the smoke the engine

produces. Partitions will be added inside the muffler to store he filter papers. The picture below shows

the design of the muffler:

There are two work principals in this conciguration:

a. Oxidization muffler. This process reduces hydro carbon that has not been emitted in the

emission room and oxidize it with platinum and palladium catalysts. The picture below

shows how it works:

b. Monitoring emission gas. A sensor that detects oxygen will be installed in the engine pipes

in front of the muffler. This sensor will give an information to the Electronic Control System

(ECS) about how much oxygen in the wsate pipe. The ECS will increase ore decrease the

amount of oxygen based on the ratio of air and fuel. Below is the picture of the prototype:

Pi

Pi

Pi 5

35

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97


The graph above shows the amount of carbon monoxide absorbed by the filter paper. We can see

that with 0,15 cm paper thickness, this configuration can absorb 1,3% CO in 30 seconds, 0,5% CO

addition after 60 seconds and addition of 0,1% CO after 90 seconds. Based on the graph, we have

0,15 for the best result. It can also be concluded that the longer the absorbtion time the more CO can

be absorbed, proven by the decrease of CO form 30 seconds to 90 seconds absorbtion time. With filter

paper configuration, we need to check and change the filter regularly due to the temperature inside

the muffler caused by the engine.

Conclusion Mufflers with filter paper made from trembesi leaves extraction and mahogany leaves extraction

which contains condensed tannin can be reduce the CO in the air by absorbing it with filter papers. It

can also reduce the noise produce by the engine using resonator. The two work principals of the mufler

5.6

1.5 1.5

3.3

2

1.31.3

0.5

0.10

1

2

3

4

5

6

30 detik 60 detik 90 detik

Setelah

menggunakan KF

0,05 cm (%)

Setelah

menggunakan KF

0,10 cm (%)

Setelah

menggunakan KF

0,15 cm (%)

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98


works alonside each other. When the emission procces is in process, the device absorbs CO, filters

the pollutant and dampens the noise at the same time according to each principal’s stages. This

configuration effectively absorbs CO, and with 0,15 filter paper thickness it can absorb 0,1% of CO

on 90 seconds, and the longer the absorbtion time the more amount of CO can be absorbed.

Refference

Achmadi, Umar Fahmi. 2011. Dasar-dasar Penyakit Berbasis Lingkungan. PT RajaGrafindo, Jakarta;

Afnita, Hani Murti. 2006. Analisis Back PressurePada Rongga Depan Rancangan Muffler PSS-X1Dengan

Metode Dekomposisi Spektral Empat Mikrofon. Universitas Sebelas Maret, Surakarta;

Anonim. Bahan Ajar Motor dan Tenaga Pertanian Komponen. Pelengkap 1. Institut Pertanian Bogor, Bogor.

(http://web.ipb.ac.id/~tepfteta/elearning/media/Bahan%20Ajar%20Motor%20dan%20Tenaga%20Pertanian

/Komponen%20pelengkap-1.htm) Diakses pada 31 Agustus 2015 Pukul 14.10 WIB;

Anonim. Knalpot Kendaraan. (http://www.twobros.com/Exhaust/) Diakses pada 01 September 2015 Pukul

06.45 WIB;

Anonim. Material Muffler. (http://en.wikibooks.org/wiki/Acoustics/Car_Mufflers#The_absorber_muffler)

Diakses pada 01 September 2015 Pukul 07.13 WIB;

Anonim. Sistem Pemasukan dan Pembuangan Dasar Kendaraan Mobil.

(http://www.gudangmekanik.com/2012/11/sistem-pemasukan-dan-pembuangan-dasar.html) Diakses pada

30 September 2015 Pukul 16.40 WIB;

Budianto, Ari. 2012. Bahaya Emisi Gas Buang Karbon Monoksida (CO) dan Timbal (Pb) Akibat Pembakaran

Tidak Sempurna Kendaraan Bermotor Sebagai Polutan Udara. Universitas Jember, Jember;

Daryanto. 2008. Teknik Otomotif. PT. Bumi Aksara, Jakarta;

Fitriana, Rina. 2008. Mengenal Tumbuhan Mahoni. CV Putra Setia, Bandung;

Hadari, Nawawi. 2005. Metode Penelitian Bidang Sosial, Gajah Mada University Press, Yogyakarta.;

Inayah, Husnul. 2014. INPINAPER. SMA Negeri 1 Bulukumba, Bulukumba;

Mahmudin. 2006. Mengenal Kendaraan Mobil dan perlengkapannya. CV Karya Mandiri Pratama, Jakarta;

Putut, E. dan Widodo, B. 2011. Simulasi Model Dispersi Polutan Karbon Monoksida Di Pintu Masuk Tol.Jurnal

Penelitian. ITS, Surabaya. Hal 12;

Rahman, Abdul. 2010. Dasar-Dasar Kesehatan Lingkungan-Agen Senyawa Kimia. Bahan Kuliah FKMUI,

Depok;

Siswantoro, Lagiyono, Siswiyanti. 2013. Analisa Emisi Gas Buang Kendaraan Bermotor 4 Tak Berbahan Bakar

Campuran Premium Dengan Variasi Penambahan Zat Aditif. Jurusan Teknik Mesin Fakultas Teknik

Universitas Pancasakti Tegal;

Wardhana, Wisnu Arya. 2011. Dampak Pencemaran Lingkungan. ANDI, Yogyakarta.

http://www.twobros.com/Exhaust/

http://en.wikibooks.org/wiki/Acoustics/Car_Mufflers#The_absorber_muffler

http://www.gudangmekanik.com/2012/11/sistem-pemasukan-dan-pembuangan-dasar.html

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Chapter 26

INSTAURWRITING

Aadila Fatin Mohd Desa, Erma Farida Abu Hasan, Melor Md Yunus

SMA Maahad Al-Mizan, SMA Maahad Ar-Ridzuan, Faculty of Education

Universiti Kebangsaan Malaysia, (UKM)

Abstract The 21st century of learning and teaching not only emphasises on core competencies such as collaboration,

critical thinking, problem-solving but as well as on the digital literacy aspect. The integration of technological

advancement like Instagram application in the classroom is believed to be able to contribute to many beneficial

impacts on the students. However based on previous findings, it is claimed that in the Malaysian school context,

students’ face real struggle in producing grammatically correct pieces of writing. Therefore, it is crucial to

efficiently respond to this writing accuracy issue among students by identifying the most comprehensible features

on Instagram which could work as the trailblazer. This current study is intend to unearth the theoretical

underpinnings on the potential that Instagram features own. In this intervention, 50 lower and upper secondary

school students from 2 schools in Perak were selected as the participants. A few Instagram-based writing

activities were carried out to explore the effectiveness of Instagram features. Pre and post observation as well as

questionnaire were also used as methods of data collection. The findings indicated that the students responded

effectively to Instagram based activities thus it boosts their motivation in writing learning. Based on this finding,

more studies are expected to be conducted in the future too as students should be well armed with sufficient

writing skills to thrive in today's world.

Introduction The seventh shift of the Malaysia Education Blueprint 2013-2025 emphasises on the idea of

leveraging ICT to scale up quality learning across Malaysia. Since the Internet penetration in Malaysia

currently stands at 67%, the shift seems highly achievable due to the presence of technological

advancement in education field too. However, the advancement does not seem to go in line with the

majority of deteriorating students’ writing performance which might be due to many contributing

factors. According to Mukundan et.all (2013) writing was not seen as one of the goals of language

learning which was worth spending the time of class since the dominant idea was that as far as

language learners had enough knowledge of grammar and spelling, they would have the ability of

writing. In order to change this perception towards a betterment of educational perspective, it is vital

to integrate the current trend of popular social networking application.

Exploiting the features introduced by Instagram, one of the leading applications in the social

networking world, is believed to be able to bring out the best of resolutions for the issue highlighted

earlier. According to Instagram (2018) it provides a free photo and video sharing app which is made

available on Apple iOS, Android and Windows Phone. This application allows its users to upload

photos or videos and share them with their followers or with selected group of friends. They can also

view, comment and like posts shared by their friends on Instagram. Therefore, noticing how impactful

these features might bring about positive effects on one’s educational learning progress, the idea to

design a few Instagram based activities has been carefully proposed to resolve many language

learning issues. However, in this project, the writing accuracy and proficiency aspect is selected to be

the main focus. This study aims to investigate the potential of Instagram to enhance students’ writing

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skill therefore allows more interactive activities to be carried out in the classroom.

Problem Statement Malaysian secondary school students are academically assessed based on grades attained in the

national examination like Pentaksiran Tingkatan Tiga (PT3) and Sijil Pelajaran Malaysia (SPM). In

both examinations, the Ministry of Education has set up a fair allocation of assessment for all the

skills including writing, reading, speaking and listening. Writing assessment turns out to contribute

the highest marks allocation of all.Realising the fact that students face huge obstacles in producing

grammatically correct sentences in their written examination, the presence of popular social

networking application like Instagram has been brought into consideration to turn it into a platform

to enhance students’ writing proficiency and motivation in writing.

Objectives The objective of this study is to investigate the potential that Instagram features have in enhancing

students’ writing proficiency. A few Instagram based activities were designed to be conducted during

language learning classroom and some were also carried out outside of the classroom. The

effectiveness of each activities in improving students’ writing is presented towards the end of this

paper.

Novelty Instagram is a common social network application which has been widely used all over the world.

Many people use Instagram as a platform for social conventions to take place. With Instagram’s very

high influential elements found in its features, Instagram is chosen to be an application to enhance

students’ writing performance though the designation of several activities that require maximum

involvement of the students and the participants. The authenticity in terms of the audience, has

provided a real motivation for students to get involved in the activities and enjoy the lesson.

Benefit to the User

InstaUrWriting is a project based activities via Instagram that allows users to share their writing on

photos and videos on its own platform as well as other networks like Facebook, Twitter, Tumblr and

Flickr. Using this online tool, students can use it to share information, interact with fellow classmates

and even seek feedback from teachers.

InstaUrWriting is designed to give many benefits not only to the teachers but also the target users,

the students. It is aimed to maximise the acquisition of English language through the creation of a few

Instagram-based writing activities inside and outside the classroom. The activities should be carried

out in a fun learning environment that builds the confidence level of students to use the language more

frequently. This will create a positive behavioural change in the students towards learning English.

Besides, learning English through InstaUrWriting will be more engaging as the teacher could

creatively utilise the features of Instagram and at the same time, integrate the skill of ICT among

students. It is believed that this InstaUrWriting could be the best platform to learn English in more

meaningful contexts rather than teachers’ talk and chalk only.

Students will be able to improve their linguistic skills through InstaUrWriting activities. Using this

tool, students can exchange opinions and views on different topics. They can do it by articulating their

thoughts into the right words and sentences. Students can also participate in an individual and a group

activity where each student asks the others to comment on a photo or video. In this way, students can

improve their word usage as well as sentence structure skills. Students can also be in charge of their

own learning as they can give comments and feedback to their friends’ answers. This will promote

students to be independent learners.

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Benefit to the Society InstaUrWriting is a free and friendly tool to the users. It has some outstanding features that will help

teachers and students to carry out-of-class activities. Therefore, it has powerful networking all around

the world. Through InstaUrWriting activities, students will connect with other students around the

world. Teachers could collaborate with other English teacher and expand their networking. This will

help to improve the students’ communication skills as well as develop their interpersonal skills. As

the students learn through Instagram tool, the students will practice a healthy culture of learning and

they will encourage their peers at the same time to learn and think critically and innovative like them.

This will encourage them to learn English in a fun way and meaningful context and avoid them from

misusing the features of Instagram.

Commercialization Instagram can be a powerful learning and communication tool for teachers to carry out activities.

Through InstaUrWriting activities, teachers help students to maximise the use of Instagram. This will

be an eye-opener for the students to learn English through Instagram and realise that Instagram is not

just for posting photos of food or place they have visited. ThroughInstaUrWriting, it will help students

to create value of learning and at the same time, the students will be skilful in ICT. It is like killing

two birds in one stone as the students could improve their ICT skill via Instagram as well as improve

their writing in English. InstaUrWriting is one of the platforms which also allows students to expand

their creativity in writing. Collaboration or participation in a advertising competition for example,

exposes students to a real life experience and networking. Since technology is omnipresent in

everyday life, InstaUrWriting could work as a benchmark for other types of language learning to

follow suit. Speaking, listening and reading activities could also be done through proper designing

and planning phases. Suitable procedures and activities could be designed and developed to meet the

requirement of students’ language needs hence gives them more opportunities to learn not just English

but other languages too.

a. Figures and Tables

Table 1

InstaUrwriting Satisfaction Questionnaire

Q Strongly

disagree Disagree

Neither agree

or disagree Agree Strongly agree

2 18 9

2 1 18 11

3 1 20 9

4 1 3 8 18

5 3 21 6

6 6 12 12

7 8 16 7

8 2 15 9

9 1 6 15 8

10 3 18 7

11 1 5 13 11

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Conclusion

InstaUrwriting activities have proven that involvement among students via social media like

Instagram will leverage technology to recruit and retain students' motivation in writing, increase

engagement of students in the designated activities and build authentic networking between students,

teachers and community. InstaUrWriting could also possibly be adapted to other types of language

learning that involves speaking, listening and reading. Replication and innovation on these Instagram

based activities is also attainable for other types of language too.

References

Mukundan, J., Mahvelati, E. H., Din, M. A., & Nimehchisalem, V. (2013). Malaysian Secondary School

Students’ ESL Writing Performance in an Intensive English Program. World Applied Sciences Journal,

22(12), 1677-1684.

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Chapter 27

FREERICE: Vocabulary Acquisition and

Humanity Combined!

Nazrah Binti Sarbini1 & Melor Md Yunus2

SMK Seri Mahkota, Umbai Melaka1

Faculty of Education, Universiti Kebangsaan Malaysia2

Abstract Bilingual proficiency is one of the six attributes that every 21st century student should possess according to the

Malaysian Education Blueprint 2013. Shift 2 of the Blueprint aspires to ensure every child to be proficient in

Bahasa Malaysia and English. However, students in Malaysia generally possess limited vocabulary to use English

effectively. Hence, this study explored the effectiveness of an alternative teaching method in improving students’

vocabulary acquisition utilising FreeRice as an ICT tool. In this intervention, teacher assigned students to play

the game in the application and gather the minimum of 5 unfamiliar words that they had just learnt from playing

the game. The newly-learnt vocabulary then turned into word-cards which contain meanings of the words and

correct examples of sentences using the words. This would enhance students’ vocabulary repertoire. The

findingshowed that the students were highly motivated to acquire new vocabulary and their writing quality had

improved. Other teachers may want to examine ways on how the approach can be successfully employed to

improve students’ other skills.

Keywords : ICT, Freerice, Vocabulary, Word-cards, Writing

Introduction The Ministry of Education in Malaysia has introduced the new Education Blueprint. This will be

implemented in three waves starting from 2013 until 2025 with the objective to elevate the Malaysian

education standard to international level and by doing so the ministry hopes to fully equip the

Malaysian children for the needs of 21st century. The Malaysian Transformation Plan (the new

Education Blueprint) is inspired as an approach to improve the education system in Malaysia as it is

acknowledged to play a fundamental role to develop Malaysian human and economic capital.

In the same vein, the fourth industrial revolution embraces intelligent, integrated digital systems

such as Industrial Internet of Things (IoT). It prompts the urgent needs for transformation in the way

teachers teach in class. As education is primarily formulated to produce useful human capitals,

teachers inevitably need to move away from the conventional methodology and transform the

instruction in accordance of the requirements of the 21st century workforce quality. The World

Economic forum estimates that by 2020 more than a third core skills required by occupations will

have changed. This scenario poses a problem - skill gap.The education system needs to ready the

students by equipping them with the necessary skills to thrive in the rapidly changing landscape of

the global workforce demands in this fourth industrial revolution. The human capitals produced must

be both specialists and multi-skilled in the now advanced manufacturing environment

Therefore, changes must be made in the ways children are taught in school to meet the demands of

the ever-changing workplace. The FreeRice application certainly fits the requirement as it is an

unconventional way of teaching medium which incorporate flipped classroom learning. It promotes

benevolence and builds vocabulary repertoire at the same time. Students primarily need to download

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the application into their hand phones or tablets and start playing online at once. The game can be

done individually or in groups.

FreeRice is an application, which is also a website, that is owned by the United Nations World

Food Programme. It is 100 per cent non-profitable and supports the World Food Programme. The

FreeRice was built with two goals; namely providing education to everyone for free and helping end

world hunger by providing rice to hungry people also for free. The player of the game needs to

correctly answer as many questions as he/she can. The banner advertisement will be displayed while

a player is playing, showing the amount of money a player has managed to generate to buy 10 grains

of rice to help reach Zero Hunger. A correctly answered question will earn the hungry 10 grains of

rice, hence, the playing is directly helping the needy.

The database provides questions at different levels of difficulty. Players are given vocabulary

questions of increasing difficulty. If a player gets a question wrong, he/she goes to an easier level.

Three consecutive correct answers upgrade a player to the next level. Hence, a player may get addicted

to the game as he/she will be engaged and motivated to go to the highest level possible.

Content Students were asked to play the FreeRice game at home and to report to teacher the highest level they

could achieve after 15 minutes of playing. The database could actually measure and improve the

students’ vocabulary size as the level was displayed. They were reminded to stick to the time limit to

enable their level be recorded by teacher for future reference of their proficiency level.

Teacher instructed students to compile word-study cards. The words must come from the new

words that they learnt after playing the FreeRice game. The objective of this is to encourage students

to use the new words learnt as frequent as possible in their speaking and writing of English. In doing

so, students incorporated the new vocabulary in their daily life.

The application makes learning new vocabulary easy as it gives instant feedback on the students’

performance. If students get an incorrect answer, the correct answer is displayed instantly. Therefore,

students learn from their mistakes! This can be newly-acquired vocabulary for them. Students also

learn new vocabulary as they get a second chance at guessing the meanings of the words. The words

that they answered wrongly previously will reappear and this compels them to remember the

synonyms and simultaneously keep the words in their long-term memory.

To monitor the students’ use of the application as their tool in their vocabulary acquisition, teacher

instructed them to list their five favourite new vocabulary learnt from FreeRice. Then, they discussed

and shared their new words with other classmates. This way, other students were also exposed to the

new vocabulary. The next activity was they were asked to write an essay and accurately incorporate

the five newly-acquired vocabulary in it. Teacher gave a controlled topic, so students needed to use

their creative and critical thinking skill to use all the newly-learnt words appropriately while at the

same time adhering to the topic given. The challenges here were to use the vocabulary correctly while

making sure the essay still made sense sticking to the topic given.

Students were interviewed about the utilization of this method in the teaching and learning of

English and positive responses were obtained. They enjoyed the game as it tested and improved their

vocabulary simultaneously. The flipped learning also ensured their newly-acquired knowledge being

practised in classroom environment.

However, students could get addicted to the game. They might spend too much time on it. Some

students who did have their own gadgets needed to borrow other family members’.

Students also showed the ability to use the newly-acquired vocabulary correctly while adhering to

the topic given. This boded well to the successful and more frequent employment of the Freerice

application in the teaching and learning of English classroom.

Conclusion This study was carried out to experiment on the utilization of FreeRice application in classroom

instructions. The application primarily promotes the learning and improving students’ vocabulary.

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The novelty of playing the game however is students get to be smarter and charitable at the same time

time. They take part in fighting world hunger while having fun learning!

This study proved that students could have it all - have fun, learn new things and be altruistic: all

at one go. Students responded positively and showed ability to use the newly-learnt vocabulary

appropriately. The activity was tailored as such to enable students to practise using the words and to

retain the vocabulary in their long-term memory. The approach was effective, motivating and

inspiring according to the students after interviews were carried out.

However, the issue of some students sans own gadgets needs to be addressed. This activity can

probably be carried out in the school ICT laboratory during class hours to solve the problem. There

are also possibilities that students fail to use the newly-acquired words correctly in the controlled

essay given or even forget the word usage altogether after some time.

Nevertheless, the approach is commendable despite the identified limitations. The teacher’s

initiative to promote students’ vocabulary acquisition using flipped classroom learning which is

student-centred seemed to be successful based on the students’ work and the interview analysis.

Other researchers may want to examine how the FreeRice application can help students in other

area of learning as this study only researched on vocabulary learning. The application also offers other

subjects for examples Mathematics, Sciences, Geography and Chemistry. Other teachers may want

to incorporate this FreeRice application in their classroom teaching and learning and have the students

be smarter and greater at heart simultaneously!

References Ab. Kadir, Nur Fairus (2013) Online vocabulary Games to Promote Vocabulary Acquisition among Primary

School Students: Universiti teknologi Malaysia, Skudai, Johor, Malaysia

Al-Zu’be, A. F. M. (2013). The difference between the learner-centred approach and the teacher-centred

approach in teaching English as a foreign language. Educational research international, 2(2), 24-31.

Anderson, A., & Krathwohl, d. (2000). A taxonomy for Learning, Teaching and Assessing: A Revision of

Bloom’s Taxonomy of Educational Objectives. (2nd ed.) New York: Allyn & Bacon

Anderson, R. C., & Nagy, W. E. (1991). Word meanings. In R. Barr, M. L. Kamil, P. B.Mosenthal, & P. D.

Pearson (Eds.) Handbook of reading research (pp. 690-724). New York, NY: Longman.

Arlina, A. Z., & Melor, M. Y. (2014). Strategies used by local ESL teachers in Malaysia to create a constructivist

classroom.

Bintz, P. (2011) Teaching vocabulary across the curriculum. Middle School Journal (pp. 4453) www.nmsa.org

Lim, Md. Yunos M. & Maslawati Mohamad, M. S. (2016, June 29). The Malaysian Education Blueprint 2013

and its effects on English Language Teaching in Malaysia [Forum post]. Retrieved from https://www.tesol.id

Nazri, N. M., Yunus, M. M., & Nazri, N. D. M. (2016). Through the Lens of Good Language Learners: What

Are Their Strategies? Advances in Language and Literary Studies, 7(1), 195-202.

Trilling, B., Fadel, C., & F. (2009). 21st Skills, Learning For Life in Our Times. Jossey- Bass

Inc Pub. San Francisco, California USA

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Chapter 28

GRAMMODO: A Platform in Learning Grammar

among ESL Learners in Malaysia

Nur Afiqah Amalina Baharudin and Melor Md. Yunus

Sekolah Kebangsaan Kopok, 81700 Pasir Gudang, Johor, Malaysia

Faculty of Education, University Kebangsaan Malaysia, 43600 UKM, Bangi,

Selangor, Malaysia

[email protected]

Abstract Acquisition of grammar is very significant to be highlighted in learning a language. Yet, in order to comprehend

the rules of the grammar is quite challenging for some of the young learners. Thus, learning grammar through

technology tool can be interactive and helpful among the primary school pupils. ‘Edmodo’ is one of the

educational learning networks used to provide an easy way for teachers to administer online classroom activities

and it has been used widely across the globe. In Finland, the analysis of the experience of applying ‘Edmodo’ as

a learning aid to support group work had been conducted a couple of years ago. Malaysia also has been

implementing this tool among the students in both school and university levels. The purpose of this study was to

examine the effectiveness of implementing ‘Grammodo’; learning grammar using ‘Edmodo’ among Year 3

pupils. This study was conducted in a primary school in Johor, Malaysia. A total of thirty five pupils (n=35) were

selected by using random sampling method. Data was collected using a mixed-method approach as pre and post

test and a set of questionnaire were carried out throughout the study. The findings indicated positive outcome

among the participants after learning grammar via this tool. The results from this study is highly essential to be

highlighted so that other educators could also apply this tool in their teaching and learning activities as well as

to enhance the pupils’ understanding in grammar acquisition.

Keywords: Grammar, Edmodo, e-learning, technology, ESL learners

Introduction English language is ought to be acquired as it is not only being practiced to communicate among each

other all over the world but also important in education field. According to Crystal (1997) as cited in

Sharifian (2013), he declared that, “around two billion people are now using English around the world

and English has an official role in more than 70 countries and territories”. Other than that, the use of

English language as the important language to communicate by people around the world has also been

highlighted by Sharifian (2013) where he maintained that, “the majority of international travels are

from non-English speaking countries to non-English speaking countries, requiring the use of an

international language, which is in most cases English”. In Malaysia, some of the people practice

English as their first language with their family (Sharifian, 2013). Moreover, in education field,

English Language subject is one of the core subjects taught in schools. Therefore, all students in

school as well as in university should pass this subject in order to qualify their level of education.

Education system should be implemented according to the present and current approach of learning.

By changing and improvising the way of teaching may offer positive impacts to the pupils’


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achievement in learning English as well as escalate the teachers’ expertise in teaching.

Implementation of ICT tools in teaching and learning English should be centralized and applied not

only to attract the pupils’ attention but also to provide another mean of learning to all teachers as well

as among the pupils. In schools, teachers may use ICT tools such as computers and LCD (Liquid-

Crystal Display) projector provided in teaching English. Yet, it is not only about the tools used but

also how the tools are integrated during the lesson. Thus, teachers have to be creative and innovative

so that the teaching and learning process can be carried out in more effective and interactive way. In

a study conducted by Madut and Yunus (2016), they claimed that, “using innovative material is an

alternative and untraditional ways of teaching which helps students to acquire an effective

communicative competence in the target language”. Hence, learning grammar through technology

tool can be more interactive and helpful among the primary school pupils.

Yet, in order to comprehend the rules of the grammar is quite challenging for some of the young

learners. According to Chambers and Yunus (2017), “having a good foundation in basic grammar is

the biggest challenge for today’s learners”. It explains that difficulties in learning grammar currently

become one of the challenges faced by the learners. The purpose of this study is to examine the

effectiveness of implementing ‘Edmodo’ in learning grammar among Year 5 pupils in one of the

primary schools in Malaysia.

Content At the present time, the urge of integrating ICT tools in teaching and learning has been centralized all

over the world. “In this age of modern technology and ICTs, online social networks have captured the

attention of educators and policy-makers as an alternative tool for language teaching and learning”,

(Yunus and Salehi, 2012). ‘Edmodo’ is one of the educational learning networks used to provide an

easy way for teachers to administer online classroom activities and it has been used widely across the

globe. In Finland, the analysis of the experience of applying ‘Edmodo’ as a learning aid to support

group work had been conducted a couple of years ago. Yet, the implementation of the technology

needs to be developed in order to suit with the pupils’ level of proficiency as well as to provide more

interactive way of learning grammar specifically. This is highly supported by Madut and Yunus

(2016) as they asserted that, “effective and efficient learning materials need to be developed,

implemented, and continuously improved”. Therefore, in this research, the ‘Edmodo’ application has

been developed into ‘Grammodo’ which represents the learning of grammar using Edmodo; activities

regarding grammar were provided in more interesting way.

Implication & Conclusion Numbers of advantages have been identified throughout this research. By implementing ‘Grammodo’

among the pupils would contribute to autonomous learning where the pupils are doing and

accomplishing the tasks provided on their own. Regarding this matter, teachers play their role not

only as educators but also as the facilitators who will provide minimal assistance to the pupils in

completing the tasks. Gradually, it promotes an independent learning among the pupils thus,

motivating them to be more confident in learning. From the questionnaire, the data indicated that most

of the pupils claimed that they were learning independently when doing activity via ‘Grammodo’.

This is because there was very limited assistance from teacher hence they have to complete the task

on their own. Gradually, teachers play a very significant role in producing a group of learners who

are more independent. As Duong and Sheepo (2014) asserted that, “teachers hold positive attitudes

towards the promotion of learner’s autonomy in language as the facilitators, counselor, and variable

resources”. This is also sustained by Benson (2001) as cited in Bisse (2016), “the idea that learners

need to be able to take control over their own learning to be successful not just in class, but to learn

independently without a teacher outside the class, has become widely accepted in mainstream

language teaching”.

Besides that, parents’ involvement is very important because Mohd Ismail (2006, p. 21) had

clarified that good cooperation between the parents and school will better help the school to develop

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the pupils’ achievement not only in academic aspect but also in building good attitude among the

pupils. Parents and teachers can exchange ideas and discuss methods that might be applied to improve

the pupils’ learning. Regarding this, the parents play a very important role in working together with

the school. This notion is maintained by Mohd Ismail where he declared parents should give their

cooperation with the school in order to solve any problems regarding their children’s matter (ibid, p.

68). In order to create good bond with the parents, numbers and various activities outside of classroom

should be carried out which involving the parents to get together into the activities; one of them is

having discussion through Grammodo networking. This is maintained by Nembhard (2005, p. 19),

declared that one of the six ideals of bonding between teacher and parents is by getting the parents to

support the school program. Inevitably, the parents are not only helping the teachers in the lesson but

also creating a good relationship between each other since they will be communicating among each

other via the Grammodo discussion platform. By collaborating with the parents would build good

relationship and trust thus, a mutual respect and acceptance can be achieved (ibid). Therefore, it is

easier for teachers to explain and discuss about their children’s achievement in learning English.

In conclusion, the inclusion of implementing ICT at present time is really accommodating and

efficient in teaching English among the Malaysian ESL learners. By applying ‘Grammodo’ as one of

the platforms in teaching English grammar would definitely boost up the pupils’ interest and

confidence to learn more. Thus, other educators could take into consideration in implementing

‘Grammodo’ in teaching English in their classroom so that the teaching and learning process can be

more interactive and meaningful. In addition, support from parents is very important as well as the

policy makers are responsible to provide a better facilities in all schools in Malaysia to make it a

success.

Reference Bisse, N. (2016). Utility of self access materials in second language learning for autonomous learners. Asian EFL

Journal:35-49.

Chambers, G.J. & Yunus, M.M. (2017). Enhancing learners’ sentence constructions via ‘Wheel of Grammar’.

Pertanika Journal Social Sciences & Humanities, 25 (4): 1641-1650.

Duong, T.M. & Sheepo, S. (2014). Implementation of the philosophy of learner autonomy.

Ministry of Education, (2012). Preliminary Report: Malaysia Education Blueprint 2013-2015. Retrieved from

http://www.moe.gov.my/userfiles/file/PPP/Preliminary-Blueprint-Eng.pdf

Mohd Ismail Othman. (2006). Siri pengajian & pendidikan utusan: Menangani disiplin di sekolah. Kuala

Lumpur: Utusan Publications & Distributors Sdn Bhd

Nembhard, J. P. (2005). Bonding: The teacher-student-parent connection. Journal of Adventist Education.

Retrieved from http://circle.adventist.org/files/jae/en/jae200568011803.pdf

Sharifian, F. (2013). Globalisation and developing metacultural competence in learning English as an

international language. Multilingual Education a Springeropen Journal, 3 (7).

Yunus, M., & Salehi, H. (2012). The effectiveness of Facebook Groups on teaching and improving writing :

Students’ Perceptions, International Journal of Education and Information Technologies 6 (1).

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Chapter 29

Segmentation of Mammography and Ultrasound

Images by using Seed Based Region Growing

Method

Aminah Abdul Malek, Norlyda Mohamed, Noor Hidayah Mohd Zaki,

Farah Azaliney Mohd Amin & Md Nizam Udin

Faculty of Computer and Mathematical Sciences Universiti Teknologi MARA

70300 Seremban, Negeri Sembilan, Malaysia

Abstract Early detection of breast cancer can save life. Normally, radiologist will look at the potential abnormalities in

mammogram and ultrasound images such as microcalcification and masses. However, images from

mammography and ultrasound are low in contrast and their features indicative of abnormalities are very subtle

and extremely small which lead the difficulties for radiologist to interpret or read those images. Therefore, in

order to assist radiologists to detect the abnormalities, a segmentation platform for mammography and ultrasound

images analysis is developed. This platform used Seed Based Region Growing (SBRG) method as a segmentation

technique for extracting a region of the image that is connected based on intensity information or edges in the

image. The outcomes of this project can help the radiologists by marking the exact location of microcalcification

and masses which will equips information for the radiologist. A reliable method that stipulates suspicious

structures in mammogram and ultrasound images can allow the radiologists to focus rapidly on the relevant part

of the mammogram and ultrasound images for further treatment and diagnosis. Thus, it can diminish the rate of

mortality amongst women and can avoid disfiguring surgeries.

Introduction Breast cancer is one of the major causes of death among women worldwide. It is a fatal disease that

forms in tissues of the breast, which starts in the inner lining of milk ducts where tubes that carry milk

to the nipples called ductal carcinoma. The National Cancer Registry of Malaysia stated that in 2011,

there were 18,206 cases registered among women which accounted for 32.1% per 100,000

populations (National Cancer Registry, 2016). The highest incidence of breast cancer in Malaysia is

among Chinese, followed by Indians and Malays.

Currently, early detection of breast cancer is an initiative to reduce the number of deaths among

women. Mammography and ultrasound machine are type of imaging modalities that can be used for

detection of abnormalities such as microcalcification in mammogram images and masses in

ultrasound images. However, the detection become difficult due to low resolution and contrast,

speckle noise and blurry edges among various organs (Malek, Rahman, Haris & Jalil, 2017).

Image segmentation methods may help the radiologist in giving a second opinion to improve breast

cancer diagnosis especially at the early stage. The aim of this technique is to partition an image in

order to extract useful information and to segment out different areas in medical images. One of the

methods that can be used to segment the images is known as Seed Based Region Growing (SBRG).

It is a technique for extracting a region of the image that is connected based on some predefined

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criteria. These criteria can be based on intensity information or edges in the image (Gonzalez &

Woods, 2008). In this study, segmentation platform for mammography and ultrasound images was

developed by using SBRG method.

Content A set of 30 images obtained from the National Cancer Society Malaysia (NCSM). The images are

first segmented by using Seed Based Region Growing and then proceeded with the Mathematical

Morphology method as the post-processing technique. The whole processes are implemented using

MATLAB R2014a Software. The segmentation processes are illustrated in Figure 1

Figure 1: The flowchart of segmentation processes.

Based on Figure 1, the first process is segmentation by using Seed Based Region Growing method.

Starting with an initial point, the similarity of the region will obtained by comparing the minimum

difference of four connected neighbourhood with mean of the region. These processes are recursively

until no more pixel can be added to the region. The segmented image produced from SBRG method

is then proceed with the post-processing technique. The aim of this technique is to fill any holes and

to obtain the shape and boundary of the image. Finally, the Graphical User Interface (GUI) is

developed.The main interface is shown in Figure 2 below.

Figure 2: The Main Interface of Graphical User Interface (GUI)

The main interface consists of two components namely segmentation for mammogram and

ultrasound images as shown in Figure 3 and 4 respectively.

Figure 3: Segmentation of Mammogram Image

Segmentation

using Seed

Based Region

Growing

Post-Processing

using

Mathematical Morphology

Develop

Segmentation

Platform (GUI)

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Figure 4: Segmentation of Ultrasound Image

Based on Figure 3 and 4, the segmentation platform produces shape and boundary of the

segmented images. The radiologist can estimate the affected area based on the shape while the

boundary can be used in identifying cancerous or non-cancerous condition. According to Liu, Cheng,

Huang, Tian, Tang and Liu (2010), the non-cancerous condition often to have round or ellipsoid

shapes and smooth borders; whereas cancerous tumour often to have branch pattern, speculations and

angular borders. Thus, this segmentation results will help the radiologist and other pratitioners in

detecting any abnormalities efficiently before further treatment is given.

Conclusion The Seed Based Region Growing (SBRG) method provides mobile and accurate method of detecting

boundaries of abnormalities. So it provides the second eye for radiologist and is beneficial to both

new and experience radiologist. Beside that, a user friendly navigated interface of this method can

easily be used by any non-technical radiologist.

References National Cancer Registry of Malaysia. Cancer Incidence in Peninsular Malaysia 2007-2011, 2016., Ministry of

Health Malaysia. Retrieved on Dec 18th, 2016 from https://kpkesihatan.com/2016/12/07/the-malaysian-

national-cancer-registry-report-mncr-2007-2011/ .

Malek, A.A., Rahman, W.E.Z.W.A., Haris, M.H.M., Jalil, U.M.A. (2017). Segmenting Masses in Ultrasound

Images by using Seed Based Region Growing and Mathematical Morphology. Advanced Science Letters, 23

(11), pp. 11512-11516.

Gonzales, R.C., & Woods, R.E. (2008). Digital Image Processing. In Pearson (Eds.). Upper Saddle River, NJ

07458

Liu, B., Cheng, H. D., Huang, J., Tian, J., Tang, X., & Liu, J. (2010). Fully automatic and segmentation-robust

classification of breast tumors based on local texture analysis of ultrasound images. Pattern Recognition,

43(1), 280–298. doi:10.1016/j.patcog.2009.06.002

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Chapter 30

Electrocoagulation on Palm Oil Mill Effluent

(POME)

Norhafezah Kasmuri, Mohammad Shukri bin Sahar, Muhammad Zaidi

Misni, Nur Aliah Ahmad Tarmizi & Nur Izzati Mohammed Zukri

Faculty of Civil Engineering, Universiti Teknologi MARA, Shah Alam, Selangor,

Malaysia

[email protected]

Abstract Palm Oil Mill Effluent (POME) is a waste that came from palm oil industry. It is compulsory to treat the waste

before being released into the river. The POME carries high contaminant such as biochemical oxygen demand

(BOD), chemical oxygen demand (COD), ammonia-nitrogen and phosphorus. The treatment used nowadays such

as ponding system is not efficient as it needs a large area of land, high maintenance cost regarding labor, and

long retention time. Electrocoagulation is an electrochemical method for the purification of water and

wastewaters. Besides, electrocoagulation is a precipitation process of ions such as colloids from organic and

inorganic compounds. This precipitation can be achieved by applying electric currents. The method started by

analyzing the characteristics of POME sample from Seri Ulu Langat Palm Oil Mill in Selangor. The in-situ and

laboratory tests were carried out to quantify the contaminants in POME. In this research, three different

electrodes were used in the electrocoagulation process. The results were evaluated by calculating the percentage

removal in 30 minutes retention time. The experimental results showed that aluminium (Al) electrode was the

best plate to remove COD and ammonia nitrogen. The reduction rate of COD using Al plate was 90% compared

to iron (Fe) plate, 86%. As for ammonia nitrogen, Al plate has removed 78% compared to Fe plate with 66%

removal. Therefore, from the experimental results, it can be concluded that electrocoagulation treatment is

capable of treating POME. Furthermore, electrocoagulation can be an alternatives method to replace the existing

operation.

Keywords: electrocoagulation, palm oil mill effluent (POME), percentage removal

Introduction Palm oil mill effluent (POME) is defined as a thick liquid, with a high organic matter, brownish in

colour and unpleasant odour. POME contains a high amount of chemical oxygen demand (COD) and

biochemical oxygen demand (BOD) which can affect the aquatic life and the environment. Ponding

system has been a popular method to treat the POME, which is not effective due to long retention

time.

Palm Oil Mill Effluent (POME) is wastewater that came from the milling process of palm oil which

need to be effectively treated before being released to the surrounding or else it will damage the

environment. Electrocoagulation is the process of passing an electric current through anode and

cathode. The electrocoagulation has a more excellent ability to treat the POME wastewater. Here, the

objective of the research is to evaluate the contaminant of palm oil mill effluent (POME) at Seri

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Langat Palm Oil Mill, Dengkil, Selangor. The second objective is to propose the best method for the

treatment of palm oil mill effluent using electrocoagulation and lastly to determine the best plate

element for electrocoagulation treatment. Hence, the aim and objective of this study have been

fulfilled from the experimental results of this research study.

Result and Discussion This study is about POME in Seri Ulu Langat Palm Oil Mill in Dengkil, Selangor. The scope of this

research is to investigate the removal of the contaminant from raw POME at Seri Ulu Langat Palm

Oil Mill. All the test was handled on site which is in Seri Ulu Langat Palm Oil Mill and the

Environment Laboratory of Civil Engineering, University Teknologi MARA (UiTM) Shah Alam.

The testing of electrocoagulation process was conducted using different material which was

aluminium (Al), iron (Fe) and zinc (Zn) with electrical current of 5A and 18V. After

electrocoagulation process, the treated POME was filtered to remove the produced sludge, and the

percentage of heavy metal removed was calculated.

Table 1 shows the raw POME before electrocoagulation. All the parameters showed a significant

value of POME that needs to be treated before the effluent being discharged to the river. The

concentration of COD was 68600 mg/L, with high turbidity of 15300 NTU and ammonia-nitrogen

was 372 mg/L. The biochemical oxygen demand (BOD) and phosphorus also shows high

concentration of 27200 mg/L and 690 mg/L, respectively.

Table 1

Raw Pome before electrocoagulation

Parameter Unit Value

pH - 4.29

Turbidity NTU 15300

Temperature °C 25.93

COD mg/L 68600

Ammonia nitrogen mg/L 372

BOD mg/L 27200

Phosphorus mg/L 690

Table 2 shows the results of POME after 30 minutes electrocoagulation process. High percentage

removal above (≥90%) have been achieved for turbidity with the most top removal percentage was

from Al plate, 99.8%. The COD percentage removal was 90.5%, which the highest in the Al plate

compared to Zn plate (90.1%) and Fe plate (86.1%). Significant percentage removal of ammonia-

nitrogen has been achieved in electrocoagulation process for Al plate, which was 78.1 %. However,

the other two plate (Zn and Fe) have completed only 70.1% and 66.1% removal of ammonia-nitrogen,

respectively. In the treatment of BOD and phosphorus, all plate (Al, Zn, and Fe) have shown excellent

results with (≥98%) and (≥100%) removal of these two contaminants.

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Table 2

POME after 30 minutes electrocoagulation process

Parameters Unit Al plate %

removal

Zn

plate

%

removal

Fe

plate

%

removal

pH - 5.88 - 5.27 - 4.96 -

Turbidity NTU 30 99.8 90 99.4 210 98.6

Temperature ºC 26.1 - 26.03 - 25.99 -

COD mg/L 6417 90.5 6771 90.1 9531 86.1

Ammonia nitrogen mg/L 81 78.1 111 70.1 126 66.1

BOD mg/L 418.8 98.5 423.6 98.4 433.8 98.4

Phosphorus mg/L 0 100 0 100 0 100

Conclusion Aluminium is the best plate compare to zinc and ferum plate as the percentage removal of contaminant

is the highest.Aluminium has the shortest retention time for the treatment of electrocoagulation. Based

on the results, electrocoagulation can be an alternatives method to replace the existing operation.

References Abdullah, N., & Sulaim, F. (2013). The Oil Palm Wastes in Malaysia. Biomass Now - Sustainable Growth and

Use. Intech.

Garcia-Segura, S., Eiband, M. M. S. G., de Melo, J. V., & Martínez-Huitle, C. A. (2017). Electrocoagulation and

advanced electrocoagulation processes. Journal of Electroanalytical Chemistry, 801, pp. 267-299.

Igwe, J. C., & Onyegbado, C. C. (2007). A Review of Palm Oil Mill Effluent (POME) Water Treatment. Global

Journal of Environmental Research, 1 (2) pp. 54-62.

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Chapter 31

E-BUMDes: Innovation Holding BUMDes and

Marketplace of Local Products and Village

Tourism Services for Sustainable Proverty

Alleviation efforts in Indonesia

Ardian Prabowo1, Ahmad Fahmi Baharuddin2, Desti Triyana3,

Fadila Arisha4

𝑃𝑢𝑏𝑙𝑖𝑐 𝐴𝑑𝑚𝑖𝑛𝑖𝑠𝑡𝑟𝑎𝑡𝑖𝑜𝑛 𝑈𝑛𝑖𝑣𝑒𝑟𝑠𝑖𝑡𝑦 𝑜𝑓 𝐵𝑟𝑎𝑤𝑖𝑗𝑎𝑦𝑎, 𝐼𝑛𝑑𝑜𝑛𝑒𝑠𝑖𝑎1

𝐼𝑛𝑓𝑜𝑟𝑚𝑎𝑡𝑖𝑜𝑛 𝑆𝑦𝑠𝑡𝑒𝑚𝑠 𝑈𝑛𝑖𝑣𝑒𝑟𝑠𝑖𝑡𝑦 𝑜𝑓 𝐵𝑟𝑎𝑤𝑖𝑗𝑎𝑦𝑎, 𝐼𝑛𝑑𝑜𝑛𝑒𝑠𝑖𝑎2

𝐹𝑟𝑒𝑛𝑐ℎ 𝐿𝑎𝑛𝑔𝑢𝑎𝑔𝑒 𝑎𝑛𝑑 𝐿𝑖𝑡𝑒𝑟𝑎𝑡𝑢𝑟𝑒 𝑈𝑛𝑖𝑣𝑒𝑟𝑠𝑖𝑡𝑦 𝑜𝑓 𝐵𝑟𝑎𝑤𝑖𝑗𝑎𝑦𝑎, 𝐼𝑛𝑑𝑜𝑛𝑒𝑠𝑖𝑎3

𝐼𝑛𝑓𝑜𝑟𝑚𝑎𝑡𝑖𝑐𝑠 𝐸𝑛𝑔𝑖𝑛𝑒𝑒𝑟𝑖𝑛𝑔 𝑈𝑛𝑖𝑣𝑒𝑟𝑠𝑖𝑡𝑦 𝑜𝑓 𝐵𝑟𝑎𝑤𝑖𝑗𝑎𝑦𝑎, 𝐼𝑛𝑑𝑜𝑛𝑒𝑠𝑖𝑎4

Abstract Poverty alleviation is a government program that has been running since the ‘New Order’ in Indonesia. This

program is considered to be a reltive success because it can reduce the percentage of poverty rate in Indonesia

from the average of villages and cities by 60% in 1970 to 10.12% in September 2017. But unfortunately the

number of poor people in Indonesia is still high compared to neighboring ASEAN. According to Asean China

the UNDP Report on Financing the Sustainable Development Goals (SDGs) in ASEAN reported that throughout

Southeast Asia, 36 million people live in poverty and 90% live in Indonesia and the Philippines (National

Geography). In order to continue the ideals of poverty alleviation, the government continues to develop programs

that one of them through the policy of BUMDes (Village-Owned Enterprice) but currently BUMDes is still not

maximized in terms of Integrated with Stakeholder and online business marketing that we know is increasingly

popular-especially in Indonesian society as the increase of internet users. Therefore, this research is conducted

by using direct interview method with BUMDes, government and business, as well as those responsible in

BUMDes and Unit under it by using Empathy Map method which is realized electronically through E-BUMDes

that produces marketplace platform in sale of local products and village tourism services, facilitate product design

training and consultation to determine BUMDes business by expert teams as well as potential village promotion

tools. In addition, E-BUMDes can create Holding BUMDes to integrate data to the Ministry of Village.

Keyword: Sustainable poverty alleviation model, Economic Growth, Information Management System

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Introduction The Indonesian economy is organized based on the principles of togetherness, fair efficiency, sustainability,

environmental insight, independence and maintaining a balance of progress and national economic unity. So

that in poverty eradication in Indonesia embodied in three program strategy that is: BUMN / D, Cooperative

and Private. The reality of Law No. 6 of 2014 states that village development aims to improve the quality of

human life and poverty alleviation through the provision of basic needs, the development of facilities and

infrastructure, the development of local economic potential, and sustainable use of natural resources and

environment, , kinship and mutual cooperation to achieve social justice.

The poverty alleviation program is a program that has been running since the Indonesian New Order

Government (1970s), until now has been relatively successful in reducing the number and percentage of poor

people in Indonesia. The decline in poverty is not in line with the size of the allocation of funds, leaving

Indonesia far behind compared to other ASEAN neighbors. However, development programs such as in the

village still have not had much impact.

Based on the reality, one of the opportunities in tackling the rural poor is through Village-owned enterprises

(BUMDes) based on Permendes no 4 of 2015 on BUMDes and Law No. 6 of 2014 on villages. BUMDes

outlines products of tourism goods and services. In addition, the Village Owned Enterprise (BUM Desa /

BUMDes) becomes one of the priority programs of the Ministry of Village, Disadvantaged Area Development

and Transmigration (Kemendes) Year 2017. Through BUMDes, villagers are encouraged to manage the

economy autonomously.

In 2014 there are 1,022 units of BUMDes. This number increased to reach 18,446 units in 2015 spread

across several regions in Indonesia. But the increase in the number of BUMDes is not accompanied by good

management and monitoring by the government that impact on the price of products or services from

BUMDes tend to be less kosistensi akan quality and quantity so that products or services less desirable in the

market. In addition there are still many villages that do not have the qualified human resources in the planning,

management and marketing of products in managing BUMDes. Of the number of BUMDes, there are some

areas that have not been productive for example BUMDes in Kota Batu. According to Subhan as head of

BUMDes Pesanggrahan village stated that "In Batu City, from 19 villages with BUMDes, only a few villages

are currently seen as productive as BUMDes Desa Sidomulyo, Bumiaji, and Pesanggrahan due to the many

factors that make constraints during the management process of the BUMDes "(Kompas, 2017).

Be aware of the problem, the solution expected by the author by creating E-BUMDes which is a

marketplace platform in selling BUMDes products and services business is also to facilitate product design

and consultation training to determine BUMDes business by expert team as well as potential village

promotion facilities. In addition, E-BUMDes can create Holding BUMDes to integrate data to the Ministry

of Village so that the government can control the development of BUMDes.

Experimental Methods

Fig 1. Flow diagram of experimentalmethod

Preparation

Survey and

Literation review

Implementation

Requirements

analysis

System

Design

Application

testing Implementation Coding

Evaluation

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1. Preparation

This stage is the first step to make the survey possible. The location of the survey itself is located in

the BUMDes of Small and Medium Micro Units (UMKM) Pesanggrahan, Batu City Government.

Types of data used are primary data (interview) and secondary data (citation). Interviews were done

by adjusting the research focal using Empathy Map Theory.

2. Implementation

Problem analysis using Empathy Map Theory and also costuming requirement of BUMDes and

UMKM is a first step in this stage. The requirements are divided into two parts; fuctional requirement

and non-functional requirement. Functional requirements contain processes that can be opeated by

the system and non functional requirements describe supporting features and tools that will be used

for building and developing the system such as XAMPP, Notepad++, codeIgniter platform,

bootstrap, and also detail of testing device. Then, the system design will be build using incremental

model process. The advantages of incremental process are making development process fastly, easier

to know if has an addition user’s requirement, and having minimum resource to make changes in

software (Sommerville, 2011).The implementation of the system is coding in the form of programe

codes, according from system design. If it was implemented, there will be the websites and also need

application tested to know bugs and error in the system and to check all requirements are

implemented. Then, the system can be accessed by all BUMDes, UMKM, also the society in

Indonesia.

3. Evaluation

Evaluation is conducted to determine the effectiveness of E-BUMDes application and to ensure that

the application is running according to previous planning.

Result and Discussion BUMDes (Village-Owned Enterprise)

BUMDes or Village-owned enterprises based on Permendes no 4 of 2015 on BUMDes and Law No. 6 of

2014 on villages. in Article 87 stating that BUMDes is formed on the basis of the spirit of kinship and mutual

assistance to utilize all economic potential, economic institutions, and the potential of natural resources and

human resources in order to improve the welfare of rural communities. BUMDes outlines products of tourism

goods and services. In addition, BUMDes collects several types of MSMEs below such as Social Business,

renting, brokering, trading, financial business, and holding (Aware group of tourism). Management of

BUMDes adapted to local potential, for example On BUMDes in Pasenggrahan Village. Products produced

in the form of milk and Hydroponic Farms, Financial Business in the form of savings and loans for the

community, and Aware Group on the management of dairy tourism, Coban (Waterfall), and Climb at

Panderman Mountain.

Empathy Map

Anyone who studies the business model should be able to parse the profile of the intended customer segment.

A good way to start is to use the empathy map, a thought tool that helps us walk beyond customer

demographic characteristics and develop a better understanding of the environment, behaviors, concerns and

aspirations. With this tool we can find a stronger business model because customer profiles guide the design

of better value propositions, a more convenient way to reach customers, and better customer relationships.

Map empathy is a visual aid developed by visual thinking company called XPLANE. This one-page visual

tool consists of six boxes of questions that enable the company to better understand what customers really

want. (Alexander Osterwalder and Yves Pigneur, 2012: 131).

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Table 1.

Empathy map

What did he see? See

Describe what customers see in the

environment.

- What does it look like?

- Who surrounds it?

- Who are his friends?

- What's the problem?

1. Competition of products from domestic and abroad in large scale.

2. Products from small and medium micro units of BUMDes are still

constrained on the consistency of quality and quantity.

3. The community is less actively participating

4. The problems faced by BUMDes are generally the same in the

management of human resources and marketing and the lack of

government and media participation.

What did he hear? Hear

Describe how the environment affects

customers

- What did his friends say? The couple?

- Which media channels have an effect?

- Who influenced him and how?

1. Products produced less able to compete with medium and large

industrial products.

2. Lack of local and national media participation in "Branding"

products produced by BUMDes units.

3. Platforms such as Tokobagus.com, OLX.com, etc. as a product

marketplace cannot be entered by the micro small unit product of

BUMDes

4. Influential media in Indonesia is a medium that is managed

privately and is currently being intensively-incessant marketing

through social media such as Instagram, Line, Youtube etc.

5. Generations X and Y already use smartphones and supported

internet channels to the village by the government.

6. Today's society has many who use the Marketplace in buying and

selling transactions.

What does it say and do? Say and Do

- What's his biggest frustration?

- What are the risks he fears?

1. Reporting the results of BUMDes to the village authorities

completed reporting on accountability for a month.

2. Central Government (Ministry of Village) get data BUMDes

results for a year due to the length of process of bottom-up

procedural.

3. Limited human resources professionals in managing units under

BUMDes

4. Inadequate planning in taking into account organizational

strategy.

5. Productivity every year is reduced.

6. People are less interested in Tourism Services provided.

What kind of hurt does the customer feel? Pain

- What does he really want to achieve?

- How does he measure success?

1. Lack of government expenses because the government does not

have media / facilities to accommodate or collect BUMDes so that

the Government does not have data related to the development of

BUMDes.

2. Potential Villages like in Pesnggrahan ie milk today has been

taken over by large companies that result in the inclusion of a few

breeders. This potential will be taken over and managed by BUMDes

to increase revenue

3. Products and services can be recognized locally or nationally.

What are customer acquisitions? Gain 1. Percentage of increased activities such as milk management

activities

2. External investors who want to invest in micro small unit from

BUMDes

3. The large number of communities involved in the development

and management of small micro units in BUMDes.

4. Increased productivity in the management and marketing of

Products and services produced by Units of BUMDes.

Source: Processed by Authors, 2018

From the results of field study using Empathy Map in table 1, it can be concluded that some of the needs

of BUMDes Management, such as:

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1. Needed innovation related to “Holding BUMDes” development in the form of facilities connecting

Government with BUMDes every village in Indonesia, so that government can monitor productivity

from every BUMDes in Indonesia.

2. Currently, Generations X and Y have access to buying and selling through the marketplace on

smartphones because it is more reliable, effective and efficient in the use of time, effort, and price.

3. The need for business consulting facilities by experts on product training such as Packaging of

product, business finance, strategic market and etc. This facility is indispensable for units under

BUMDes such as Micro-Small and Medium Units.

Operation of E-BUMDes BUMDes located in every sub-region or village in Indonesia. The purpose of BUMDes are to facilitate the

society to improve or build a business through BUMDes unit, supervise performance of BUMDes units, and

provide a consultation center and training about BUMDes. The community must register to BUMDes in order

to join BUMDes unit, then BUMDes will verificate of its eligibility. If it is accepted then BUMDes unit can

be operated. BUMDes can monitor BUMDes units progress through result of transaction history in every

single BUMDes units.

Requirements Analysis and System Design from BUMDes operational data can be arrangedfunctional

system requirement as follow:

1. The system provides view function of BUMDes units infomation for visitor

2. The system provides educative BUMDes videos function for visitor

3. The system provides register costumer account function for visitor

4. The system provides register BUMDes unit account function for visitor

5. The system provides view function of transaction status for costumer and BUMDes unit

6. The system provides update function of transaction status for costumer and BUMDes unit

7. The system provides update function of service or product information for BUMDes unit

8. The system provides update function to confirm registered visitor for BUMDes

9. The system provides buy function of product or service in BUMDes unit for costumer

10. The system provides update information function of BUMDes unit for BUMDes

11. The system provides delete function of BUMDes unit for BUMDes

12. The system provides add function of BUMDes unit for BUMDes

13. The system provides add function of educative BUMDes video collection for BUMDes

14. The system provides delete function of educative BUMDes video collection for BUMDes

15. The system provides detail profit result function of BUMDes unit for BUMDes

16. The system provides update function of profile for costumer

17. The system provides list of view BUMDes unit BUMDes based on categories (product or service,

city, sub-region or village)

18. The system provides detail order function for costumer

19. The system provides view function of transaction history for BUMDes, BUMDes unit and costumer

20. The system provides login function for visitor

21. The system provides logout function for costumer, BUMDes, dan BUMDes unit

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Fig2. Use casediagram of E-BUMDes

System workflow

Here is the steps of management information system on E-BUMDes in general.

Requirements:

1. Customer, BUMDes Unit Administrator, BUMDes Administrator and visitor must have a mobile

device or computer and have good internet connection

2. Customer, BUMDes Unit Administrator, BUMDes Administrator and visitor must have a good

internet connection

Case 1:

1. Visitor chooses a city and/or sub-region of BUMDes Unit place

2. Visitor picks up a product or service

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3. Visitor becomes a costumer by register as costumer and login to system

4. Costumer fills details of order and payment option and click submit

5. BUMDes Unit gets notification about new order from costumer

6. BUMDes Unit confirm an acceptance of costumer order

7. Costumer gets notification and pay of billing order and update payment status in system

8. BUMDes Unit gets notification and check the costumer payment, if it has paid then BUMDes Unit

update status of order as in progress

9. BUMDes Unit sends costumer order (in case it is product) or give an invoice (in case it is service)

10. Costumer gets a product or an invoice

11. BUMDes Unit changes order status as complete and it becomes a transaction history

Case 2:

1. Costumer come directly to BUMDes Unit

2. BUMDes Unit inputs costumer information and order data into database on the computer

Advantages and Long term benefits

Table 2.

Advantages and long termbenefits of E-BUMDes

Objects Advantages

of E-BUMDes

Long Term

Benefits

BUMDes Can review progress of each

BUMDes unit based on transaction

history through application of

management system

Each BUMDes unit can be controlled,

so it can continue to evaluate

Can provide information related to

product and service update

Time effeciency related to information

delivery and administration

BUMDes Units Can register with paperless

document process


delivery and administration

Can receive a costumer order

information fastly and provide

costumer order information

progress directly through system


delivery and flexibility over time

Costumer Choose a product or service and

can order directly through system

Save cost, time and effort in ordering

product or service

Can receive reporting information

of order through website system


delivery and flexibility over time

Visitor Can know any information

accessed through the website

system


delivery

Impact of Innovation Development

Long-termimpactof application ofmanagement information system and e-business through E-BUMDes

application will certainly be related tothe business and society-development sector that is increasing

productivity of BUMDes. In addition,the implementation of this informationsystem indirectly provides the

impact ofscience and technology learning for thecommunity. Utilization in the form ofapplication is also at

the same time preparingtechnological sophistication in the future forfuture generations

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Fig3. Basic View of E-BUMDes Homepage

Conclusion Village-owned enterprises (BUMDes) is one of the opportunities to tackle the rural poor based on Permendes

no 4 of 2015 on BUMDes and Law No. 6 of 2014 on villages. Broadly speaking, BUMDes produces tourism

goods and services. Village Owned Enterprises (BUM Desa / BUMDes) become one of the priority programs

of the Ministry of Village, Disadvantaged Area Development and Transmigration (Kemendes) Year 2017.

Through BUMDes, villagers are encouraged to manage the economy autonomously. However, BUMDes

products tend to lack the consistency of quality and quantity so that the products or services are less desirable

in the market than there are still many villages that do not have the qualified human resources in planning,

managing and marketing the products in managing BUMDes. E-BUMDes which is a marketplace platform

in BUMDes products and services sales is also aimed at facilitating product design and consultation training

to determine BUMDes business by expert team and other potential village promotion means besides, E-

BUMDes can create BUMDes Holding to integrate data to the Ministry of Village so that the government can

control the development of BUMDes.

References Aryadji(2017).Kenapa BUMDesa Mati Suri, Ini Dia Sebab Sekaligus Solusinyaaccesed 14th 2018

(http://www.berdesa.com/kenapa-bumdesa-mati-suri-sebab-sekaligus-solusinya/)

Badan Pusat Statistik(2018). “Jumlah Penduduk Miskin, Persentase Penduduk Miskin dan Garis Kemiskinan, 1970-2017”

accesed14th April 2018 (https://www.bps.go.id/statictable/2014/01/30/1494/jumlah-penduduk-miskin-persentase-

penduduk-miskin-dan-garis-kemiskinan-1970-2017.html)

Bruno, Lanvin. (2012). The e-government Handbook for Developing Countries. Center for democracy and Technologi.

Washington.

Eisenmann, T.(2001).Internet Business Models: Text and Cases. New York. McGraw- Hill/Irwin.

Handono, T.(2014).Developing Bumdes (Village-owned Enterprise) for Sustainable Poverty Alleviation Model Village

Community Study in Bleberan-Gunung Kidul- Indonesia. Yogyakarta. IDOSI Publications.

Siahaan, Trisno. Analisis Model Bisnis Dari galeripos.com Dengan Menggunakan Business Model Canvas. Universitas

Telkom Bandung.

Susi, Sosa. (2012).Empathy Map, The Nas Team. The University of Texas at Austin.

Widyaningrum,Gita.(2017). “90 Persen Masyarakat Miskin ASEAN Tinggal di Indonesia dan Filipina”accesed 14th April

(http://nationalgeographic.co.id/berita/2017/11/90-persen-masyarakat-miskin-asean-tinggal-di-indonesia-dan-

filipina)

Zikmund., William G., et al.(2010). Bussiness Research Methods (eight edition).

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Chapter 32

Gotta catch ‘em All to Master Adjectives

Theebanraj S/O Nagarajan¹, Nithia Prathiba Thevar D/O Kamalanathan² &

Melor Md. Yunus³

SK Kenering¹

SK (Felda) Jengka 23²

Universiti Kebangsaan Malaysia³

[email protected]

Abstract Life in the millennials has caused a drastic change in the education system worldwide where English has been made an

important language to be acquired. Similar scenario occurs in Malaysia where English is accorded a second language

status. Various plans, programs and methods are being implemented in ESL classrooms every now and then too. However,

teaching English in a local classroom is still being a big challenge for the teachers, especially when teaching grammar

items. Hence, an innovation using a mobile app, Pokēmon Go, a breakthrough in integrative gaming technology, is used

in this research to teach adjectives for Year 3 pupils in ESL classroom. This study is carried out in two rural schools

situated in Gerik and Jengka. This action research employed in the local ESL classroom will be a great benefit for all the

stakeholders. Instruments such as observation checklist, document analysis, and semi structured interviews were used in

this study for the data collection process. This research revealed that augmented reality created an excitement among the

pupils to have a fun and an interactive learning session. The realistic animation and impressive interactivity is able to

provide context-rich, cognitively engaging virtual environments for language learning.

Keywords: ESL classroom, Adjectives, Pokēmon Go, Language learning, Augmented reality

Introduction English Language is widely spoken all around the world. Realizing the importance of English Language,

Malaysia has accorded second language status for it (Thirusanku & Melor, 2014). Being proficient in English

Language is one of the core objectives of Malaysian education system. This is stipulated also in the Malaysian

education policy whereby English is taught as a compulsory subject since primary one in all Malaysian public

schools. Despite this emphasis, some children are still unable to acquire the basic English Language

knowledge during their primary school level. Hence, an initiative has to be taken in order to overcome this

issue. In the recent days, there has been an increase in mobile games that uses augmented reality. This has

paved way to utilize them in the ESL classroom (Calvo-Ferrer, 2017).

Problem Statement Teaching a second language, especially grammar is a difficult task as it requires innovative teaching and

learning materials to make it a fun learning session. In most language classrooms in Malaysia, the focus is

placed heavier on grammar, reading and writing skills (Bastanfar &Hashemi , 2010). Despite the heavy

emphasis on grammar, teaching adjectives is still a challenge. This was evident in two Year 3 classrooms in

two different rural schools. Those Year 3 pupils were having difficulty in identifying and using adjectives

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correctly in a sentence. Therefore, the researcher have decided to integrate a location based and an augmented

reality game that can be accessed using mobile phone, Pokēmon Go to teach adjectives for Year 3 pupils in

ESL classroom. This is supported by few literature reviews. Anderson, Reynolds, Yeh and Huang (2008)

suggested that games provide a realistic sociocultural context that favours second language learning. Games

are effective tools in the field of teaching second language vocabulary acquisition (Abrams & Walsh, 2014;

Amoia, Gardent & Perez-Beltrachini, 2011). Acording to Wrzesien and Alcaniz Raya (2010) educational

games are powerful and effective tools as they reinforce skill mastery and accommodate multiple learning

ability. Asgari and Ghazali (2011) point out that the learning process will become more efficient and effective

when learners use strategies, enabling them to become more proficient language users. Yunus & Salehi (2012)

stressed on the importance of integrating technology into a pedagogical tool in which it was a more student-

centered approach. Hence, the researchers were using an Androip App game, Pokēmon Go in teaching

adjectives to Year 3 pupils.

Objective:

1. To investigate the aspects of Pokemon Go that enhances learning of adjectives.

2. To identify the advantages of using Pokemon Go in learning adjectives.

Questions:

1. What aspect in Pokemon Go that enhances the learning of adjectives?

2. What are the advantages of using Pokemon Go in learning adjectives?

Methodology This research was carried out in two rural schools located in Gerik and Jengka where the reseachers were

teaching. An action research was employed in both these schools to teach adjectives using Pokēmon Go game.

A total of ten pupils were chosen to be the participants based on the TOV result. In line with the objective of

the research, three instruments were used for data collection purpose. Observation checklist, document

analysis and semi structured interview protocols were administered. The observation using ‘Yes’ and ‘No’

indicators were used. The main focus of the observation were on; (1) students’ participation and, (2) students’

outcomes. (1) has focused on how well the students master adjectives and as for (2) the ability to use them in

sentence construction. The researchers conducted a semi structured interview with five questions as follow;

1. Which aspect do you like the most in the Pokemon Go game?

2. Do you think it is easy to learn adjectvies using Pokemon Go game?

3. Did you enjoy the lesson?

4. Were you able to identify the adjectives correctly?

5. Were you able to use those adjectives correctly in a sentence?

The interviews answers were analyzed by identifying (1) aspects of Pokemon Go game and (2) advantages

of Pokemon Go game. Lastly, the difference in scores that pupils get for the worksheet 1(a) and 1(b) were

analysed for document analysis instrument. This action research was done consecutively 5 days as below:

Day / Date Activity Instruments

Day 1

(2/4/18)

Adjective worksheet given.

Observation was done.

Worksheet

Observation Checklist

Day 2

(3/4/18)

Pokēmon Go game.



Day 3

(4/4/18)

Pokēmon Go game.



Day 4

(5/4/18)

Pokēmon Go game.



Day 5

(6/4/18)

Pokēmon Go game.

Adjective worksheet given.

Semi structured interview.

Worksheet

Semi structured interview protocol

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Findings and Discussions The findings below were based on three instruments which were observation checklist, document analysis

and semi structured interview.

Observation-Students’ participation (Mastering the adjectives)

The rational to have this study is to intergrate Pokemon Game in learning adjectives. During the observation,

it showed that the all ten students were able to master the adjectives taught. This was shown by (Item 1) how

well the students participate while playing the game. (Item 2) The students were able to apply the adjectives

learnt in the worksheet given. The students also showed interst while finding suitable adjectives while

contructing sentences to compose a descriptive sentence. Another positive feature was they were excited to

learn using the augmented reality game as it has changed the character in the game according to their

preference. The overall result was amazing. (Item 3) Each one of them were found helping each other in

identifying the adjectives to use them correctly during sentence construction. Their feedback for the lesson

was encouraging and they like to learn other grammatical items using the same technique. This is supported

by Dörnyei, & Ryan (2015) where it was asserted that second language learners attainment relies on the

students’ own active and creative participation.

Observation - Students’ outcomes (Ability to identify and use it in sentence)

For this area of observation, (Item 4) all the ten students were able to identify the adjectives given according

to its category. Such as red, yellow, green (colours) large, tall, slim, short (size) and square, triangle, round

(shapes). (Item 5) They were also able to give help and comment on their friends’ worksheet. They were seen

making correction on the wrong answers done by their friends. Students were also seen commenting on why

the respective answer is right or wrong.

Document Analysis-Worksheet (1a) and (1b) (Identify and use it in sentence)

Two worksheet were administered in this study namely worksheet (1a) administered before and (1b) given

after the intervention. There were two sections in each of the worksheets- section I (identifying adjectives

according to its category) and section II (ability to use them in the sentence construction). The difference in

scores were calculated and percentage of increase in marks obtained were tabulated. The percentage

calculated indicated that the pupils were able to master the adjectives and were able to use them correctly by

using them in sentence construction. For worksheet (1a), most of the students scored two to three marks out

of 20 marks given. After the intervention, the pupils were able to score 17 to 18 marks. The percentage of

increase in scores were within 60 to 70 percent. This was considerably high as the pupils were able to master

adjectives by identifying the correct category and use them in the sentence construction.

Semi-structured interview (Ability to identify and use it in sentence)

The interview was done at the end of the session. Most of the responses were positive and encouraging in

using Pokemon Go game in learning adjectives.

Which aspect do you like the most in the Pokemon Go game?

9 out of 10 students gave almost the same answers to this question. They stated that the modification of

character in the game was their favourite as it enables them in choosing according to their preference. The

students also said that finding each pokemon and describing them was fun. They explained that pokemons

were different in shapes, sizes and colours. Hence, it was fun and meaningful to both play game and learn

adjectives.

Do you think it is easy to learn adjectvies using Pokemon Go game?

All of the students stated that it was easier for them to learn adjectives. This was due o the fact that pupils

were given freedom to use the mobile phone for an educational purpose. In addition, they have also mentioned

that they assumed that all the games were merely used for entertainment purposes. Their assumption was

proven wrong as the game was used for educational purpose. Moreover, the visuals presented in the game has

made it easier for the pupils to learn adjectives. This has engaged them actively while learning adjectives.

Did you enjoy the lesson?

Since the rural school students had no experience of using a mobile phone, they were all seen excited to

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use it. All of them have agreed that they enjoyed the lesson thoroughly and cannot wait for the next lesson.

They have also given suggestions to use them to teach different grammatical items. One of the students

said, “… I think we can use this to learn nouns and verbs also…”

Were you able to identify the adjectives correctly?

All the students have stated that they were able to identify the adjetives according to the respective

category. They have mentioned that they were able to complete worksheet 1b when it was given. It was

indeed easier for them to correctly identify the adjectives. It was a great fun learning adjectives in this

way, said one of the students.

Were you able to use those adjectives correctly in a sentence?

All of the students have agreed that they were abel to use the adjectives correclt while constructing

sentences. They admitted that all this while, they had been experiencing problem to write a descriptive

sentence. With the help of Pokemon Go game, they now felt motivated to write a longer and descriptive

sentence. They have admitted that they could not wait for the teacher to use the game while teaching other

grammartical items.

Limitation and Recommendations The present study on using Pokemon Go game has several limitations. First of all, the total number of

participants is very small. If there were population then the result could have been more valid. The study

could be done with the students from other rural schools as well. It could also focus on teacher’s perspectives

on using Pokemon Go game in ESL classroom. The review of related literature in this paper contains a number

of fruitful ideas that allow attention to focus on the following implications 1) innovative teaching ideas should

be encouraged in local ESL classrooms; 2) materials to be used should be motivating; 3) teachers can make

a good use of technological tools to teach the second language.

Conclusion English teachers in local ESL classrooms should think of innovative, engaging, fun and meaningful learning

aids for the pupils to master the second language. The delightful experience will pave way for them to take

part actively in teaching and learning process. By using appropriate tool, the fundamental objective of the

teaching and learning session can be achieved. As a whole, Pokemon Go game was able to provide context-

rich, cognitively engaging virtual environments for second language learning.

References Abrams & Walsh. (2014). Gamified vocabulary: online resources and enriched learning. Journal of Adolescent & Adult

Literacy, 49-58. Amoia, Gardent & Perez-Beltrachini. (2011). Learning a second language with a videogame. ICT for Language Learning.

Simonelli Editore.

Anderson, Reynolds, Yeh and Huang. (2011). Video games in the English as a Foreign Language classroom. 2nd IEEE

International Conference on digital games and intelligent toys based education, (pp. 188-192).

Asgari&Ghazali. (2011). The type of vocabulary learning strategies used by ESL students in University Putra Malaysia.

English Language Teaching,, 84-90.

Bastanfar &Hashemi . (2010). Vocabulary learning strategies and ELT materials: a study of the extent to which VLS

research informs local course books in Iran. International Education Studies, 158-166.

Calvo-Ferrer, J. R. (2017). Educational games as stand alone learning tools and their motivational effect on L2 vocabulary

acquisition and perceived learning gains. British Journal of Educational Technology, 264-278.

Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learners revisited. United Kingdom: Routledge.

Thirusanku & Melor. (2014). Public Examinations in Malaysia. Asian Social Science, 254-260.

Wrzesien & Alcaniz Raya. (2010). Learning in serious virtual worlds: evaluation and learning effectivenessand appeal to

students in the E-junior project. Computers & Education, 178-187.

Yunus, M., & Salehi, H. (2012). The Effectiveness of Facebook Groups on Teaching and Improving Writing : Students ’

Perceptions,. vol 6, no 1.

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Chapter 33

Pay Per Quest: A Board Game for Primary Learners’

English Fluency

Azman Hariffin, Siti Norain Binti Duka & Melor Md Yunus

Universiti Kebangsaan Malaysia

Abstract Language-based board games have been employed in ESL classrooms to help build fluency among the learners. English

fluency building is very well encouraged in Malaysian primary education through MBMMBI policy. However, Malaysian

primary ESL learners’ proficiency level is questioned. Therefore, it is a need to develop a creative and innovative tool for

learners’ fluency. This study aims to explore ‘Pay Per Quest Board Game’ as an innovative tool to build English fluency

among young ESL learners. This study involved twelve participants of Year Three primary ESL learners in Kapit and

Kanowit, Sarawak rural areas. Observations and interviews were applied as research instruments. Using this board game

in ESL classrooms helped intermediate learners to be aware of the language structure and foster collaborative learning. It

benefits ESL teachers as it is developed to fit the KSSR syllabus. It also helped young ESL learners in building English

fluency in a low anxiety environment. The implication of this study is the identification of the learners’ fluency building

as a fascinating topic to be expanded. As an important cause, it will provide the teachers, educational practitioners, and

educational policymakers, an insight into the refining of the current curriculum, syllabus, and practices.

Keywords: board game, fluency, collaborative learning, ESL learners, education

Introduction Insufficient English language fluency among ESL learners in rural areas is one of the major challenges faced

by the teachers. As most schools in rural areas experience the lack of teaching resources, it is important to

find solutions to help the low proficiency learners build their English fluency. These learners need a positive

learning atmosphere with fun and entertaining language lessons. It can be achieved by using games in

language lessons as it is effective in lowering the learners’ anxiety level (Tengku Nazatul Shima & Rahmah,

2012; Fotini, 2017). The use of games in language learning has been employed in ESL classrooms to help

build fluency among the learners. A study by Korkmaz (2013) demonstrated that using games for language

learning had outcome positive impacts. One of the positive impacts was the edutainment value. Other than

that, using games in language learning had succeeded in lowering the learners’ anxiety level. It was also

reported in the study that the approach had provided meaningful language learning. It indicated that learning

through games is suitable for young learners.

English fluency building is very well encouraged in Malaysian primary education through “Upholding

Bahasa Malaysia and Strengthening English” (MBMMBI) policy (Chan, 2012). Having a good English

Fluency offers an opportunity to have secure jobs in various working sectors and helps the nation to progress

towards becoming a global competitor (Hafizoah & Fatimah, 2010). However, Malaysian learners’ English

proficiency level is questioned. Many Malaysian graduates failed to be employed due to their inadequate level

of English proficiency demanded by the workplace settings (Chan, 2012). Lack of educators’ creativity and

examination-oriented culture are among the reasons that led to Malaysians poor performance in English (Lee,

2012). Thus, it is a demand to produce a creative and innovative tool to help build the learners’ English

fluency.

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Utilizing Pay Per Quest Board Game (PPQBG) is regarded as a worthy instrument to overcome the

addressed problem. When the learners play the board games, they interact among each other. The interaction

among the players helps reduce their anxiety level and improve the English language learning (Kapp, 2012).

Although the use of board games in language learning had been employed widely, very few studies had been

focused on rural primary schools.

In general, this study proposed to explore the aspects of PPQBG that positively affect young ESL learners’

English fluency in Sarawak rural areas and to look into the effects of using PPQBG on the learners’ English

fluency. Hence, the study seeks to answer the following research questions:

a. What are the aspects of PPQBG that affect the ESL learners’ fluency positively?

b. What are the effects of using PPQBG on the ESL learners’ fluency?

Methodology This study was conducted in two rural primary schools in Kapit and Kanowit, Sarawak, Malaysia where the

researchers served. Both schools had limited access to electricity and telecommunication services. Twelve

pupils of Year Three from each school were involved in this study. It was observed that the participants

demonstrated inappropriate use of vocabularies, and minor grammatical errors in their writing and speech

production. A qualitative research design by means of observations and interviews were utilized to answer

research inquiries. The study called for two complete weeks to get the data collection process completed. This

study was conducted during four hours of English lessons and an additional hour during co-curricular activity

meeting per week. The participants were first introduced to the board game. They were fully guided and

monitored during each session.

Data collection and analysis During the first lesson, the participants were acquainted with the rules and regulations of the PPQBG to let

them become familiar with the game play. The board game is designed in 50cm x 50cm size. The game play

concept is drawn from roll-and-move board game category in which players move their tokens based on the

result number showed on a die or dice (Björk & Holopainen., 2005). This study involved selecting learning

standards (Table 1) from Year 3 Primary School Standard Curriculum (KSSR) syllabus under the topic Pet’s

World. In a standard procedure designed for PPQBG, two minimum players are required. For this study, the

twelve participants were divided equally into four groups. After the turn for each player was determined, the

first player from the first group throw the die according to the number on the die. For example, if the number

appeared is 3, then the player will have to move the token 3 steps forward. If the token reaches a ‘?’ mark on

the board, the player has to slide a PPQBG Quest Card and complete the task. The task can be either asking

questions, requesting meaning of words, or asking correct spelling based on the selected learning standards

in Table 1. Table 1

Selected learning standards for the study

Learning Standards Descriptions

1.1.4 Able to talk about a stimulus with guidance.

1.3.1 Able to listen to and demonstrate understanding of oral text by: (b) answering simple Wh-

Questions

2.2.3 Able to read and understand simple and compound sentences.

2.2.5 Able to apply dictionary skills to locate words: (a) entry points; (b) exit points

2.3.1 Able to read for information and enjoyment with guidance: (b) non- fiction

5.1.3 Able to use verbs correctly and appropriately: (a) regular verbs

The learning standards are selected from the Year 3 KSSR syllabus.

Lucky players might draw PPQBG ‘Platinum Access Card’, which is a card that enables a player to have

unlimited access to resources. If the player answers correctly, the participant will be given play money,

according to the sum of money printed on the card. If the player failed to complete the task, he/she is required

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to return the money to the board game box, the same amount printed on the card, and also need to return the

token to its previous space. The player, however, may ask for help from any resource available to keep staying

in his/her current space, by returning money, according to the cost of the task, to the PPQBG box. The first

player that reaches the ‘Star’ will become the winner.

Six of the 24 participants were randomly selected for the one-on-one interview sessions. The researchers

had informed and explained in detail about the study to the school administrators and the participants’

caretakers. The caretakers had signed consent forms. These actions were taken to address the ethical issue.

The interview sessions were conducted in Malay, English and the participants’ native language in order to

avoid the language barrier. The interviews were recorded, listened attentively, and then transcribed to form

raw data. Interviews in languages other than English were translated. The accuracy of the translation was

confirmed through peer checking by the researchers’ colleagues.

As for the observations, the researchers had taken detailed field notes during the game play. In order to

explore the game, the researchers actively involved in the game play with the participants to get as much

detail as they can. The researchers observed the how the participants’ behaviour, aspects that interfere with

the process, that might affect the participants while playing the game, events that occur during the process

and everything that can be accounted into the field notes. The field notes later were analysed and coded to

capture the themes that emerged. After the data from both instruments were collected, the data were

triangulated.

Findings and discussion All the names of the individuals in this discussion are pseudonyms. From the interviews, the participants

informed that playing PPQBG had encouraged them to speak in English language by following the sentences

they encountered during the game play. One of the participants, Will, said, “I’m not afraid to speak English

in class anymore,”. According to Will, his experience in playing PPQBG encouraged him to be more

confident in speaking English during the lessons. Another participant, Viola, told a different story. Viola

confessed that she still struggled in reading in general, but at least, she understood the words she encountered

in PPQBG. She described it by saying, “I still struggle in reading texts... but I understand some words from

the game,”. The interviewees showed their newly found ability by giving responses in English. Speaking in

English confidently meant that the participants were in a low anxiety environment (Cut Ratna Putri et al.,

2016). When the participants were asked about the aspects of the game that helped improve their English,

they agreed that the visuals and the contents were suitable for them. Vicky informed “The picture is

beautiful... It helped me understand and remember the words. I like the topic too,”. He also mentioned, “The

questions on the cards are not too difficult.”. The participants found that the contents were suitable for them

because the contents were based on the carefully selected learning standards of Year 3 KSSR syllabus.

The improvement of the participants’ use of English had started to grow on the fourth day, during the co-

curricular activities hour. It was observed that the participants were more relaxed during the co-curricular

activity, where the lessons were semi-formal. The setting had provided a lower anxiety environment for

learning. During each game play, the participants demonstrated collaboration among players. At first, most

of them were reluctant to ask for help until someone had started. The other participants immediately modelled

the action. The interaction among the players finally became a speaking practice. As Zagal et al. (2006) had

stated, playing board games was one of the many ways to foster collaborative learning. When the participants

encounter sentence construction tasks, they had difficulty to complete the task during the first week, but they

finally improved their sentence making ability in the second week. The constructed sentences were mainly

based on the structures that the participants had encountered during the game play. The result showed that

using PPQBG in English classrooms was suitable for young learners. Using educational games in English

language classrooms was undeniably a great approach to help young learners improve their English (Aida &

Rusdi, 2014; Cerqueiro & Castro, 2015; Cut Ratna Putri et al., 2016; Klimova, 2015; Korkmaz, 2013; Lee,

2012; Luu & Nguyen, 2010; Sorayaie, 2012; Tengku Nazatul Shima & Rahmah, 2012; Tengku Nazatul Shima

& Rahmah, 2013; Fotini, 2017; Yong & Yeo, 2016). Therefore, board games for English language learning

should be considered by teachers, educators, curriculum designers and the other educational stakeholders to

be developed widely, as the board games evidently show positive impacts on language learning.

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Conclusion This study proposed to explore the aspects of PPQBG that positively affect young ESL learners’ English

fluency in Sarawak rural areas and to look into the effects of using PPQBG on the learners’ English fluency.

Overall, PPQBG offered possibilities for an improvement in rural learners’ English fluency. This is a

fascinating topic that can further be expanded. The findings of the study had given an insight to the researchers

to consider developing suitable materials for English language learning among young learners. Teachers

should consider developing their own English language learning board games that suit their learners’

background. Building the young learners’ English language fluency is possible with the right approaches and

effective supplementary materials. This study will provide the teachers, educational practitioners, and

educational policymakers, an insight into the refining of the current curriculum, syllabus, and practices. The

success ESL learners in the rural areas depends on the right support.

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school. JELT Vol. 2, No. 2, Serie A. March 2014.

Björk, S., & Holopainen, J. (2005). Games and Design Patterns. In The Game Design Reader: A Rules of Play Anthology,

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Cerqueiro, F. F., & Castro, M. C. (2015). Board-games as review lessons in English language teaching: useful resources

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Chan, S. H. (2012). Defining English language proficiency for Malaysian tertiary education: Past, present and future

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Cut Ratna Putri, Bustami Usman, & Chairina (2016). Board game in speaking skill. Research in English and Education

(READ), 1(2), 146-151, December 2016.

Fotini, G. (2017). Adapting board games to stimulate motivation in vocabulary learning in six year old learners: A case

study. Journal of Studies in Education 2017, Vol. 7, No. 3.

Hafizoah Kassim & Fatimah Ali (2010). English communicative events and skills needed at

the workplace: Feedback from the industry. English for Specific Purposes 29 (2010) 168–182.

Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and

education. San Francisco: Pfeiffer.

Klimova, B. F. (2015). Games in the teaching of English. Procedia – Social and Behavioral Sciences 191 (2015), 1157-

1160.

Korkmaz, S. C. (2013). Language games as a part of edutainment. Procedia – Social and Behavioral Sciences 93 (2013),

1249-1253.

Lee, H. (2012). SMARTies: Using a board game in the English classroom for edutainment and assessment. Malaysian

Journal of ELT Research, 8(1), 1-35.

Luu, T. T., & Nguyen, T. M. D. (2010). Teaching English grammar through games. Studies in Literature and Language

Vol. 1, No. 7, 2010, pp. 61-75.

Sorayaie Azar, A. (2012). The effect of games on EFL learners’ vocabulary learning strategies. International Journal of

Applied and Basic Sciences, 1(2), 252-256.

Tengku Nazatul Shima Tengku Paris, & Rahmah Lob Yussof (2013). Use of ‘Time Trap Board Game’ to teach grammar.

Procedia – Social and Behavioral Sciences 105 (2013), 398-409.

Tengku Nazatul Shima Tengku Paris, & Rahmah Lob Yussof (2012). Enhancing grammar using board game. Procedia –

Social and Behavioral Sciences 68 (2012), 213-221.

Yong, M. F., & Yeo, L. M. (2016). Effects of board game on speaking ability of low-proficiency

ESL learners. International Journal of Applied Linguistics & English Literature Vol. 5 No. 3; May 2016.

Zagal, J. P., Rick, J., & His, I. (2006). Collaborative games: Lessons learned from board games. SIMULATION &

GAMING, Vol. 37, No. 1, March 2006, 24-40.

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Chapter 34

Creative Independent Students' Framework: The

Road to Sustainable University Development

Ahmad Fadzil Jobli, Noor Azland Jainudin, Abang Fhaeizdhyall Bin Abang

Madaud, Yaziz Bin Kasim & Nadia Natasha Julai

Universiti Teknologi MARA, 94300 Kota Samarahan, Sarawak, Malaysia

Abstract Every higher learning institution in Malaysia has its own faculty organization to get students involve in various activities.

Proper management of the club organization and active students’ involvement can give a significant list of benefits to the

students. However, students’ development in club and organization seems to be neglected since academic performance is

the priority. Thus, students tend to concentrate on academic matters instead of joining club activities. This scenario

consequently limits the students’ leadership and interpersonal skills which are crucial for job competency. Therefore, one

potential solution to this problem is to introduce a creative independent students' framework for a sustainable university

development. The proposed framework is based on the effective organizational charts and diagrams which practice the

concept of supply chain management in every task and position. Each position needs to follow through every step of the

process to ensure the task goes efficiently to achieve the required objectives. The objectives are to; i) manage students’

activities efficiently ii) promote active interaction among all students iii) increase leadership and skills through working

environment exposure, and iv) produce a systematic students’ portfolio for the usage of faculty and university. The

uniqueness of the proposed framework is that it could provide a platform for students to contribute to faculty and

university in terms of quality management and preparation of students’ profile record and significantly reduce working

loads of both academic and administration staff. Furthermore, it develops an effective and standalone students’

organization and can be implemented in all faculties nationwide.

Introduction One of the goals of higher learning institution is to prepare students with interpersonal skills and job

qualification. Literature has revealed that the involvement of students in clubs or organization can give a

significant list of benefits to the students (Haber and buckley, 2015). As mentioned by Foubert and Grainger

(2006), students who actively involved in students organization would have greater skill development.

According to Kuk and Banning (2010), student organizations can be used as opportunities for students to

contribute to universities experiences. However researcher has not given adequate attention on how students

can contribute to university through students organization. Therefore this paper will introduce a creative

independent students' framework that could be beneficial for both students and university development.

The Functional Framework The proposed framework is based on the effective organizational charts and diagrams which practice the

concept of supply chain management in every task and position. Figure 1 shows the complete innovation of

the functional framework that could be used in any student organizations at university level.

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Fig. 1 Independent Students' Framework

From the framework, it is suggested that higher education institution should focus on the strategic planning

and make use of available resources to generate the possible outcomes. Faculty or student organization

advisors might identify the output and outcomes prior to the beginning of the term. Four main criteria should

be emphasized which are; 1) efficient activities, 2) active interaction among students, 3) true leadership and

skills through working environment exposure, and 4) a systematic students’ portfolio. The framework should

be able to nurture the crucial knowledge and skills that most university students should possess in order to be

competitive in the global workplace.

Conclusion An effective student organization could be used as platform for students to contribute to the development of

university. A functional organizations allow students to take on responsibilities or challenges to lead and

make a difference in the university and provide students with the knowledge, skills, and abilities to be a good

leader.

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References Foubert, J. D., & Grainger, L. U. (2006). Effects of involvement in clubs and organizations on the psychosocial

development of first-year and senior college students. Journal of Student Affairs Research and Practice, 43(1), 166-

182.

Kuk, L., & Banning, J. (2010). Student organizations and institutional. College Student Journal, 44, 2.

Haber, S. L. & Buckley K. (2015). A leadership journal club for officers of a professional organization for pharmacy

students, Pharmacy Teaching and Learning, 7(1), 112-116.

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Chapter 35

Root Square Scale of Analytic Hierarchy Process

(AHP) as a New Approach to Solve Project Selection

Problem

Nor Faradilah Mahada*, Noreha Mohamed Yusofa, Busyra Latifa, Norul

Fadhilah Ismailb & Suriana Aliasc

aFaculty of Computer and Mathematical Sciences (FSKM)

Universiti Teknologi MARA (UiTM) Cawangan Negeri Sembilan, Kampus Seremban 3, Persiaran

Seremban Tiga/1, Seremban 3, 70300, Seremban, Negeri Sembilan, Malaysia bFaculty of Computer and Mathematical Sciences (FSKM)

Universiti Teknologi MARA (UiTM) Cawangan Negeri Sembilan, Kampus Kuala Pilah, Parit

Tinggi, 72000, Kuala Pilah, Negeri Sembilan, Malaysia cFaculty of Computer and Mathematical Sciences (FSKM)

Universiti Teknologi MARA (UiTM) Kelantan, Kampus Machang, Bukit Ilmu, 18500, Machang,

Kelantan, Malaysia

Abstract Project selection is a process of evaluating a proposed individual project or a group of projects within an organization and

then choosing to execute the most potential project so that the objectives of the organization can be achieved. Analytic

Hierarchy Process has been used widely to solve multi criteria decision making whereas the Saaty scale, a scale of 1 – 9

is used to indicate how many times more strongly one alternative project is over another alternative project with respect

to the criteria they are compared with. For this project, square root scale is used to do pairwise comparison instead of

Saaty scale. Thus, the objectives of this project are (1) to implement the root square scale of AHP to solve the project

selection problem and (2) to select the most potential alternative project by using AHP. A real-life empirical example

about supplier selection is used to demonstrate the application of root square scale of AHP as new approach which are

expected to be useful to solve the project selection problem. An interview process was conducted to collect the relevant

information from a group of decision makers. This approach is expected to be helpful and efficient for the organization

since is it simple and cost effective since the most potential project is prioritized. The method discussed here can be

extended to solve any type of project selection problem.

Introduction Project selection is a process of evaluating a proposed individual project or a group of projects within an

organization. The aim of the project selection process is to evaluate the alternatives based on a list of

conflicting criteria. The selection should be made since not all of the projects should be implemented

especially if the organization have to deal with limited resources (people, time and money). The Analytical

Hierarchy Process (AHP) is a method developed by Saaty (1977) which is a widely used method focusing on

a decomposition multiple criteria decision making (MCDM). AHP has been used by researchers to analysis

the pairwise comparison in various fields such as management, technologies, health, sport sciences, tourism,

mathematics, and computer sciences. Saaty’s scale represent the verbal statements with a scale from one to

nine. However, theoretically there is no reason to be restricted to these numbers and verbal gradation (Franek

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& Kresta, 2014), and this lead to the improved judgmental scale used in AHP. Ishizaka & Labib (2011)

discussed several types of judgment scale which are linear, power, geometric, inverse linear, asymptotical,

balanced, logarithmic and as well as root square.

In this paper, AHP-Root Square scale is used as a new approach to solve project selection problem. Root

square has been introduced by Harker and Vargas in 1987 (Ishizaka & Labib, 2011). They investigated not

only root square but also a quadratic scale mainly in a simple example. In root square, the approximate scale

has been improved to the square root of x values.

Objectives The objectives of the study are:

1) To implement the root square scale of Analytic Hierarchy Process (AHP) to solve the project selection

problem.

2) To select the most potential alternative project by using Analytic Hierarchy Process (AHP).

Novelty A new approach for AHP weighted is introduced to rank the criteria and to evaluate the best alternative

identified by the experts and the AHP-Root Square scale is successfully adopted in decision making for

project selection problem.

Methodology In this paper, Analytic Hierarchy Process (AHP) approach is used to solve the project selection problem while

the root square scale is used as the judgement scale in AHP. Step 1 – 5 explains about the computation of the

weighted using (AHP) approach.

Step 1: Construct a hierarchy. The objective of the study should be placed on the top of the hierarchical

structure, then the criteria or the sub-criteria (if any) is determined and placed on the second level of the

hierarchy. Lastly, the alternatives must be identified and placed on the bottom level of the structure.

Step 2: Set up the pairwise comparison matrix, nxnC of criteria and alternatives. The root square scale from

Table 1 is used instead of Saaty’s scale. The Saaty original 9 point linear scale is set as a benchmark for root

square scale. The decision maker(s) is requested to tell how many times criteria i is preferred than criteria j

which result is denoted by ijc (Bozóki & Rapcsák, 2008) when the pairwise comparison is made. One need

to enter the square root number in appropriate position and its reciprocal is automatically entered in the

transpose position. This can be defined by,

1ij

ji

cc

, (1)

for any pair of indices ),( ji for , 1, 2, 3, ...,i j n (Bozóki & Rapcsák, 2008).

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Table 1

Scale of Relative Important

Definition Saaty’s Scale Root Square Scale

Equal importance 1 1

Weak 2 2

Moderate importance 2 3

Moderate plus 4 4

Strong importance 5 5

Strong plus 6 6

Very strong 7 7

Very, very strong 8 8

Extreme importance 9 3

Step 3: Set up the normalized matrix, CN . The sum of each column of normalized matrix, CN will be equal

to one.

Step 4: Calculate the weighted of the criteria and alternatives.

Step 5: Check the consistency of the judgment matrix by computing the Consistency Ratio, CR. CR can be

expressed as:

RI

CICR . (2)

Consistency Index, CI can be expressed as

max

1

nCI

n

, (3)

The judgment is consistent if the value of CR < 0.1.

Result and Discussion A real-life empirical example about supplier selection is used to demonstrate the application of root square

scale of AHP. The weighted of the criteria is computed by using AHP – Root Square scale and the result is

shown in Table 2.

Table 2

Ranking of Criteria for Medicine Supplier

No Criterion Weight % Rank

1 Delivery time 21.8 2

2 Service 20.9 3

3 Price 44.1 1

4 Payment term 13.0 4

In this project, there are four criteria suggested by the experts which are delivery time, service, price, and

payment term. Price has the highest weight of 44.1% and the last rank is payment term which has a weight of

13%.

This paper also evaluates the three alternatives for supplier selection which are Supplier A, Supplier B, and

Supplier C. The result is shown in Table 3.

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Table 3

Alternative Evaluation for Medicine Supplier

No Alternative Weight % Rank

1 Supplier A 20.5 3

2 Supplier B 54.7 1

3 Supplier C 24.8 2

Supplier B has the highest weight of 54.7% and the Supplier A has the lowest weight of 20.5%. The result

showed that the criteria and alternative are successfully ranked by using AHP – Root Square scale. Thus, the

first objective which is to implement AHP- Root Square scale to solve the project selection problem is fully

achieved.

The result shows the highest different percentage weight between the first ranked alternative with the other

alternatives. It increases the level of confident for decision maker to make decision for alternative or project

selection. Therefore, the second objective which is to select the best alternative project by using AHP- Root

Square scale is also fully achieved.

Conclusion AHP is a mathematical device used in MCDM that summarizes the problems in hierarchical structure and

requires ratio scale to perform pairwise comparisons. This paper had proposed a root square scale to obtain

the weight of each criteria and alternative and to do pairwise comparison to solve project selection problems.

Selection of root square scale is based on number of criteria and alternatives that have been set by experts’

opinion in this project. This scale gave consistent results and shows high consistency in terms of sensitivity

compared to other scale (Franek & Kresta, 2014). Root square scale can be a good alternative scale if the

decision maker prefers better higher consistency compared to the most favorable Saaty scale. The use of AHP

method in project selection problem will benefit the organization since it is simple, cost effective and less

time consuming to make profitable selection.

References Bozóki, S., & Rapcsák, T. (2008). On Saaty’s and Koczkodaj’s inconsistencies of pairwise comparison matrices. Journal

of Global Optimization, 42(2), 157–175.

Franek, J., & Kresta, A. (2014). Judgment Scales and Consistency Measure in AHP. Procedia Economics and Finance,

12, 164–173.

Ishizaka, A., & Labib, A. (2011). Review of the main developments in the analytic hierarchy process. Expert Systems

with Applications, 38(11), 14336–14345.

Saaty, T. L. (1977). A scaling method for priorities in hierarchical structures. Journal of Mathematical Psychology, 15(3),

234–281.

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Chapter 36

Pundana Go!

Annasihah Binti Abdul Razak, Mohamad Badrul Nur Hisham Bin Ahmad,

Nur Naja Binti Ismail, Nurul Hana Binti Hasri, Zafirah Afiqah Binti

Mustaffa, Ahmad Nadzri Mohamad

Faculty of Information Management, Universiti Teknologi Mara (UiTM),

Puncak Perdana Campus, Jalan Pulau Indah Au10/A, Puncak Perdana,

40150 Shah Alam, Selangor

Abstract “Pundana Go!” is an augmented reality game-based application which is used to ease the conduct of freshies’ orientation

programme at UITM PuncakPerdana Campus. The objective of this game is to make the orientation become more fun

and enjoyable by using a digital game. The process involves designing AR digital game in PuncakPerdana Campus. The

uniqueness of this application is it provides students with enjoyable orientation activity and it is also very easy to develop

and use. With this application, new students will get interested to attend the orientation. Hence, the percentage of absentees

in the orientation can be minimized. Moreover, less manpower is needed to run this orientation programme. It is hoped

that these techniques can be used at a larger audience involving students from other campuses.

Introduction Augmented Reality (AR) is a technology that works on computer vision based recognition algorithms to

augment sound, video, graphics and other sensor-based inputs on the real world objects using the camera of

any devices. AR technology has been around for the past few years and now it has becoming phenomenon

especially in education. However, augmented technology not only used for academic purposes but also in

game-based applications. In line with that, we have created an augmented reality game-based, named

‘Pundana Go!” which used to ease the conduct offreshies’ orientation programme at UiTMPuncakPerdana

Campus. “Pundana” stands for PuncakPerdana, while “Go!” was taken from the idea of ‘Pokemon Go’.

“Pokemon Go” once has been an addiction to the world. “Pundana Go” is a game that aid the freshies to

befamiliarized with the university vicinity and important places such as the library, classes, offices, lecturers’

rooms and many others places that are being used frequently by the students.“Pundana Go” is actually

designed by using HP Reveal (formerly Aurasma) application. HP Reveal has been included a powerful drag-

and-drop web studio that enables anyone to easily create, manage and track augmented reality campaigns

(HpReveal ,n.d.).

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Based on figure 2.0, the first element that is included in “Pundana Go” is using an Aurasma application

that has Augmented Reality features. However, we actually need to list out all the most important places and

location in the faculty to aware the new students. In Malaysia Higher Institution, it is compulsory for the

freshies to have orientation but the orientations are generally less exciting. However, with the element of

augmented reality, the orientation can be fun and enjoyable as well as memorable. Along with the augmented

reality technology, the learners have the potential to explore the university facilities by using their very own

smartphone through preprogrammedAugmented Reality application. “Pundana Go!” Platform used Hp

Reveal as a tool to develop the Augmented Reality game. Freshies need to install Aurasma first in their mobile

devices in order to play “Pundana Go!” There are a lot of characters, photos, 3D cartoons that need to be

matched by the students with the places in university that have been prepared by the facilitator of the program.

Through “Pundana Go!” freshies are able to explore and visit the preprogramed locations. Participants are

also required to take selfie pictures at every checkpoint prior to submitting their pictures to the designated

Using HP Reveal application as it

have Augmented Reality features

Listing out all important people and places in FPM and Jasmine College that need to be recognized by

new students

Match the people and place with the

digital character/object

Fig. 2.0 Steps in “Pundana Go” Game

Fig. 1.0 Concept of ‘Pundana Go’

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Facebook page. Winners are determined according to the completion time and completeness of pictures sent

to the Facebook page.

Table 1

Differences between Students orientation game and AR Game

Item Student Orientation Game AR Game

Entertainment Common and ordinary Modern and Fun

Manpower Need more manpower at each checkpoint Reducing manpower

Accessibility Complicated Wide, Universal and friendly

Student’s

Participation

Students will easier to get boring with the common

games hence lead to many absentees

Students are excited to experience a

new games and activity

Environment of

orientation

Common More lively and enjoyable

Based on the differences above, it shows that students’ orientation sessions are generally less exciting.

With the rise of Industry revolution 4.0, students need very modern and capable digital platforms as part of

their learning activities.

Conclusion In a nutshell, augmented reality (AR) applications are an interactive platform that allows visualization of

digital information about places, objects and many others in animation or contextual format. Not only that,

augmented reality is the integration of digital information with the user’s environment in real time. Unlike

virtual reality, which creates a totally artificial environment, augmented reality uses the existing environment

and overlays new information on top of it. Take the Nokia City Lens for the Windows platform, or Google

Goggles for iOS and Android; these vastly popular AR apps have millions of users in the world. Therefore,

such replication in the exploration of university environment adds interactive experiences for new students.

References Akshay, J. (2017). Augmented Reality Market – Market Trends, Key Players, Drivers and Restrains. Retrieved December

18, 2017, from http://www.military-technologies.net/2017/11/18/augmented-reality-market-market-trends-key-

players-drivers-and-restrains/

Bonsor, K. (2017). How Augmented Reality Works. Retrieved December 12, 2017, from

https://computer.howstuffworks.com/augmented-reality.html

Augmented Reality . (n.d.). Retrieved December 7, 2017, from http://www.realitytechnologies.com/augmented-reality

Kumar, S. (2017). Augmented Reality Software Market insights to 2021 Focusing on Top Key Players , Wikitude GmbH

, Daqri LLC , Zugara, Inc. , Blippar , Aurasma , Upskill , Augmate , Catchoom Technologies S.L. , Ubimax

GmbH. Retrieved December 18, 2017, from http://www.military-technologies.net/2017/12/16/augmented-reality-

software-market-insights-to-2021-focusing-on-top-key-players-wikitude-gmbh-daqri-llc-zugara-inc-blippar-

aurasma-upskill-augmate-catchoom-technologies-s-l-ubimax

Kumar, S. (2017). Know about Augmented Reality Market for Gaming Posting CAGR of 152% by 2022- Technological

advancements, Innovative Trends, New Strategies and Key Players like Augmented Pixels, Aurasma,

Blippar, Catchoom, Infinity Augmented Reality, Metaio,

You, S., Neumann, U., & Azuma, R. (n.d.). Orientation Tracking for Outdoor Augmented Reality Registration .Integrated

Media Systems Center University of Southern California . Retrieved

https://pdfs.semanticscholar.org/a557/0b33c334d2bc0565f36ff14391db77bb9f4c.pdf

Waldron, L. (2017, May 31). How to Make Augmented Reality a Reality in Your Classroom - EdSurge News. Retrieved

December 18, 2017, from https://www.edsurge.com/news/2017-03-11-how-to-make-augmented-reality-a-reality-in-

your-classroom

Widder, B. (2017, April 19). Best augmented-reality apps. Retrieved December 8, 2017, from

https://www.digitaltrends.com/mobile/best- augmented-reality-apps/

http://www.military-technologies.net/2017/11/18/augmented-reality-market-market-trends-key-players-drivers-and-restrains/

http://www.military-technologies.net/2017/11/18/augmented-reality-market-market-trends-key-players-drivers-and-restrains/

https://computer.howstuffworks.com/augmented-reality.html

http://www.realitytechnologies.com/augmented-reality

http://www.military-technologies.net/2017/12/16/augmented-reality-software-market-insights-to-2021-focusing-on-top-key-players-wikitude-gmbh-daqri-llc-zugara-inc-blippar-aurasma-upskill-augmate-catchoom-technologies-s-l-ubimax



https://pdfs.semanticscholar.org/a557/0b33c334d2bc0565f36ff14391db77bb9f4c.pdf

https://www.edsurge.com/news/2017-03-11-how-to-make-augmented-reality-a-reality-in-your-classroom

https://www.edsurge.com/news/2017-03-11-how-to-make-augmented-reality-a-reality-in-your-classroom

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Chapter 37

Crutches Wheelchair

Nur Najmi Raimi Binti Ramlee, Nurul Ainna Binti Hassan, Nur Zunaine

Binti Kamal, Najwa Binti Kairul Nizam, Muhammad Al Amin Bin Mohd

Ismail, Ahmad Nadzri Mohamad

Faculty of Information Management, Universiti Teknologi Mara (UiTM), Puncak

Perdana,Campus, Jalan Pulau Indah Au10/A, Puncak Perdana, 40150 Shah Alam,

Selangor

Abstract The crutches wheelchair is able to help the physically disabled people who need help on their daily routine especially on

navigating in tight spaces. The development of this crutches wheelchair takes into consideration the requirements in using

both a wheelchair and a crutch. This would help patients to maintain their daily routine independently as the wheelchair

can be opened, separated and used as a crutch. In general, this light-weight crutches wheelchair is meant for patients at

the hospital or physically disabled people that need either a wheelchair or a crutch for their mobility needs.

Introduction

The inconvenience of traditional wheelchairs for long-term use has a profound impact on the elderly

population. Creating a wheelchair that is easy to operate and suitable for the different environment is of great

importance for the elderly, people who suffered from the stroke attack, people who injured on their leg and

different abilities (Teng-Ruey Chang, 2015). In this project, we have designed and produced a crutches

wheelchair which is able to help the physically disabled people who need help on their daily routine especially

on navigating in tight spaces. The development of this crutches wheelchair takes into consideration the

requirements in using both a wheelchair and a crutch. This would help patients to maintain their daily routine

independently as the wheelchair can be opened, separated and used as a crutch. In general, this light-weight

crutches wheelchair is meant for patients at the hospital or physically disabled people that need either a

wheelchair or a crutch for their mobility.

Scope of Work

The first step is to make some studies to gather resources or materials needed in producing this crutches

wheelchair. Next, a general measurement and ideas were discussed and needed items were collected from

various locations. After that, shape, weights and measurements were taken into consideration in designing

this innovative product. The items that we bought for this project were old bicycle tyres, metals, PVC pipe,

PVC pipe glue, hammer, handsaw, measurement tape, colour spray, metal paint, PVC fabric, sponge, scissor,

needle, string, walking stick, pipe clamp, plywood and hinges. Then we sprayed the old bicycle tyres. Next,

we measured the metal, and cut it and make an intersection just like we wanted by welding it to become

wheelchair. Then we cut the PVC pipe according to a particular measurement and joint them to the shape that

we wanted. Then we attached the PVC pipe with the walking stick and wheelchair by using the pipe clamp

so that it can be functioned as crutches.

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After that, we painted the wheelchair using the metal paint and let it dry. Then, we make the seat and the

portable table. After that, we evaluate the crutches wheelchair and a video was recorded as a mean of product

presentation.We also have created a new signage for the crutches wheelchair so that people will aware of the

physically disabled people who are using our crutches wheelchair.

Figure 1: Crutches Wheelchair

complementary items such as pocket

bag and table

Figure 2: Crutches Wheelchair used as

crutch to climb stairs

Figure 3: Crutches Wheelchair signage

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Conclusion As a conclusion, this innovation can improve our skills for many aspects. It helps us improve our creative

thinking, innovative skills, social skills, technical skills and how to work as a team. We also hope that, with

this innovation, it can help physically disabled people to be independent and improve their mobility.

Figure 3:Stages in producing the Crutches Wheelchair

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References Baker, M. K. (2009, February 2). Who Invented the Wheelchair? Retrieved November 2, 2016, from

http://mentalfloss.com/article/20768/who-invented-wheelchair

Chang, T. R., Wang, C. C., & Wang, C. S. (2015). A Systematic Innovation and Patent Design Around for Wheelchair in

Health Care. Nternational Journal of Advanced Studies in Computer Science and Engineering, 4(9), 8-13. Retrieved

November 2, 2016, from

http://search.proquest.com/openview/d2fdc4ca802b342c7ff8c53616b8c81c/1?pqorigsite=gscholar&cbl=2028729

Chair with storage bags and carrying straps. (1995), Retrieved 29, September, 2016, from

https://www.google.com/patents/US5139308

Combination chair cover and bag structure. (1964), Retrieved 29 October, 2016, From


Dotong, C. I., De Castro, E. L., & Dolot, J. A. (2016). Barriers for Educational Technology Integration in Contemporary

Classroom Environment.

Magdalene C.H. Ang T. Ramayah Hanudin Amin , (2015),"A theory of planned behaviour perspective on hiring

Malaysians with disabilities", Equality, Diversity and Inclusion: An International Journal, Vol. 34 Iss 3 pp. 186 – 200

Timm, Marina&Samuelson, Kersti, (2015, February 2).Wheelchair seating: A study on the healthy elderly. Retrieved

from

http://wwwtandfonlinecom.ezaccess.library.uitm.edu.my/doi/abs/10.3109/11038128.2016.1152297?journalCode=io

cc20

University of Pittsburgh, (2002, June 13). Wheeling in the New Millennium: The history of the wheelchair and the driving

forces in wheelchair design today. Retrieved November 2, 2016, from

http://www.wheelchairnet.org/WCN_WCU/SlideLectures/Sawatzky/WC_history.html

Wheelchair bags. Retrieved 29, 29, 2016, From http://www.mobility-advisor.com/wheelchair-bags.html



http://www.mobility-advisor.com/wheel-%20%09chair-bags.html

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Chapter 38

Public ‘Skip’ping as an Alternative to Public

Speaking

Juliza Binti Yusof 1 and Melor Md Yunus 2

1Beaufort Vocational College

2Universiti Kebangsaan Malaysia

Abstract The second shift in the current National Education Blueprint aims to ensure every child to be proficient in Bahasa

Malaysia, English and an additional language. Public Speaking is one of English language competitions that directly tests

students’ speaking skills. Despite the popularity of the aforesaid competition, it is often perceived as a daunting

competition to students at primary and secondary levels. From the researcher’s experience, contestants did well for the

prepared speech but did poorly to just moderately well for the impromptu speech. Thus, this paper introduces an

alternative to Public Speaking which is called Public ‘Skip’ping. Both of them still refer to the speech delivery activity

but the latter allows students to deliver impromptu speech in pairs. Whenever the student pauses or is out of words, he or

she needs to say ‘skip’ indicating his or her pair to continue delivering the speech. This research was conducted to 58

vocational college students in Sabah and it is found that students enjoyed the Public ‘Skip’ping activity. By introducing

this unconventional way to deliver impromptu speech, the researcher hopes to shed some lights to teachers, trainers and

adjudicators of the competition.

Keywords: Public ‘Skip’ping, Public Speaking, alternative, impromptu, competition

Introduction English language is de facto of mainly four members of ASEAN which includes Brunei, Malaysia, Singapore

and the Phillipines (Kirkpatrick 2017). In Malaysia, Upholding Malay Language and Strengthening the

Command of English Language (MBMMBI) policy illustrates how English language has emerged as an

indispensable part of the education system. MBMMBI is implemented in line with National Education

Blueprint and it has eight strategies (MOE 2013). One of the strategies, to increase students’ participation in

language activities outside the classroom suits the topic of this present study which focuses on Public

Speaking competition. This oral competition rules and guidelines is set by Division of Co-curriculum and

Arts, Ministry of Education, Malaysia where students need to deliver two speeches which are prepared and

impromptu speech. According to the rules and guidelines, students are free to choose the topic for prepared

speech. The topic for impromptu speech, as the name suggests is given on the competition day, four minutes

before delivering the speech to be exact.

Being an adjudicator for public speaking competition at Beaufort district level twice, the researcher found

out that most of the contestants did well in prepared speech but did poorly to just moderately well for

impromptu speech. The time allotted to deliver impromptu speech is 3 minutes but very often students paused

for a long time before continuing the speech. Most of them just gave up and ended the speech too soon. Hence,

the researcher taught of a way to utilise the delivery time for impromptu speech which she called Public

‘Skip’ping.

Delivering speech in pairs rather than delivering speech individually marks the difference between Public

‘Skip’ping and Public Speaking. In Public ‘Skip’ping, whenever the speaker pauses or is out of words, he or

she needs to say ‘skip’ indicating his or her pair to continue delivering the speech. Public ‘Skip’ping offers

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flexibility; it is at the teachers’ discretion whether to retain the rules in Public Speaking competition such as

the quarantine and delivery time, and the choice of topic. It can be done both informally and formally, either

as an English activity or it replaces the Public Speaking competition itself. Whatever measures teachers wish

to opt, most of the time it depends on the students’ level of proficiency or readiness. This innovative way to

promote students’ speaking skills may act as a ‘scaffold’ especially for low to average proficiency level

students. Once students are already good at speaking, the scaffold Public ‘Skip’ping could gradually be

removed until students are independent and ready to participate in Public Speaking competition. Public

‘Skip’ping may also be a practice for debate competition as students may agree or disagree with his or her

pair’s speech. The researcher prefers conducting Public ‘Skip’ping as an activity in English class or extra-

curricular activity for English club members since vocational college students are under Technical and

Vocational Education Division and no longer conforms to the competitions offered by Ministry of Education.

The researcher found that Public ‘Skip’ping is still relevant even though teachers do not aim to prepare

their students to take part in Public Speaking competition as it basically helps to harness students’ speaking

skills. The researcher’s students were very used to converse in their mother tongue even though the lesson

was conducted in English language. The aim of this paper is to motivate them to speak in English language

more confidently in class with the help of a pair.

Literature Review One of the possible reasons why students did not perform well for the impromptu speech is because they have

lack of input. Razak and Yunus (2016) claimed that action songs help young and low proficiency students to

learn vocabulary. However, in this research, the target audience are secondary level students and the

researcher found that a friend would help them to give more input. Furthermore, asking help from a friend is

social strategy as outlined by Oxford (2003) as language learning strategies.

Corrective feedback could be a factor that either encourages or impedes students’ fluency while delivering

impromptu speech. According to Mahalingam and Yunus (2016), majority of good language learners prefer

immediate correction when they talk because errors are still fresh in their minds and thus, easy to be corrected.

In this case, corrective feedback might impede students’ fluency while speaking but it could be toned-down

with the presence of their pair. The variations of Public ‘Skip’ping signify student-centeredness as students could practise their speech by

themselves. This is aligned with a study conducted by Mohamad and Yunus (2016) where many English

language teachers change their pedagogy from teacher-centred to student-centred in order to meet the current

National Education Blueprint (2013-2025). Herbein et. al (2017) proved that positive training enhances

learners’ nonverbal as well organizational skills on public speaking but it did not affect speech anxiety.

Similarly, a speech activity inspired by the principles of gamification introduced by Girardelli & Gu (2016)

does help to overcome their learners’ affective and cognitive barriers. Pruba and Sihombing (2018) found

that self-talk strategy help learners to perform well in Public Speaking. From the past studies given, the

researchers studied about ways to improve students’ speaking skills but delivering speech with a help of a

friend is scarcely found. This has encouraged the researcher to investigate in this area and fill the gap.

Methodology The researcher conducted an action research to 58 of her students. Considering the flexibility of Public

‘Skip’ping could offer, it was conducted as an activity in class rather than a serious competition. A convenient

sampling was chosen to conduct the study, they were the researcher’s students; 12 Year 2 students from

Accountancy course, 22 Year 1 students from Refrigerator and Air-Conditioning Technology course and 24

Year 1 students from Automotive Technology course. A few of them had experience participating in Public

Speaking competition before and their level of English language proficiency is from low to average.

Despite only 26 or 13 pairs managed to deliver the speech in front of the class, the questionnaire was

distributed to all of the 58 respondents as they were explained and practised Public ‘Skip’ping too. After the

delivery session from the pairs, respondents answered the survey. The research instrument for an action

research should be convenient and easy to score (Daoust 2004). Therefore, 5 dichotomous questions

triangulated with one open ended question were used in this study. The open ended item is for them to suggest

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ways to improve Public ‘Skip’ping which can be taken into account for further research.

Results and Findings The results of the findings were presented by answering the two research questions.

Research Question 1: What are the respondents’ feedback towards Public ‘Skip’ping?

Only 22% of the respondents have experienced participating in Public Speaking competition before. Among

them, 92% preferred prepared speech to impromptu speech. This is in line with the researcher’s observation

when contestants did considerably well for the prepared speech but performed poorly to just moderately well

for impromptu speech in previous Public Speaking competitions.

When Public ‘Skip’ping is introduced to them, relatively they like the idea of having a friend to help them

to speak. Only 14% preferred to deliver the speech individually. Majority of them, which is 78% enjoyed

Public ‘Skip’ping. From the researcher’s observation, the respondents who did not enjoy were really reticent

students and they still felt apprehensive to deliver the speech even with the presence of a friend.

85% of them preferred delivering speech in pairs to delivering speech individually and 79% of them

reported being enjoyed with the Public ‘Skip’ping activity.

Table 1

Total sample size, n=58

Gender Female: 14

Male: 44

Class / course Automotive: 24 Refrigerator and Air-conditioning: 22

Accountancy: 12

Participated in

Public Speaking

Competition

Yes: 13 (Preferred type of speech: Prepared: 12, Impromptu:1),

No: 45

Preferred Speech

Delivery

Individually: 8

In pairs: 50

Enjoyed with the Public

‘Skip’ping activity

Yes: 46, No: 12

Research Question 2: In what ways Public ‘Skip’ping can be improved?

This is answered in the optional open-ended questions. Their answers were categorised according to the

emerging themes. Even though the activity is meant for impromptu speech, 20.69% wanted more time for

preparation before delivering the speech. 10.34% commented Public ‘Skip’ping is already perfect and does

not need any improvement, 20.69% thought students themselves need to be brave and confident, 5.17%

wanted more members to help them, 6.9% suggested more publicity for the activity, 1.72% suggested to allow

the students to bring notes while speaking, 1.72% wrote singing while delivering the speech, and 32.76% did

not answer the open ended question or gave unrelated comment.

From the open ended question, quite a large number of students think that preparation is important. When

Public ‘Skip’ping was conducted, they were given different topics and they were given 3 minutes to prepare

the speech. In the real Public Speaking competition, they are quarantined to prepare for the speech. Most of

them especially the females had the habit of writing the speech before speaking. The researcher does not

regard this as a serious issue as Asean students are very much accustomed to their culture like what Tsui and

Tollefson (2017) wrote, Asian students have been described as engaging in rote learning, reserved and lack

of spontaneity. From the findings in this study, at least Public ‘Skip’ping could minimise the passive way of

learning.

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Conclusion

Gearing towards the 21st century of learning is challenging to both educators and learners. Despite the void

of technology in the execution of Public ‘Skip’ping, the presence of a pair in the speech delivery still

corroborates with the education transformation. This study has found that Public ‘Skip’ping promotes

independent learning which is one of the strategies in the 21st century of learning; students could practise

speaking by themselves when they have the topics and friends with them. This knowledge has left a positive

change for the researcher and her students and is relevant to the education field at large.

References Daoust, C. J. (2004). An examination of implementation practices in Montessori early childhood education.

Girardelli, D., Barroero, P., & Gu, T. (2016, October). Gamifying Impromptu Speech for ESL/EFL Students. In 2nd.

International conference on higher education advances (HEAD'16) (pp. 18-25). Editorial Universitat Politècnica de

València.

Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2017). Fostering elementary school children's

public speaking skills: A randomized controlled trial. Learning and Instruction.

Kirkpatrick, A. (2017). The development of English as a lingua franca in ASEAN. The Routledge Handbook of

English as a Lingua Franca, 139.

Mahalingam, K., & Yunus, M. M. (2017). Good Language Learners and Their Strategies: An Insight. Proceedings of the

ICECRS, 1(1).

Malaysia, K. P. (2013). Pelan pembangunan pendidikan Malaysia 2013-2025. Online)(www. moe. gov. my).

Ministry of Education. Public Speaking Competition, Rules and Guidelines.

jpnperak.moe.gov.my/ppdkualakangsar/v2/attachments/.../Public%20Speaking.pdf

Oxford, R. L. (2003). Language learning styles and strategies: Concepts and relationships. Iral, 41(4), 271-278.

Purba, R., & Sihombing, S. (2018). The Effect of Self Talk Strategy in Public Speaking as EFL Classroom on the Third

Year Students (Academic Year 2013) at English Department in FKIP Universitas HKBP Nommensen

Pematangsiantar. Journal of English Language and Culture, 8(1).Razak, N.A.N.A, Yunus, M.M.. 2016. Using

action songs in teaching action words to young ESL Learners. International Journal of Language Education

and Applied Linguistics. 4(16) :15-24.

Tsui, A. B., & Tollefson, J. W. (Eds.). (2017). Language policy, culture, and identity in Asian contexts. Routledge.

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Chapter 39

LET’S FROGPLAY!

Nur Amirah Kamarudin1, Noryani Abdul Ghani2 & Melor Md Yunus3

SK Kebun Bharu, Telok Panglima Garang1,

SMK Bandar Tun Hussein Onn 2, Cheras2

Fakulti Pendidikan, Universiti Kebangsaan Malaysia3

Abstract Traditional-approach of teaching and learning English need to be evaluated in response to 21st century education. Play

more, learn more through FrogPlay – a revision application that uses gamified learning. This leap in learning culture is in

line with the seventh shift under the Malaysian Education Blueprint 2013-2025, which aspires to utilise information and

communications technology (ICT) to improve the quality of education. Thus, the purpose of this research is to promote a

fun learning in English to both primary and secondary learners within a month. This research was conducted with the

objectives to determine the positive impact of FrogPlay towards the learners. An action research was adopted by

conducting a survey to 60 Year 2 and Form 4 students in SK Kebun Baharu and SMK Bandar Tun Hussein Onn 2. 10

participants from both schools also been interviewed to support the data. The findings of the research revealed that

attracting students’ attention, facilitating students’ learning process, helping to improve students’ vocabulary knowledge

and promoting meaningful learning were regarded as the positive impact of FrogPlay. The findings of this research is

hoped to inform students, teachers, and school administrators in improving current practices to increase awareness and

usage of FrogPlay in primary as well as in secondary schools.

Keyword: FrogPlay, gamified learning, fun learning in English, English education, English Language teaching

Introduction The seventh shift in the Malaysian Education Blueprint 2013-2025 aims to leverage ICT to scale up quality

learning across Malaysia. One of the attempts in addressing this shift is the implementation of Virtual

Learning Environment Frog (VLE-Frog), a platform created as a learning management system (LMS) to

complement the teaching and learning in Malaysian secondary schools. The Frog VLE Project made its debut

in schools under the Ministry of Education in 2011. It is a teaching method based on Malaysia’s internet

technology, evolving from the 1BestariNet Project. This move is also in line with 21st century learning trends

where digital literacy is one of the core competencies that schools need to teach to help students thrive in

today’s world.

According to Kumarawel, Yusop and Abdul Razak (2015), the main purpose of VLE Frog is to create a

borderless learning environment and self-directed learning for students with the presence of internet

connectivity. It is supposed to enhance students’ learning experience by leveraging the Internet and

technology to improve teaching and learning process. However, according to Kumarawel et.al, the

implementation of VLE-Frog has yet to meet the expectations of MOE. A research done by Tham and Tham

(2011) showed that the usage of courseware through LMS in 50 pilot tested schools indicated that only one

school (2%) has the highest usage of more than 100 hours while another two percent had an average of 25-

50 hours. They also discovered that majority of 44 schools (88%) showed a very low usage between 0-24

hours and four schools (8%) showed zero usage or had not used LMS at all. This has created doubts regarding

the acceptance of the innovation introduced by the MOE.

Nevertheless, whether VLE-Frog is being utilised fully in schools or not, the aim of this paper is to promote

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one of its aspects in creating fun learning in ESL classrooms. In keeping with one of the general characteristics

of Generation Z, who has been described as having an 8 second attention span, gamified learning is chosen

as an appropriate medium to assist in their English Language learning.

Literature Review The gamification of learning is an alternative approach to motivate students to learn better. Gamification, in

its current conception, is a relatively recent trend emerging from the commercial videogame industry, which

is a billion dollar industry that supersedes the music and movie industries (Gerber, 2014). The term

gamification has been defined in many ways, such as “the use of game design elements in nongame contexts”

(Deterding, Dixon, Khaled, & Nacke, 2011), “the phenomenon of creating gameful experiences” (Hamari,

Koivisto, & Sarsa, 2014), or “the process of making activities more game-like” (Werbach, 2014). The target

is to maximize enjoyment and engagement through securing the interest of learners and inspiring them to

keep learning.

Gamification initiatives in learning contexts recognized that large numbers of school-aged children play

video games. Providing these same opportunities in the classroom environment is a way to acknowledge

students' reality, and to acknowledge that this reality affects who they are as learners. (Lister, 2015)

Elements in a game are a familiar language to children, and provides an added channel for teachers to

communicate with their students. Jane McGonigal (n.d) identifies video game players as optimists who are

part of a social fabric, engaged in blissful productivity, and on the lookout for epic meaning. If teachers can

successfully organize their classrooms and curriculum activities to incorporate the elements of games which

facilitate such confidence, purpose and integrated sense of mission, students may become engrossed in

learning and collaborating such that they do not want to stop. The dynamic combination of intrinsic and

extrinsic motivators is a powerful force, which, if educational contexts can adapt from video games, may

increase student motivation, and student learning. (McGonigal, 2011)

The research of Domínguez (n.d.) about gamifying learning experiences proposes that common beliefs

about the benefits that students get when using games in education can be challenged. Students who

completed the gamified experience obtained better scores in practical assignments and in overall score, but

their findings also hint that these students performed poorly on written assignments and participated less on

class activities, although their initial motivation was higher. The researchers concluded that gamification in

e-learning platforms seems to have the potential to increase student motivation, but that it is not trivial to

achieve that effect, as a big effort is required in the design and implementation of the experience for it to be

fully motivating for participants. Games are fun and gamification, when employed with the elements of good

gaming, can also be fun. As Koster (2004) points out, fun is and should be another word for learning. Good

learning situations and environments are hard, but also fun and rewarding. (Gerber, 2014).

Methodology An action reseach was adopted to determine the positive impact of FrogPlay towards the participants from SK Kebun

Baharu, Telok Panglima Garang and SMK Bandar Tun Hussein Onn 2, Cheras. 30 participants of Year 2

from SK Kebun Baharu and 30 participants from SMK Bandar Tun Hussein Onn 2 were chosen based on

their marks in their English Paper for Ujian Bulanan 1. All of them ranged from B to C. Their level of English

language proficiency is from average to low.

A survey consisted of 10 items was conducted to 60 of them. 10 of the participants from both schools are

selected randomly and semi-structured interview was done to triangulate the data.

Results and Findings The results of the findings were presented by answering the two research questions.

Research Question 1: What are theparticipants’ perception of FrogPlay?

Participants agreed that FrogPlay’s features do stimulate their learning interest, easy to use, and technically

help them to learn English. Only a small percentage (8.33%) disagree that the new word learned from

FrogPlay can be used in other situation. The detailed results can be found in Table 1.

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Table 1

Total of participants, n=60

Factors Agree Disagree

1 The layout of FrogPlay stimulates my interest 60

100.0%

0

0

2 The layout is very colourful and eye-catching 60

100.0%

0

0

3 The application is very interactive to use 60

100.0%

0

0

4 FrogPlay provide feedback for improvement 56

93.33%

4

6.67%

5 The language used is easy to understand 58

96.67%

2

3.33%

6 I learn new word through FrogPlay 58

96.67%

2

3.33%

7 I can use that new word in other situation 55

91.67%

5

8.33%

8 I learn English through FrogPlay 56

93.33%

4

6.67%

9 I can relate FrogPlay with English 57

95.0%

3

5.0%

10 I enjoy technology as a medium to learn English 58

96.67%

2

3.33%

Research Question 2: In what waysFrogPlay help the participants to learn English?

A semi-structured interview was done to answer this Research Question. Based on the interview sessions,

there are fouremerging themes: attracting students’ attention, facilitating students’ learning process, helping

to improve students’ vocabulary knowledge and promoting meaningful learning. Based on these themes, it is

proven that FrogPlay gives positive impacts for the participants in learning English.

Conclusion The study explored the positive impacts of FrogPlay among students of SK Kebun Baharu and SMK Bandar

Tun Hussein Onn 2. It was found that FrogPlay’s features do stimulate their learning interest, easy to use, and

technically help them to learn English. These are also supported by the interview data. To increase overall

usage of FrogPlay, it is recommended that teachers utilize the platform actively. School administrators can

encourage this effort by providing some incentive to teachers who have used it and provide more exposure

and training in usage of technology in classroom practices. Overall, from these findings, it is highly

recommended that this application will be implemented to all subjects as part of instruction. Further research

may be conducted in other schools to further understand the actual usage of FrogPlay in school settings to

figure out the best way to integrate technology in classrooms.

References Cheok, M. L., & Wong, S. L. (2016). Frog Virtual Learning Environment for Malaysian Schools: Exploring Teachers’

Experience. In ICT in education in global context. Springer, Singapore, 201-209.

Gerber, H. R. (2014). Problems and Possibilities of Gamifying Learning: A Conceptual Review. Internet Learning, 3(2),

5.

Hamari, J., Koivisto, J., & Sarsa, H. (2014, January). Does gamification work?--a literature review of empirical studies

on gamification. In System Sciences (HICSS), 2014 47th Hawaii International Conference, 3025-3034.

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic

motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161.

Kamalludeen, R. M., Hassan, A., & Nasaruddin, N. S. A. (2017). Student usage patterns of VLE-Frog. Journal of

Personalized Learning, 2(1), 86-94.

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Kaur, T., & Hussein, N. (2014). Teachers’ readiness to utilize Frog VLE: A case study of a Malaysian secondary school.

Journal of Education, Society & Behavioral Science, 5(1), 20-29.

Kenneth, I. A. (2000). A Buddhist response to the nature of human rights. Journal of Buddhist Ethics, 8. Retrieved from

http://www.cac.psu.edu/jbe/twocont.html

Klopfer, E., Osterweil, S., & Salen, K. (2009). Moving learning games forward. Cambridge, MA: The Education Arcade.

Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother?. Academic exchange quarterly,

15(2), 146.

Lister, M. C. (2015). Gamification: The effect on student motivation and performance at the post-secondary level. Issues

and Trends in Educational Technology, 3(2).

Muntean, C. I. (2011). Raising engagement in e-learning through gamification. In Proc. 6th International Conference on

Virtual Learning ICVL (Vol. 1). sn.

McGonigal, Jane (2011). Reality is broken: Why games make us better and how they can change the world. New York:

Penguin Press. ISBN 9780143120612.

Pavlus, J. (2010). The game of life. Scientific American, 303(6), 43-44.

http://www.cac.psu.edu/jbe/twocont.html

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Chapter 40

Vocab Detour: The Sarawak Explorer Adapting

Monopoly to Enhance ESL Learners’ Vocabulary in

Rural Sarawak

Chong Xin Txin, Ting Suk Hua & Melor Md Yunus

National University of Malaysia, Malaysia

Abstract Due to the advancement of communication technology, the world is in an era of globalisation where the English language

is used as the primary language in international affairs. In order to raise the standard of English in Malaysia, the CEFR,

an international standard that emphasises on producing learners who can communicate and interact in English, is

introduced. However, even after the implementation of the CEFR among the Form One and Form Two students, students’

mastery in vocabulary is still low especially in rural schools of Sarawak, where students have less exposure to the

language. In these rural schools, teachers play a vital role in arousing students’ interest in learning the English language

by determining an effective tool in conducting English language lessons. Therefore, this research was conducted to

identify the effectiveness of Vocab Detour as a teaching tool in enhancing students’ vocabulary. Pre and post-test,

questionnaires and observation were used as data collection tools. Overall, the findings demonstrated that students showed

improvement in vocabulary mastery as well as increased motivation after the intervention was implemented. The results

of this research are hoped to provide insights to secondary school students, teachers and the community in the teaching

and learning of vocabulary in a fun and interactive way.

Introduction Due to the advancement of communication technology, the world is in an era of globalisation where the

English language is used as the primary language in international affairs. In order to meet the above

requirement, the standard of English in Malaysia has to be raised. Hence, the CEFR, an international standard

that emphasises on producing learners who can communicate and interact in English, is introduced to improve

English proficiency among school children.

However, even after implementing the CEFR among the Form One and Form Two students, students’

mastery in vocabulary is still low especially in rural schools of Sarawak, where students have less exposure

to the language. As discovered by Nor Hani Misbah et. al. (2017), the main difficulty faced by the students

in the learning process of English language is the lack of English vocabulary.

In these rural schools, teachers play a vital role in arousing students’ interest in learning the English

language (Bantiwini, 2009; Wang, 2013). Fun and interactive elements should be integrated into the

classroom to increase students’ motivation in learning the language (Lam, 2016). Hence, Vocab Detour is an

innovation created to aid teachers in enhancing students’ vocabulary in a stress-free environment. It is a board

game adapted from Monopoly that is suitable to be used in the rural areas of Sarawak, where internet

connection is either unavailable or unstable and facilities such as computers or laptops are insufficient. Being

a highly localised game, it features the various districts and attractions in Sarawak while players play the role

of tourists.

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Content This section is divided into sub-sections which discussed the research aim, research objectives, methodology,

findings and discussion, novelty, the benefit to users, the benefit to society and commercialisation potential

of Vocab Detour.

a. Research Aim

The aim of this research is to identify the effectiveness of Vocab Detour as a teaching tool in

enhancing students’ vocabulary.

b. Research Objectives

i) To explore the effectiveness of Vocab Detour in improving students’ vocabulary mastery

ii) To examine the students’ perceptions on the use of Vocab Detour to enhance their vocabulary

iii) To explore the effectiveness of Vocab Detour in increasing students’ motivation to learn English

vocabulary

c. Methodology

A mixed-method research design is used in this research. This research utilised pre and post-test,

survey questionnaire and observation field notes as data collection tools. The participants of this

research involved 40 Form 2 students from two National Secondary Schools (Sekolah Menengah

Kebangsaan, SMK) in rural areas of Sarawak. They consist of 20 male and 20 female students.

d. Findings and Discussion

The discussion on the result is guided by the objectives of the study. A pre and post vocabulary test

was administered to determine whether there was an improvement in the students’ vocabulary mastery

after playing Vocab Detour. From the vocabulary test scores obtained, the students’ vocabulary test

scores increased from a mean of 6.475 in the pre-test to 9.1 in the post-test, as shown in Figure 1. 31

out of 40 students showed an increment in scores while the highest increment is a difference of 5

marks.

Total scores Mean

Pre-test 259 6.475

Post-test 364 9.1

Fig.1 Mean of pre and post-Test

In Figure 2, from the participants’ responses on the questionnaires to identify students’ perception

towards Vocab Detour, 100% of the students agreed to the statements “The game is fun to play”, “I

thought this was a very interesting game” and “I would describe this game as very enjoyable”. There

was also 95% stated that “I am willing to play this game again because I think it is somewhat useful”.

VOCAB DETOUR: THE SARAWAK EXPLORER

QUESTIONS PARTICIPANTS' RESPONSES

Not True

at All Not True

Somewhat

True True

Very

True

B4 I believe that playing this game is useful for

improved concentration. 1

(2.5%)

14

(35%)

25

(62.5%)

B5 This game is fun to play. 7

(17.5%)

33

(82.5%)

B12 I thought this was a very boring game. 27

(67.5%)

12

(30%0 1

(2.5%)

B16 I thought this was a very interesting game. 1

(2.5%)

9

(22.5%)

30

(75%)

B18 I would describe this game as very enjoyable. 10

(25%)

30

(75%)

B25 I am willing to play this game again because I

think it is somewhat useful.

2

(5%)

3

(7.5%)

16

(40%)

19

(47.5%)

Fig.2 Participants’ perceptions towards Vocab Detour

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Based on the researchers’ observation and field notes, it was noted that when students started to play

the game “excitement could be seen on all students’ faces” especially when some of them saw their

longhouses being displayed on the board game and “some students said that the design of the board

game was very attractive.” The researchers also discovered an increase in students’ motivation to

learn vocabulary when “the students check the dictionary on their own without any instruction from

the teacher.” Thus, we could summarise that Vocab Detour enhances students’ vocabulary skills and

increases students’ motivation in learning vocabulary.

e. Novelty

The novelty of Vocab Detour can be observed when Monopoly was adapted into a vocabulary game.

Although the use of Monopoly in teaching and learning is nothing new as shown by Oliviera (2015)

in her research, it is rare to adapt Monopoly into a vocabulary game. Apart from that, Sarawak

districts, local attractions and foods were featured in the game. Sarawakian students can easily relate

to all these specialties and at the same time, players from the other countries or states could learn more

about Sarawak.

f. Benefit to the User

It is no doubt that Vocab Detour benefits the students as fun learning is promoted. As proven in the

findings of this research, students are motivated to learn vocabulary during the game. They showed

better concentration and higher memory retention rate in the vocabulary that they have learnt. Since

Vocab Detour encourages interaction between students, it promotes collaborative learning where

students learn from each other. Students play the roles as autonomous learners as students handle the

game all by themselves. In addition, Vocab Detour boosts students’ problem-solving skills when they

are involved actively to think, ask, answer and comment.

g. Benefit to the Society

Vocab Detour benefits the society by inculcating the elements of culture as it illustrates the specialty

and uniqueness of Sarawak in Malaysia. Not only teachers and students can benefit from this board

game, but parents as well. Being a portable board game that can be used during leisure time, it

enhances the relationship between parents and children when they play this together at home.

h. Commercialisation Potential

The commercialisation potential of Vocab Detour will be to teachers who are too busy to create their

own fun and creative teaching aids due to their heavy workload and tight schedule. It helps to save

teachers' time effectively as it is a reusable template which can be used for several sets of vocabulary,

depending on the needs of the lesson. Teachers only need to design different sets of questions and

vocab cards to start a new game. It is also able to lessen teachers’ burden as it is easily portable. Above

them all, Vocab Detour can be used in conjunction with the latest KSSM and CEFR- aligned syllabus

in Malaysia. There are few teaching aids and teaching materials for the new CEFR-aligned syllabus.

Thus, this makes Vocab Detour an ideal tool to teach the listed vocabulary in the CEFR-aligned

syllabus. Parents can also use it as a learning tool at home too.

Conclusion Vocab Detour is a teaching tool which enhances students’ vocabulary mastery by increasing students’

motivation to learn in a stress-free environment. It highly promotes fun and interactive learning among

students. This research hoped to provide insights to secondary school students, teachers and also the

community in Malaysia as to encourage the incorporation of 21st-century teaching and learning method in our

classroom.

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References Bantiwini, B. D. (2009). How teachers perceive the new curriculum reform: Lessons from a school district in the Eastern

Cape Province, South Africa. International Journal of Educational Development, 30(1), 83-90

Lam, R. N. K. (2016). The effectiveness of using songs Incorporated with other activities to increase students’ motivation

and confidence to speak English in an EFL environment. Education Study Series, No. 11/12, 124-141

Misbah, N. H., Mohamad, M., Yunus, M. M., & Ya’acob, A. (2017). Identifying the Factors Contributing to Students’

Difficulties in the English Language Learning. Creative Education, 8(13), 1999.

Oliveira, A. D. P. A., Werneck, V. M. B., do Prado Leite, J. C. S., & Cysneiros, L. M. (2015). The Monopoly Game to

Teach ERi* c-Intentional Requirements Engineering. In iStarT@ CAiSE (pp. 49-54).

Wang, W. (2013). Teachers’ stages of concern and levels of use of a curriculum innovation in China: A case study.

International Journal of English Language Teaching, 1(1), 22-31

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Chapter 41

Using “AEROSVA” Board Game to Reinforce Rural

Primary ESL Learners’ Understanding of SVA Rules

Caroline Tham Yie Tiing, Sharon Wong Min Ying, Associate Prof Dr. Melor

Md Yunus

SK Stalon

SK Ng. Babai


Abstract As highlighted in CEFR English Language Curriculum Framework, pupils are expected to be able to write for them to

communicate meaning. However, it is deemed that rural primary pupils tend to struggle with constructing grammatically

correct simple sentences. In our context, pupils with average language proficiency level are not able to apply the Subject-

Verb-Agreement (SVA) rules particularly in regular verbs in constructing simple sentences. Consequently, an

ungrammatical sentence causes its meaning to be distorted. Thus, this research aimed to explore if “AEROSVA” Board

Game can help rural primary pupils to comprehend the rules of SVA. The rationale was to boost their confidence in

applying the SVA rules correctly in sentence construction. Twenty-six pupils from two rural schools in Sarawak were

chosen as participants based on the result of the pre-test to avoid any biasness. The research employed mixed-method

design where quantitative data from pre-and post-tests were utilised to measure the impact of “AEROSVA” Board Game

in enhancing pupils’ understanding of SVA rules particularly in regular verbs. Participants’ responses from semi-

structured interviews and field notes from class observation were collected for triangulation purpose. Comparison between

the pre-test and the post-test data revealed that “AEROSVA” Board Game has been a useful tool that aids in improving

rural primary pupils’ understanding of SVA rules. The qualitative findings also indicated pupils exhibited more

motivation and concentration during lessons. It is recommended that the “AEROSVA” Board Game could be expanded

into teaching other grammatical items in fun-filled and meaningful way through incorporating game based learning.

Introduction

Learning English as a Second Language (ESL) is challenging as learners are expected to be equipped with an

efficient amount of English language proficiency (Zahra, 2015). On top of that, writing skill is deemed to be

one of the multifaceted, significant productive skills to be learned (Golkova&Hubackova, 2014; Mohammed,

2015; Muhammad, Almas & Muhammad, 2016; Sadiku, 2015). It is because learners need to be aware of and

combine various building blocks of writing successfully including orthography, morphology, lexicon, syntax,

as well as the discourse and rhetorical conventions of the target language (Andi &Hidayah, 2018; Khaled,

2007; Silva, 1993). Undoubtedly, grammatical structures, words, and their proper use, and certain extent of

accuracy need to be given emphasis in writing (Golkova&Hubackova, 2014; Trapman,van Gelderen, van

Schooten&Hulstijin 2018). Heeding to this call, the educational context in Malaysia demands L2 learners to

be equipped with sound grammar (Chambers &Melor, 2017) for them to produce good pieces of writing

(Charanjit, Amreet, NurQistina&Thilaga, 2017). Evidently, the levels and descriptors in the newly

implemented Common European Framework of Reference for Languages (CEFR) aligned curriculum (MOE,

2012) have been mapped against the actual linguistic material, i.e. grammar and vocabulary (UCLES, 2011;

MOE, 2017). However, the findings of recent researches (Chambers &Melor, 2017, Charanjit et al.,

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2017;Tatiana & Gopal, 2017) revealed that Malaysian L2 learners often encounter difficulties in correct

grammar usage which eventually leads to inadequate sentence construction in their writing.

Henceforth, it is essential that L2 learners need to master the heart of the language, i.e. grammar (Saaristo,

2015) and know how to transfer their knowledge of grammatical concepts to their written work (Myhill&

Watson, 2014) so that they will not commit many grammatical errors in writing but be able to communicate

their meaning clearly (Bentsen, 2017). Despite the exposure to English language, primary ESL learners are

deemed to still struggle with their writing due to their mother tongue interference anddeficient knowledge of

grammatical rules and concepts. In their study, Charanjit et al. (2017) had identified nine common

grammatical errors which ESL learners tend to make in their writing including subject-verb agreement, verb

tense, nouns, prepositions, adjectives, articles, pronouns, adverbs, and conjunctions and errors in Subject-

Verb Agreement is the most prevailing errors which learners have made in their writing.

Correspondingly, the researchers observed that their upper primary ESL learners are not able to apply the

SVA rules particularly in constructing simple sentences using regular verbs during writing lessons.

Eventually, this causes the meaning of their pieces of writing to be distorted as English language is governed

by its grammatical rules and concepts (Lynch & Anderson, 2013; Wornyo, 2016). Likewise, researchers (Ai

Siok& Tan, 2015; Tafida&Okunade, 2016) have also addressedthat ESL learners’ incompetency in applying

subject-verb agreement rules accurately is becoming more obvious and rampant cutting across various

educational levels. Subject-verb agreement is one of the essential aspects to be learned since it is required by

learners to construct grammatically correct sentences in English (Nayan, 2009; Mali &Yulia, 2017; Wornyo,

2016). Considering the importance of learning, understanding, and mastering agreement between a subject

and a verb in a sentence (SitiHamin&MohdMustakar, 2010), the researchers were interested to explore ways

to help rural upper primary ESL learners to comprehend the grammatical concepts of subject-verb agreement

particularly in regular verbsso that they will be able to construct well-formed sentences.

Literature review

In the field of English teaching, it has always been a controversial topic whether grammar skills should be

taught explicitly or implicitly. It is deemed that struggling ESL learners in general may benefit from input-

based grammar instruction as it is less taxing on their limited capacity of working memory. Scholars

(Ayuni&Radzuman, 2017; Onalan, 2018, Shaghayegh, 2016; Zheng 2015) conjecture that both explicit

grammar teaching and implicit grammar teaching complement one another and task-based instruction is

recommended in order to help L2 learners to become accurate English users that enable them to use grammar

correctly inside and outside classroom.

Recently, game based learning is becoming a recognisable feature as educational games are deemed to

have pedagogical values in promoting engagement and improving learners’ linguistic skills (Oakman, 2016;

Plass, Homer & Kinzer, 2015). Games in ESL classrooms should not be restricted to marginal moments as

either the starter or the plenary of the lessons. Instead, it can be a useful complement to any activity or

constitute a proper session to revise contents taught (Cerqueiro& Chao Castro, 2015). This is in parallel with

the findings of recent researches (Cam & Thu Tran, 2017; Chambers &Melor, 2017; Phuong & Pham Nguyen,

2017; Suryani, 2017; Williyam, Melor&Azlina, 2016; Yolageldili&Arikan, 2011) which revealed that games

can be a powerful language learning tool to inculcate learning motivation among L2 learners to practise the

target language items in meaningful context.

Previous studies on the use of board games revealed that board games are a versatile asset in ESL

classrooms as they can be utilised to teach specific language forms and functions for diverse contexts,

proficiency level, and content. Specifically, three studies conducted by Tengku and Rahmah (2013), Metom,

Tom, and Joe, (2013), and Chambers and Melor (2017) respectively highlighted that using board games in

teaching grammar produces positive learning results among ESL learners. Tengku and Rahmah (2013)

employed the “Time Trap” Board Game in teaching four grammar tenses to Pre TESL students of UiTM

Pahang, Kuantan Campus. They discovered that learning tenses through the board game helped respondents

eliminating their fear in learning grammar, building their self-confidence, and eventually using the structures

unconsciously. Likewise, Metom et al. (2013)who used the “Mind Your Grammar” Board Game with Pre-

Diploma students also noticed that it motivated respondents by promoting language use in a fun-filled

environment. The findings in Chambers and Melor (2017) who devised a grammar tool, i.e. “Wheel of

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Grammar” in understanding the basic rules of SVA in sentence construction also demonstrated that language

games helped participants to be involved in the lessonsinteractively and collaboratively.

The researchers contemplated that their rural upper primary ESL learners need games as guidance for

learning the rules of subject-verb agreement (SVA) in regular verbs. It is crucial for them to see the necessity

of having a firm foundation of SVA knowledge to construct grammatically correct simple sentences in their

writing (Chambars&Melor, 2017; SitiHamin&MohdMustakar, 2010; Wornyo, 2016). As games are deemed

to be practical tool which can be integrated in grammar lessons to assist language teaching and learning

(Metom et al. (2013), a grammar learning device, i.e. “AEROSVA” Board Game specifically focusing on

subject-verb agreement in regular verbs was designed. This study was embarked to explore if “AEROSVA”

Board Game can help rural upper primary ESL learners to comprehend the rules of SVA in regular verbs

better and analyse their perception on the use of the board game as a stimulating tool in improving their

foundation on SVA. This research attempted to answer the following research question:

How does the “AEROSVA” Board Game help improve rural upper primary ESL learners’

understanding of subject-verb agreement in regular verbs?

Methodology This study employed mixed method to collectboth qualitative and quantitative data simultaneously through

pre-test and post-test results on SVA tasks, classroom observation, and participants’ responses in semi-

structured interviews for triangulation purpose. Participants of this study comprised twenty-six rural upper

primary ESL learners who are currently studying in two different schools in Belawai and Julau District. The

selection of the participants was based on the fact that their competence of English language is generally

lowand their results in pre-test of Subject-verb Agreement in regular verbs to avoid any biasness.

Apart from that, explicit instruction, which included explanation of SVA rules for regular verbs, was being

incorporated prior to getting participants to complete given tasks in “AEROSVA” Board Game (Fig.1) as

knowing grammatical rules explicitly may help learners to obtain more comprehensible input and support the

process of implicit language development later (Ayuni&Radzuwan, 2017; Scheffler&Cinciata, 2011). The

board game started with the introduction of the rules and regulations of the game to make sure that participants

know the rules that would lead to a better use of the board game. The board game was designed in 12 feet x

12 feet size. During the game, all players need to choose and stand at respective colour space in their hangers.

There will be two to four players in each group. Every player will take turn to throw the dice. The player with

the highest roll plays first.Each player has to move clockwise around the board according to the number

indicated from the dice. Once the player lands on the space, he or she has to answer the SVA question. If they

can answer, they are allowed to move two spaces further. If they cannot, they will have to be static.When the

player lands on a space with member of another group, the group member is attacked and sent two steps

backward. When a player lands on a jump point of his or her colour, the player jumps by following the dotted

line to the space across the board. Then, the player jumps another four spaces and answers the SVA question

on the space.All the players continue to move to their home base. The first group to have all four of their

members finish their journeys wins. The remaining players continue the game to determine the runner-ups.

The game is deemed to be student-centred whereby the peers are allowed to help or give feedback to their

friends if they make any mistakes. The main aim of the game is to drill pupils to comprehend and practise the

grammatical concepts of SVA to match the subjects with correct form of regular verbs appropriately.

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Fig. 1 Template of “AEROSVA” Board Game

Results and Discussion This section discusses classroom observation from field notes, participants’ responses from semi-structured

interviews, and results of the pre-and post-tests on SVA tasks (regular verbs) using “AEROSVA” Board

Game.

Throughout the intervention, observations were recorded using field notes to explore how “AEROVSA”

Board Game helped enhance participants’ understanding towards the grammatical concepts of subject-verb

agreement in regular verbs. The analysis of field notes demonstrated that participants were engaged in playing

AEROSVA Board Game while completing SVA tasks. Although they were not confident to name the

matching subjects or verbs with the grammatical items given (verbs or subjects) initially, their motivation has

increased throughout their trials. Instead of being afraid of making mistakes, it was observed that participants

perceived their mistakes as the points of learning the rules of SVA in regular verbs as they gradually

improved. Some participants even unconsciously tried to construct full simple sentences using the subjects

or verbs given. This concurs well with Wang, Shang and Briody’s (2011) statement that learners will look

forward to participating in games and applying knowledge learned with greater motivation.

Participants’ responses gained from semi-structured interviews indicated that working collaboratively with

their peers in completing the SVA tasks in “AEROSVA” Board Game helped them build self-confidence in

learning the target grammar form, i.e. SVA rules in regular verbs better. It was because the game encouraged

them to discuss with their peers to solve questions. This was evident in the response given by one of the

participants:

“I am worried that my friends could not answer the question. If my friends could not answer, my

group would not be able to win. When I helped my friends, I learned too.”(Participant I)

This corroborates with what the researchers had observed that participants tried to give their friends hints

during the game. This is supported by Cerquiero and Chao Castro (2015) who found out in their study that

games guarantee interaction between learners and also between learners and teachers, later develop

metacognition.Besides, participants also commented that they felt very motivated to complete the SVA tasks

carefully. The fun elements in the board game, i.e. rules and regulations provided meaningful context for

participants to be focused and think deeply before answering the questions in order to win. Without realising,

they were actually learning the SVA rules unconsciously. Participant H responded that:

“I really had to think carefully before I answered. If I got it wrong, I had to move backward. I

want to answer correctly and finish as the first.”

This substantiates previous findings in Hajar, Bahman, and Zivar (2014) that games are deemed to stimulate

learning interest and spur motivation among learners. This causes them to get very absorbed in the competitive

aspects of the games and eventually they become motivated and willing to learn.

The third stage in this analysis was the pre-post-tests which evaluated participants’ progression in

comprehending the rules of subject-verb agreement in regular verbs. Participants were being asked to answer

twenty subjective questions by filling in the blanks with correct form of regular verbs in the sentences. The

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set of questions were similar for the post-test to ensure the reliability and validity of the results. The results

of the pre-post tests indicated that their level of understanding of SVA rules in regular verbs has improved.

This can be seen in the improvement of their post-test result. In the pre-test, 2 participants (7.69%) scored

marks between 0% and 40%, 16 participants (61.54%) scored between 41% and 60%, and 8 participants

(30.77%) scored between 61% and 80%. As for the post-test, 2 participants (7.69%) scored marks ranging

from 71% to 80%, 9 participants (34.62%) scored between 81% and 90%, and 15 participants (57.69%)

managed to score within the 91% to 100% range.

Conclusion and Recommendations The findings of this current study revealed that “AEROSVA” Board Game offered participants a fun-filled

environment to learn and apply the rules of subject-verb agreement in meaningful context. The

competitiveness of the board game engaged participants in completing the tasks given rather than focusing

on the correctness of linguistic elements. Eventually, it helped eliminate their fear in making mistakes and

build their self-confidence to use the language structures unconsciously. Hence, it is crucial for teachers to

incorporate game based learning in teaching English language skills to primary ESL learners to cater to their

different learning needs. However, the present study has several limitations that it could be done with a larger

number of participants from other schools to obtain more comprehensive findings. It is recommended that

“AEROSVA” Board Game can be used to teach other grammatical elements or parts of speech in future

studies.

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Cam, L. & Thu Tran, T. M. (2017). An evaluation of using games in teaching English grammar for First Year English-

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Research, 16(7), 55-71.

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Chambers, G. J. &Melor, M. Y. (2017).Enhancing learners’ sentence constructions via “Wheel of Grammar”.Social

Sciences & Humanities, 25(4), 1641-1650.

Fig. 2 Participants of SK Stalon playing the

“AEROSVA” Board Game

Fig. 3 Participants of SK Ng. Babai playing the

“AEROSVA” Board Game

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BehaviouralScience, 143, 477-481.

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341.

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Chapter 42

Using WeChat in Developing Students’ Higher Order

Thinking Skills (HOTS) in Learning the Novel

“Captain Nobody”

Johnny Ling Leh Wui, Grace Wong Lyn Syn & Melor Md Yunus

National University of Malaysia

Abstract In Malaysian Education Blueprint 2013-2025, the integration of Literature Component in English curriculum has been

reconceptualized to not only enhance students’ proficiency, but to develop students’ Higher Order Thinking Skills

(HOTS) as well. However, until recently, Malaysian secondary school learners are still often reported to exhibit both low

levels of HOTS as well as low desire to engage in HOTS-related activities when learning literary texts, particularly novels.

Therefore, with the consideration that the millennial generation tends to perform optimally when technology is embedded

in learning, this study aims to develop students’ HOTS in learning the novel Captain Nobody through three activities

conducted via WeChat in two suburban schools in Asajaya and Bintulu (Sarawak). Questionnaires, semi-structured

interviews and classroom observations were employed as data collection tools in order to explore students’ perceptions

on these activities. Findings indicated that the activities successfully stimulate students’ HOTS and simultaneously deepen

their understanding of the literary text, specifically in the literary aspects of plot, characteristics and moral values. Hence,

via these technology-infused activities employing WeChat which promote project-based learning and are in line with the

Substitution Augmentation Modification Redefinition (SAMR) Model, while teachers and curriculum designers are

benefited by understanding the effective ways to cultivate HOTS in literature classrooms, students could attain elevated

comprehension of the literary texts, improved HOTS, as well as better language skills, all in which will prepare them to

face the challenges in the ever-changing 21st century.

Introduction Different academicians provide varied definitions of Higher Order Thinking Skills (HOTS) but similar

characteristics are apparent across disciplines, that HOTS is related to transfer of learning, associated with

critical thinking conceived through self-guided learning and reflective thinking, as well as connected to

problem solving (Brookhart, 2010). In Malaysian Education Blueprint 2012-2025, the importance of

integrating HOTS in literature teaching has been heavily emphasized as essential parts of students’ learning

in order to enhance their English language proficiency and their HOTS (Ministry of Education Malaysia,

2013). This transformation is mainly due to the discouraging result shown in Programme for International

Student Assessment (PISA) 2012 as Malaysian was placed in the bottom third, indicating that Malaysian

students are lacking in HOTS which are vital in 21st century learning (Kang, 2013). Hence, literature in

Malaysian English curriculum is reconceptualized to aim towards students’ HOTS development, because of

the literature texts’ authenticity, creativity and relatability (Shah & Empungan, 2015).

Despite the efforts, Malaysian secondary school learners still exhibit low levels of HOTS and possess low

desire to participate in HOTS-related activities when learning literary texts, particularly novels, causing them

to be passive learners most of the time during literature lesson (Othman et al., 2015). For this, implementing

HOTS in classroom becomes a challenging task for teachers, which, however, could possibly be resolved

through the incorporation of information and communication technology (ICT), as today’s millennial

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generation tend to perform optimally when technology is embedded in their learning (Groff, 2013). Moreover,

as explained by Puentedura (2013), technology-based learning, when incorporated with Substitution

Augmentation Modification and Redefinition (SAMR) Model, could result in successful personalized and

situated lessons, as the two Enhancement levels of SAMR (Substitution and Augmentation) can be associated

with the three lower levels of Bloom’s Revised Taxonomy (Remember, Understand, Apply), while the two

Transformation levels of SAMR (Modification and Redefinition) can be related to the upper levels of Bloom

(Analyze, Evaluate, Create). Furthermore, social media possess high potential in education, as it encompasses

multi-dimensional features, promotes student-centredness, encourages project-based collaborative learning,

and is thus deemed as a great pedagogical platform (Chan & Leung, 2016; Mondahl & Razmerita, 2014).

Hence, it is of utmost value if teachers are able to employ technology, or more particularly, social media,

as an instrument to develop students’ HOTS via literature lessons. Thus far, few studies have been conducted

on the use of WeChat, a popular social media platform, in the specific context of literature component learning

in enhancing students’ HOTS in Malaysia. This study could therefore be of great value and interest to

teachers, curriculum designers and students as it helps in creating interesting literature lessons which could

stimulate students’ HOTS, through the development of a module consisting of lesson plans and sample of

students’ products from the activities conducted on WeChat. Ergo, this study aims to answer the following

research questions in order to explore the potential of using WeChat in developing students’ HOTS in learning

the Form Five novel “Captain Nobody”:

i. What are the students' perception on the activities conducted via WeChat in developing their HOTS

in learning the novel "Captain Nobody"?

ii. How does the activities conducted via WeChat develop students’ HOTS?

Methodology In this research, a mixed-method approach was employed. While quantitative data were collected in a form

of a survey to elicit students’ perception on their HOTS development through the WeChat activities,

qualitative data were collected through semi-structured interview and classroom observation in order to

explore in depth how the activities develop their HOTS. Participants in this study were 10 Form Five students

from two suburban schools in Asajaya and Bintulu (Sarawak) who are currently learning the novel “Captain

Nobody” in their ESL classroom. The study was conducted after schooling hour as extensive activities in

learning the novel, consisting of three activities: (1) S.O.S – Participants utilized “Share Location” feature in

WeChat for an encountered problem in their neighbourhood and select a character from the novel who could

help in solving the issue, (2) Follow My Footsteps – Participants related learnt lesson from the novel to their

daily life activities by posting a picture and captioning it in WeChat Moment, and (3) Role Play – Participants

played the role of the characters and discussed for a solution towards a problem. Survey responses were

analyzed descriptively using Statistical Package of Social Science version 23. The interview sessions were

transcribed and encoding scheme was carried out in. Lastly, notes taken during the observation were also

analyzed.

Findings and Discussions Overall, as shown in Table 1, mean score for each of the statement in the questionnaire reports between 3.60

to 4.30, indicating that students perceived that they are able to develop their HOTS through the literature

activities conducted via WeChat. Firstly, students strongly agreed that they could list out choices and go for

the best option (4.30), as well as evaluate a range of suggestions before solving a complex problem (4.30).

For instance, in Participant D’s interview, he stated that “My friend and I give ideas, then we see the good

(side) and the bad (side) of an idea.”

The second highest mean score (4.00) appears to three statements, that students employed problem solving

skills, analysed other people’s idea objectively, and related their learnt knowledge from the lesson into daily

life through the WeChat activities. As reflected by Participant B and E in their interviews, “these activities

boosting my brain to always think and produce new idea for the solution to any issues that have been

discussed by us” and “I look at other people’s (WeChat) posts and decide if it is okay”. Participant H also

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commented that “I try to think what I do every day that can reflect (the novel’s) moral values... It’s difficult,

but it’s fun”.

Although all statements report mean score above 3.0, which indicate satisfactory level in terms of HOTS

development, students slightly agreed to use creative approach (3.90). This situation may demonstrate that

students are yet to explore their creative traits in a literature lesson, which for the most part requires students

to be imaginative, as proposed by Shah and Empungan (2015). For example, the researcher noticed from

observation that three participants (Participant F, H, I) were initially reluctant to engage in the thinking

process when they were first introduced to the Role Play activity. However, with group discussions on social

media, the students eventually produced their own creative responses which led them on to active

participation in the following sections of the activities. This supports previous studies (Chan & Leung, 2016)

that interactions on social media encourages students to rely on each other and improve their thinking skills.

Also, students slightly agreed that they can see how previously learnt knowledge could be related to the

activities (3.80). In other words, students may require guidance in linking their knowledge to the task at hand

as they are still in learning process. For instance, it is observed that Participant F helped Participant J to

brainstorm on ideas in the activity “SOS!”. On the other hand, students agreed less that they could take

innovative looks at situations (3.60), approach problems analytically (3.60) and make accurate judgements

(3.60). This may show that students still lack of the ability to be critical in analysing problems and situations

in order to make a valid judgement, which is in accordance to the news as reported by Kang (2013), that

Malaysian students’ analytical HOTS need to be improved.

Last but not least, interview data showed that nine participants found the integration of WeChat increases

the effectiveness of these activities. Most credited this to their familiarity with the application, its user-

friendliness as well as its ease in communication. For example, Participant J commented that “Without

WeChat, maybe the activities won’t be as fun and effective… because we want teachers to use some

technology in class as we always use technology every day in our life”. The findings are parallel with Mondahl

and Razmerita’s (2014) findings, in that 81% of the participants in their study enjoy collaborative group

discussions through social media for assignments and school work.

Table 1

Computed means for statements of HOTS development

No. Item Mean SD

1 In the activities conducted via WeChat, I tend to use a creative

approach.

3.90 0.568

2 In completing my work, I am required to use thinking skills to

solve problems.

4.00 0.471

3 When suddenly asked to work on a new activity, I am able to take

an independent and innovative look at most situations.

3.60 0.966

4 I can see how ideas and knowledge that I have learnt can be used

in completing the activities.

3.80 0.422

5 I analyse other people’s work and ideas objectively, by

evaluating both advantages and disadvantages.

4.00 0.471

6 In completing my work, I like to list out choices and go for the

best option.

4.30 0.823

7 When trying to solve a complex problem, I like to weigh up and

evaluate a range of suggestions thoroughly before choosing.

4.30 0.675

8 In completing my work, I relate and apply what I have learnt in

the lesson to my daily life activities.

4.00 0.667

9 In completing my work, I approach the problem in an analytical

way.

3.60 0.699

10 I take time to make judgement but most often, the judgement

made is accurate.

3.60 0.843

Conclusion As evident in the positive feedback from participants, this study has successfully achieved its objectives in

exploring the potential of using WeChat to develop students’ HOTS in learning the novel “Captain Nobody”

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in terms of students’ perceptions. In fact, the true functionality of the activities conducted in this study lies in

its applicability across all literature texts, flexibility in usage on different social media platforms, infusion of

technological project-based learning, ability to prompt students’ analytical HOTS, while simultaneously

encouraging them to soar free in their imagination as they are reading the literature texts, all in which would

contribute to the success of an effective student-centred literature language classroom in the era of 21st

century.

References Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.

Chan, W. T. Y., & Leung, C. H. (2016). The Use of Social Media for Blended Learning in Tertiary Education. Universal

Journal of Educational Research, 4(4), 771-778.

Groff, J. (2013). Technology-rich innovative learning environments. OCED CERI Innovative Learning Environment

project, 1-30.

Kang, S. C. (2013, 8 December). Poor show in Pisa rankings. The Star Online. Retrieved from

https://www.thestar.com.my/news/education/2013/12/08/poor-show-in-pisa-rankings/

Ministry of Education Malaysia. (2013). Malaysian Education Blueprint 2013-2023. Putrajaya, Malaysia: Kementerian

Pendidikan Malaysia.

Mondahl, M., & Razmerita, L. (2014). Social Media, Collaboration and Social Learning--A Case-Study of Foreign

Language Learning. Electronic Journal of E-learning, 12(4), 339-352.

Othman, N. I., Shah, P. M., Karim, A. A., Yusof, A., Din, R., Ramli, N. A., & Salleh, N. S. M. (2015). Personalizing

Learning of English Literature: Perceptions and Challenges. Journal of Personalized Learning, 1(1), 104-112.

Puentedura, R. R. (2013). SAMR: Moving from enhancement to transformation [Web log post].

Shah, P. M., & Empungan, J. L. (2015). ESL teachers’ attitudes towards using ICT in literature lessons. International

Journal of English Language Education, 3(1), 201-218.

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Chapter 43

Let’s Role Play with MadLipz©: The Use of

MadLipz© In Role-Play to enhance ESL Students’

Speaking Skill

Davidson Anon, Khatika Ho & Melor Md. Yunus

National University of Malaysia

Abstract In this 21st century learning, one of the language skills required for international communication is speaking. Thus, the

Malaysia Ministry of Education has put great emphasis on the mastery of English oral proficiency. However, students

particularly in the sub-urban area are observed as reluctant and unmotivated when leanring English, leading to low

proficiency in English. Thus, as students nowadays who are the digital natives are familiar and respond well to

technology-based infused activities, it is deemed that the blending of the latest technology such as MadLipz© with role-

play would be effective in teaching speaking. This research was therefore conducted to identify the effectiveness of using

MadLipz© in role-play to enhance students’ speaking skill. This intervention involved 2 teachers and 40 students from

2secondary schools in Bintulu and Kapit. The mixed-method approach was employed in which questionnaires and semi-

structured interview were used in data collection. Questionnaires were distributed to all participants and 10 students were

selected at random for the interview. The findings revealed that students ahd positive attitude towards the use of MadLipz©

in role-play. The use of MadLipz© lowered their anxiety and motivated them to speak in English. There was also shift in

attitude towards teacher and peer review. Hence, the intervention managed to draw teacheing strategy closer to the need

of the Gen-Y in which they learn more effectively while having fun.

Key words: teaching and learning, MadLipz©, role-play, motivation, speaking

Introduction 21st century learning highlights speaking as one of the language skills required for international

communication. English is regarded as an international language used globally in which it functions as the

second language in a number of countries including Malaysia (Tabitha, 2013). Therefore, knowing how to

speak in English is very vital in today’s fast-growing world for academic, economy and technology. The

explosive rate and speed of globalization that demand the Malaysians to be proficient in English to secure a

fulfilling future has urged the Malaysia Ministry of Education to put great emphasis on the mastery of English

oral proficiency. Despite the effort, grievances that many Malaysian graduates are not employed due to their

poor communication skills in English is worrying. Tracing back to the root of the glitch, school students

particularly in the sub-urban area are observed as reluctant and unmotivated when learning English, leading

to low proficiency in English. Dealing with students who are the digital natives in this modern world which

is leading to the fourth industrial revolution, technology seems to be promising in enhancing students’

learning. Due to their familiarity and positive response towards technology-based activities, it is deemed that

the blending of the latest mobile application such as MadLipz© with role-play would be effective in teaching

speaking. This research was therefore conducted to identify the effectiveness of using MadLipz© in role-play

to enhance students’ speaking skill.

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Content This section discusses related literature, methodolody, findings and discussion of the study.

a. Literature review

Teaching speaking is inseparable from the teaching of other skills; reading, writing and listening for it is often

very true that one skill cannot be perfomed without another (Harmer, 1991). The aims of teaching speaking in

language context are to promote communicative efficiency where teachers expect students to be able to use the

language as fluently as possible with a purpose and therefore able to apply English in their daily communications

inside and outside the school (Khadijah, 2017). However, students often find some problems in practicing English

speaking. They are nervous, shy, scared to make mistakes and having low motivation. There are many possible factors

contributing to this problem namely students’ interest, difficulty to express ideas in L2 and ineffective teaching

strategy. As one of the goals in teaching speaking is to develop fluency in language use; the ability to communicate

ideas effectively and confidently, therefore appropriate teaching method used by the English teachers would be able

to activate and motivate students in learning the speaking skill. One of the techniques that is popularly used is role-

play activity. Role play is an activity that taps on students’ creativity. It is very crucial in teaching speaking for it

provides a platform for students to practice communicating in different social contexts and social roles (Fadilah,

2016). According to Nur Baiti (2016), role-play can improve students’s speaking skill in any situation, helping them

to interact and motivate them to speak. Studies done by Kusnierek (2015), Sunardi (2013) and Sri et al. (2016)

revealed that role-play technique helps enhancing students’ speaking skill in which it provides a fear-free atmosphere

that lowers students’ anxiety thus increase motivation and an opportunity to use the language creatively in different

social contexts. Undeniably, the class is more active and alive.

21st century globalization has brought about a remarkable entry of technology in English teaching replacing the

traditional methods to capture the digital natives’ interest and engaged them in learning. As such, the use of mobile

devices including laptops, tablets and handphones has grown so widely in classroom teaching (Ferreira et al., 2015).

Shyamlee (2012) added that the emergence and development of multimedia technology and its application to teaching,

featuring audio, visual, animation effects comes into full play in English teaching, setting a favorable platform for

teaching and learning in the new era. Technology provides so many options as making teaching interesting thus

motivate students to learn in a low anxiety atmosphere. A study on the use of mobile applications in English teaching

revealed that mobile apps seem to be an ideal support for speaking learning as it could provide private, stress-free

environments which allows unlimited tries until learners feel confident (Guo, n.d.). In addition, a case study done by

Moreno & Vermeulen (2015), investigating the use of VISP (a mobile app based on audio description) revealed that

the use of mobile apps made them reflect about their language learning, more motivated and responsed positively to

the app as well as learning.

Now, dealing with students of Gen-Z thus sparks questions on the effectiveness of traditional role-play in teaching

speaking. Hence, acknowledging the benefits of both role-play and mobile apps in teaching speaking, the use of

MadLipz©, a voice over application to produce parody videos using short clips available within the application in

role-play is deemed to be effective in enhancing students’ speaking skill.

b. Methodology

This study employed a mixed-method approach in which researcher simultaneously collected both quantitative

and qualitative data using a questionnaire and face-to-face semi-structured interview. This study involved 2 teachers

and 40 students from 2 sub-urban national secondary schools in Bintulu and Kapit. Kapit is the largest district in

Sarawak located in the middle of Sarawak while Bintulu is a division in north Sarawak. The participants were 20

Form 5 students and 20 Pre-University (Form 6) students. The questionnaire were distributed among all the

participants before and after the intervention been done. It was adapted from Gardner´s Attitudes/Motivation Test

Battery (AMTB) by Gardner (1982) and Foreign Language Classroom Anxiety Scale by Horwitz and Horwitz

(1986). It consists of 20 items and it is designed to investigate 4 domains; which are students’ motivation towards

language learning, students’ anxiety in a language classroom, students’ perception of the use of technology in

language learning and students’ attitude towards teacher and peer review. The first set of questionnaires was

answered before the intervention and another set was answered after the intervention. Small variations were done

to the second set. A semi-structured interview was also conducted after the intervention.

c. Findings

By comparing the results from pre-intervention and post-intervention survey, the results shows that there is a

decrease in the anxiety level, an increase in motivation, positive attitudes towards the use of technology and a shift

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from negative to positive attitude towards teacher and peer review in the classroom.

d. Discussion

Anxiety – The intervention has lowered the students’ anxiety. Before the intervention, it was apparent that

students feel anxious and unsure when they answer questions especially when they are required to go in front of the

class. It was also shown that they wanted to have the chance to practice before they present answers. By using

MadLipz©, students were assigned before the lesson and they can practise as much as they want to produce the

videos. With each recording, they can review their performances in terms of pronunciation, performance and judge

whether the intended meaning is successfully conveyed or not. They can rerecord until they are satisfied with it.

The videos are uploaded to a Telegram group to viewed together, thus eliminating the anxiety for having to go in

front of the classroom to present. According to Casado and Dereshiswsky (2004), students have problems such as

reduced word production and difficulty in understanding spoken instructions when they feel anxious. So, with

reduced anxiety, it helped them to perform better.

Motivation – The intervention has increased the students’ motivation. The survey revealed that the students

enjoys doing role-plays and skits where there can put the language in use casually without talking about topics that

are deemed irrelevant to them. It was also revealed that they love to work in pairs or in groups with more members.

Another point that that was highlighted was that their motivation was perceived to increased if they were given time

to prepare before the lesson. According to Dörnyei (2007), motivation (self-determination) increases students

participation in a language classroom.

Use of Technology in Language Teaching – The survey reveals that the students are more opened and excited to

use technology in their lessons. This generation has viewed mobile devices as not just a communication tool, but a

daily necessity, spending up to more than 3 hours a day on their mobile devices. Being digital natives, they perceived

mobile applications as fun, easy and instinctive to use. So, by incorporating technology into the traditional role-play

activity, it puts them much in the safe environment to perform.

Peer and Teacher Review – Before the intervention, students had the perception that being reviewed by teachers

and peers made them feel uncomfortable and they are aware that this is affecting their performance in class. This

includes the fear of making mistakes and the fear of being corrected and commented on, which leads to their

reluctant to share their work in the classroom. After the intervention, there is a significant change towards their

perception of being reviewed. They showed that they are more opened to teacher and peer reviews.

Conclusion In this study, the use of MadLipz© to renew how role-play is carried out in lessons has proved that the

use of mobile applications to implement traditional teaching strategies to be a fresh approach in engaging the

Gen-Z. It is aligned with the principles of the 21st century learning and it offers the liberty for both teachers

and students to experience and explore more about language use.

References Casado, M. A., & Dereshiwsky, M. I. (2004). Effect of educational strategies on anxiety in the second language

classroom: An exploratory comparative study between U.S. and Spanish first-semester university students. College

Student Journal, 38(1), 23-35.

Dornyei, Z. (2007) “Creating a motivating classroom environment.” In J. Cummins and C. Davison (Eds.), International

handbook of English language teaching. (2nd Edition). New York: Springer. Pp. 719-731.

Fadilah. (2016). Teaching Speaking By Role-Play Activity. OKARA Journal of Languages and Literature, II, 209-216.

Retrieved April 01, 2018.

Ferreira, J. M., Peneira, S. C., & Durao, N. (2015). The Role Of Mobile Technologies In The Teaching/Learning Process

Improvement in Portugal (pp. 4600-4610). Seville, Spain: ICERI2015. Retrieved April 01, 2018.

Guo. H. (n.d.). Analysing and Evaluating Current Mobile Applications for Learning English Speaking (Unpublished

master's thesis). Birkbeck, University of London. Retrieved April 01, 2018, from

https://englishagenda.britishcouncil.org/sites/default/files/filefield_paths/analysing_and_evaluating_current_mobile

_applications_v2.pdf

Harmer, J. (1991). How to teach English: An introduction to the practice of English language teaching. England: Longman.

Khadijah. (2017). Teaching Speaking Using The Fishbowl Technique [Abstract]. English Education Journal (EEJ), 8(2),

213-221.

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Kusnierek, A. (2015). Developing students' speaking skills through role-play. World Scientific News, 1.

Moreno, I. A., & Vermeulen. A. (2015). Using VISP (VIdeos for Speaking), a mobile app based on audio description, to

promote English language learning among Spanish students: A case study.(pp. 132-138). Valencia, Spain: Procedia-

social and Behavioral Sciences. Retrieved April 01, 2018.

Nur Baiti. (n.d.). The Implementation of Role Play to Improve Students' Speaking Skill. Retrieved April 01, 2018, from

https://www.academia.edu/7994168/The_Implementation_of_Role_Play_to_Improve_Students_Speaking_Skill.

Shyamlee, D. S., & Phil. M. (2012). "Use of Technology in English Language Teaching and Learning":An Analysis (Vol.

33, pp. 150-156). Singapore: IACSIT Press. Retrieved April 01, 2018.

Sri Whayuni., Rosdiana., & Siti Sarah Fitriani. (2016). The Implementation of role Play Technique Improving Speaking

Skill (pp. 105-112). Tanjung Malim, Perak: CAPEU. Retrieved April 01, 2018.

Sunardi. (2013). Teaching Speaking Ability Through Role Play (Unpublished master's thesis). Tanjungpura University.

Tabitha, L. D. (2013). Analyzing Malaysian English Classrooms: Reading, Writing, Speaking and Listening Teaching

Strategies (Unpublished master's thesis). University of Washington.

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Chapter 44

The Impact of Commander Card Game in Improving

Rural Secondary ESL Learners’ Usage of Verbs

Ting Sie Yuan, Melor Md Yunus

Universiti Kebangsaan Malaysia, Malaysia

Abstract ESL learners in rural area of Sarawak have insufficient English language input and lack of the opportunity to use English

for communication due to the environment. Learners in a rural secondary school in Song, Sarawak are found to have

difficulty in using action verbs in their sentences. The inappropriate usage of action verbs by the learners have led to

incomprehensible sentence structures. This study aims to examine the impact of Commander Action Verb (CAV) card

game in rural secondary ESL learners’ usage of action verbs. To achieve the aim of the study, a pre-test and post-test

were used to collect the quantitative data required. Paired t-test was used to analyse the data quantitatively in order to

measure the difference in mean scores before and after the intervention of CAV card game. The findings show that there

was statistically significant differences in the writing achievement mean scores of learners that can be attributed to the

use of CAV card game with t value equals to -20.616 and sig value equals to 0.000 (p<0.05). The quantitative data

confirms CAV card game improves ESL learners’ usage of action verbs.

Introduction Verbs is one of the most significant grammar items to be acquired by a learner in order to become a

sophisticated language user. The usage of verb is crucial as it enables us to communicate and relate objects

in the real world and to other grammar items. (Marchman & Bates, 1994) Nevertheless, Hirsh-Pasek and

Golinkoff (2006) found out that learning verb is more difficult than learning nouns.

Writing is known as a method in which a writer wants to convey his ideas onto a paper by transforming his

thoughts into words. (Brown, 1994) Thus, it is imperative that ESL learners mastered the writing skill in order

to convey their ideas into words accurately. However, even with the mastery of writing skill, ideas will not

be conveyed accurately if ESL learners faced difficulty in grammar items especially the verb.

Especially in Malaysia, English is considered as a second language which deserves more focused attention.

Effective communication will not take place if there are inappropriate usage of action verbs in writing. With

the recent introduction of Dual Language Programme (DLP) in national schools, English writing skills have

once again assumed a critical significance in Malaysia. Additionally, good writing skill is critical to

employment and production in the contemporary world. (Mohamed, Lian, & Eliza, 2004)

In this study, rural secondary ESL leaners is refered to the Form 4 pupils in a secondary school located in

Song, a rural town of Sarawak, Malaysia which is only accessible by express boats along a river.

Teaching English in Malaysia is a challenge to the educators in Malaysia. It is challenging when it comes

to English writing. Educators have to try out new methods on the long run to teach writing effectively and to

solve the problems arise. There are various ways and pedagogies adapted by the English language educators

to make their lessons innovative, interesting and effective. One of the methods used is game-based learning,

where it can gain interest and attention from the students.

Commander Action Verb (CAV) is a card game designed by the researchers to encourage rural secondary

ESL learners to engage in learning English action verb. As the rural schools have limited access to ICT tools,

CAV is able to provide the opportunities to increase the use of English language for communication in

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classrooms.

Therefore, holding the view that competence in grammar is as consequential as competence in

communication, the researchers sought to answer the research question:

1. How will CAV card game affect rural secondary ESL learners’ usage of action verbs?

Literature Review In situating this study on a platform that is academically and scholarly sound, three areas of literature are

reviewed, namely English verb, Sarawak rural ESL learners and game-based learning.

a. English Verb

Language learning involves the understanding of verbs, which are important in any language existed in the

world. Verbs are the backbone of a sentence which enable us to relate between people and things. There are

no sentence without verbs, as even the simplest sentence requires a verb to provide meaning to them.

There were plenty of research about the complication of learning verbs. Bornstein et al. (2004) research

found out that learning verbs is even more complicated than learning nouns.

Learning verbs was also often said to be challenging, even to adult learners. (Gillette et al. 1999) Thus,

verb learners have to extricate various components that occurs together and determine the potential meaning.

For older children, verbs were considered difficult to learn too (Forbes & Farrar, 1995).

Action verbs were categorized by Bahiyah & Basil (1998) as verbs that convey action or movement, where

living objects or force of nature can do. For example, Mandy laughs loudly after watching a funny video clip.

The word “laughs” is an action verb because that is the ability of the person, which she can do.

b. Sarawak Rural ESL Learners

Rural schools in Sarawak face difficulty in learning English. A research by Thiyagarajah (2003) had some

interesting findings about difficulties that Malay students faced in rural schools. The result indicated that the

students were weak in the four main skills in English language as their usage of English was low outside the

classroom. In order to improve English among the rural ESL students, he suggested that English language

educators must raise students’ language learning strategies and styles awareness, and involve them in strategic

activities.

c. Game-Based Learning

Game-based learning in education provide plenty of benefits for learners. Learners are able to enhance

relationships with other learners through exchanging hints and tips for better progressing while providing a

safe environment to both winning and, crucially, to losing.

Game-based learning also promotes cooperation between learners and educators which will enrich 21st

century skills. Schwartz and Braff (2012) suggested that excitement in playing game in learning will

unconsciously encourage learners to learn and acquire a language. Therefore, educators are encourage to

produce meaningful and beneficial activities to help the learners to acquire a language.

Nonetheless, there is insufficient studies involved in using card game to teach action verbs. Therefore, this

study aims to investigate the effectiveness of using CAV card game to improve rural secondary ESL learners’

usage of action verbs.

Methodology The sampling method used in this research was purposive sampling in which the sample represents the variety

of English language proficiency among ESL learners. The purpose of having mixed proficiency students in

this study enabled the transparency of the findings as to whether or not CAV brought positive impacts towards

students’ writing performance regardless of differences in proficiency levels. This indirectly established the

validity of the study. The present study involved 69 Form 4 ESL learners in a rural secondary school in Song.

A pre-test and post-test were given to students to measure their writing scores. Each one of the tests

consisted of a picture of an event which show various actions. Pre-test was a picture of a school sports day

and post-test was a picture of gotong-royong. The rural ESL learners were required to write 10 sentences by

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using the correct action verbs based on the picture given. The pre-test and post-test were checked for the

usage of action verb and maximum of 2 marks were given for each action verb used appropriately in a

sentence. Scores collected from pre-test and post-test were processed and analysed quantitatively via paired

t-test in SPSS Statistics 23 software.

Findings and Discussion The data was analysed quantitatively through descriptive method (mean and standard deviation) and

inferential statistics (T-test). The results can be interpreted in the table below.

Table 1

Paired Samples Statistics

Mean N Std.

Deviation

Std. Error

Mean

Pair 1 Pre 7.64 69 2.738 .330

Post 12.64 69 3.330 .401

Table 1 shows the means for both pre-test and post-test. For pre-test, the mean score was 7.64 with standard

deviation of 2.738, while the mean for post-test was 12.64 with standard deviation of 3.330. The results

showed post-test scores were higher as compared to the scores of pre-test. This confirmed that the rural ESL

learners’ scores were improved after the intervention of CAV card game. 95% confidence interval of the

difference of means was between -5.484 to -4.516.

Table 2

Paired Samples Test

Mean

Std.

Deviation

Std.

Error

Mean

95% Confidence

Interval of the

Difference t df

Sig. (2-

tailed)

Lower Upper

Pre-

Post -5.000 2.015 .243 -5.484 -4.516 -20.616 68 .000*

*significant α<0.05

Table 2 showed that there was statistically significant difference in the mean scores of action verb usage

among rural ESL learners that can be associate with the use of CAV card game with t value equals to -20.616

and sig value which was 0.000 (p<0.05). The results confirmed the answer for research question that there

was a significant increase in the score between before and after the CAV card game intervention.

Conclusion This quantitative research indicated that learning verb from card game is possible for rural secondary ESL

learners. The use of CAV card game is proven to be effective in promoting action verbs learning among the

rural secondary ESL learners. The result showed a significant improvement in rural secondary ESL learners’

usage of action verbs after playing CAV card game as their learning tool.

Therefore, teachers should innovate their teaching and card games can be utilised in daily lesson to enrich

learning in an ESL classroom. Students will be able to benefit a lot from a fun learning environment when

more educational games are incorporated in daily ESL lessons.

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References Bahiyah Abdul Hamid, Basil S. Wijasuriya. (1998). English Grammar for Malaysians. Bangi: Penerbit UKM.

Bornstein, M. H., Cote, L. R., Maital, S., Painter, K., Park, S., & Pascual, L., et al. (2004). Cross-linguistic analysis of

vocabulary in young children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child

Development, 75, 1115–1139.

Brown, H. D. (1994). Teaching by principles: An Interactive approach to language pedagogy. Upper Saddle River, NJ:

Prentice Hall Regents.

Forbes, J. N., & Farrar, M. J. (1995). Learning to represent word meaning: What initial training events reveal about

children’s developing action verb concepts. Cognitive Development, 10, 1–20.

Gillette, J., Gleitman, H., Gleitman, L.,& Lederer, A. (1999). Human simulations of vocabulary learning. Cognition, 73,

135–176.

Hirsh-Pasek, K., & Golinkoff, R. M. (Eds.). (2006). Action meets word: How children learn verbs. New York: Oxford

University Press.

Marchman, V. A., & Bates, E. (1994). Continuity in lexical and morphological development: A test of the critical mass

hypothesis. Journal of Child Language, 21, 339–366.

Mohamed, A. R., Lian, G. L., & Eliza, W. R. (2004). English errors and chinese learners. Sunway College Journal, 1,

83-97.

Schwarz, R. & Braff, E. (2012). We’re No Fun Anymore. New York: Routledge Taylor & Francis Group.

Thiyagarajah, P.M. (2003). Learning English in Malaysian Rural Secondary Schools: Difficulties, Learning Styles &

Strategies and Motivation. (Unpublished paper at The Learning Conference 2003: What Learning Means: Institute of

Education). University of London.

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Chapter 45

Annonarose Balm: Phytochemical Screening and

Antibacterial Properties of Annona muricata Leaves

Extract

Ropisah Me1,2*, Nur Haziqah Yahaya1, Fatin Nurzarifah Razali1, Nurul

Salwani Wahid1, Nurul Ain Nadirah Jamaludin1, Arnawaty Ayob1

1Faculty of Applied Sciences, MARA University of Technology Negeri

Sembilan Branch, Kuala Pilah Campus, Malaysia. 2Atta-ur-Rahman Institute for Natural Product Discovery, MARA University

of Technology Selangor Branch, Puncak Alam Campus, Malaysia.

* [email protected]

Abstract Annonarose balm is one of the fantastic natural balm products that can be used as alternative medicine in treating skin

problem. Annonarose balm is made by mixing the leaves of Annona muricata with rose petal and beeswax as the main

ingredients. The present of A. muricata leaves in this product can be commercialized as one of the alternative medicine

to cure some skin problems and other diseases. Therefore, this study is aimed to screen phytochemical compounds present

in the leaves extracts of A. muricata and to check its ability for antibacterial activity. The leaves extracts were proceed to

phytochemical screening tests to confirm the presence of alkaloid, flavonoid, phenol, saponin, tannin, triterpenoid and

steroid. As a result, methanol crude extracts show the present of alkaloid, flavonoid, phenol, saponin, tannin, triterpenoid

and steroid. Ethyl acetate crude extracts show the present of alkaloid, phenol, tannin and steroid. Meanwhile, hexane

crude extracts show the positive results of alkaloid, tannin, triterpenoid and steroid. Further the antibacterial properties of

all the extracts were tested against four microorganisms such as Bacillus subtilis, Staphylococcus aureus, Escherichia

coli and Salmonella typhi by using disk diffusion method. Methanol extracts shows the highest diameter of inhibition

zone (16.0 mm) against B.subtilis, while hexane crude extracts shows the lowest diameter of inhibition zone (7.0 mm)

against E.coli. This study was revealed that, the present of Annona muricata leaves in Annonarose balm give significant

potential as antibacterial agent.

Introduction Hundreds or thousands of diseases occurs and each of the disease has its own particular symptoms and effects

on humans (Montalvo et al., 2016). Every disease has the causes, although the causes of some of the disease

remain undiscovered (Gavamukulya et al., 2015). But still, each of the disease may have their own treatments,

either in traditional ways or modern treatments (WHO, 2005). A. muricata can be commercialized as one of

the alternative medicine to cure some skin problems and other diseases (Aibmr and Sciences, 2016, Montalvo

et al., 2016). A. muricata leaves extract had been proven in treating various bacterial infectious diseases such

as pneumonia, diarrhea, urinary tract infection and some skin disease (Solomon et al., 2014). Due to the huge

potential of A.muricata in treating some diseases, this study is aimed to investigate the phytochemical

compounds present in Annona muricata leaves extract and its capability as an antibacterial agent. The


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scientific investigation of the extract can give significant contribution in pharmaceutical and medicinal

industry.

Methods Annona muricata leaves were collected from Kuala Pilah area, Negeri Sembilan. The extraction process was

carried out in the laboratory of UiTM Negeri Sembilan Branch, Kuala Pilah Campus. Phytochemicals

screening on the extracts were done through several tests in order to confirm the present of major compounds.

Further, the antibacterial effect of the extract was studied on several bacteria strains such as Bacillus subtilis,

Staphylococcus aureus, Escherichia coli, and Salmonella typhi by using Kirby Bauer Disk Diffusion

Technique (Abubacker and Deepalakshmi, 2012).

Results and Discussions This research was confirmed the presence of compounds such as alkaloid, flavonoid, phenol, saponin, tannin,

triterpenoid and steroid in the A.muricata leaves extract. Most of the screening tests in leaves extracts show

the positive result at methanol extract. As reported by Adegbegi et al. (2014), the methanol crude extracts of

A.muricata obtained the positive results for alkaloid, flavonoid, tannin, saponin and triterpenoid. However,

for the ethyl acetate crude extract, only alkaloid, phenol, tannin and steroid shows a significant presence of

compounds. Hexane crude extract show the presence of tannin, triterpenoid and steroid.

The antibacterial activity of hexane extract, ethyl acetate extract and methanol extract were determined by

the inhibition zone around the disk against the gram-positive bacteria; S. auerus and B. subtilis and gram-

negative bacteria; S. typhi and E. coli. These three crude extracts showed the inhibition zone against all tested

microorganisms (Table 1). The maximum inhibition zone observed at hexane extract was E. coli with the

diameter of 12.0 mm. Ethyl acetate extract show the highest inhibition zone on E. coli with the diameter of

13.0 mm, meanwhile, methanol extract show the maximum inhibition zone with the diameter of 16.0 mm

against B. subtilis.

Table 1

The diameter of inhibition zone of A.muricata leaves extracts against bacteria

Types of

Bacteria

Hexane

extract

(mm)

Ethyl acetate

extract

(mm)

Methanol

extract

(mm)

Amoxycilin

(mm)

Methanol

(mm)

S. aureus 8.0±0.1 9.0±0.2 14.0±0.2 21.0±0.1 6.0

B. subtilis 7.0±0.2 8.0±0.1 16.0±0.2 19.0±0.2 6.0

E. coli 12.0±0.2 13.0±0.3 15.0±0.3 22.0±0.1 6.0

S. typhi 10.0±0.3 7.0±0.1 11.0±0.1 20.0±0.2 6.0

Note: Diameter of disk (6.0 mm)

This study had showed significant finding as previous study where methanol extract of A. muricata leaves

has successfully showed the maximum activity of inhibition zone tested in B. subtilis as compared to the ethyl

acetate crude extract and hexane crude extract (Philip et al., 2014). Based on the previous researches,

A.muricata have great medicinal properties towards the pathogenic organisms, in which this plant shows good

antibacterial activity (Vijayameena et al., 2013).

Conclusion The study of A.muricata leaves extract had showed that methanol extracts give positive phytochemical

screening results for the entire compounds. The methanol extracts also shows the best inhibition zone for all

tested bacteria, and it show a significant potential as antibacterial agent against B. subtilis. Therefore, the

present of Annona muricata leaves in this balm give significant contribution in treating skin problem especially

as antibacterial agent.

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Acknowledgements Authors would like to thank Faculty of Applied Sciences, UiTM Cawangan Negeri Sembilan, AuRIns and all

related departments for providing research facilities.

References Adegbegi, A.J., Usunobun, U., Okolie N.P., & Anyanwu O.G. (2014). Phytochemical Screening and Proximate

Composition of Annona Muricata Leaves. European Journal of Botany Plant Science and Pathology, 2(1), 18–28.

Montalvo, E., Coria-te, A. V, & Obledo-va, E. N. (2016). Annona muricata : A comprehensive review on its traditional

medicinal uses, phytochemicals, pharmacological activities, mechanisms of action and toxicity. Arabian Journal of

Chemistry, 1-30.

Gavamukulya, Y., Abou-elella, F., Wamunyokoli, F., & El-shemy, H. A. (2015). GC-MS Analysis of Bioactive

Phytochemicals Present in Ethanolic Extracts of Leaves of Annona muricata : A Further Evidence for Its Medicinal

Diversity. Pharmacognosy Journal, 7 (5), 300–304.

WHO (World Health Organization) (2005). Preventing chronic diseases a vital

investment.http://www.who.int/chp/chronic_disease_report/full_report.pdf

Aibmr, S., & Sciences, L. (2016). Soursop (Annona muricata L.): Composition , nutritional value , medicinal uses, and

toxicology. Oxford: Academic Press; 621–643.

Solomon, G.O, Ugoh, S.C & Mohammed, .B. (2014). Phytochemical Screening and Antimicrobial activities of Annona

muricata ( L ) leaf extract . (2014). American Journal of Biological, Chemical and Pharmaceutical Sciences, 2(1), 1–

7.

Abubacker, M. N., & Deepalakshmi, T. (2012). Antioxidant and antibacterial activity of (Annona muricata L.) leaf

aqueous extract. International Journal of Plant Science, 7(2).

Philip, A., Arun, R. R., Kannanmon, P. P., & John, N. (2014). Screening of Anticancer and Antibacterial Activity of

Methanolic Extracts of Annona Muricata Leaf and Bark. Innoriginal International Journal of Sciences, 2(3), 1–4.

Vijayameena, C., Subhashini, G., Loganayagi, M., & Ramesh, B. (2013). Original Research Article Phytochemical

screening and assessment of antibacterial activity for the bioactive compounds in Annona muricata. International

Journal of Current Microbiology and Applied Sciences, 2(1), 1–8.

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Chapter 46

Happy Sampling Card Game

Norani Amit*, Nur Hidayah Mohd Razali, Busyra Latif, Noor Hidayah Mohd

Zaki, Noor Aisyah Idris & Nurdia Azlin Ghazali

Faculty of Computer and Mathematical Sciences (FSKM),

Universiti Teknologi MARA (UiTM) Cawangan Negeri Sembilan, Kampus Seremban 3,

Persiaran Seremban Tiga/1, Seremban 3, 70300, Seremban, Negeri Sembilan, Malaysia

Abstract Teaching style refer to the technique that was used during the class lectures. There are a few fundamental teaching styles

most educators tend to use. As traditional teaching styles evolve with the advent of differentiated instruction, more and

more teachers are adjusting their approach depending on their students’ learning needs. Students nowadays prefer some

excitement especially on theory topic during the learning process such as watching a video relates to the topic and also

playing a game. Regarding to this matter, Happy Sampling Card Games was produce as an alternative approach to

encourage students to actively participate during the learning process. This card was creating based on the sampling

technique topic which the students need to understand and memorize the basic terminology and definition. Students who

learned this topic is choose as a respondent. Result shows that most of the students feel enjoying and happy playing this

card and the most important thing students can remembered the term easily while playing this Happy Sampling Card.

Introduction Sampling technique is not an easy topic for students to learn. In this topic, students will be exposed with basic

terminology and definition in sampling such as population, sample, sample frame and variety of sampling

methods. In which, the process requires the students to understand and memorize the explanation and

procedure in employing sampling technique. At university level, students will learn sampling techniques in

diploma and degree studies. Learning this topic is very important to students as they need to employ it in

research during final semester. The reason why learning this topic is so important is because it will reflect the

quality of results or findings in research. Without a proper sampling technique, it produces inaccurate findings

which are not reliable for study.

Teaching sampling technique topic is quite challenging for teachers as teachers are most likely employ

traditional lectures. By using this method, usually there is no interaction between students and teachers or

between students and this leads to boring and ineffective lectures. To create an active learning, teachers have

to encourage students to actively participate in learning by asking question. Other than that, playing games

also can encourage active learning. Previous research has proven that individuals are likely to learn more

when they learn with others than when they learn alone(Micheal and Chen, 2006).

Playing card game requires interaction between two or more players as it creates excitement and it also

canfacilitate learning process happens naturally and effectively. There are many games types but a card game

is the most advantageous for enhancing student learning. A card game is a physical game which requires the

players to interact with otherswhich involves 2 individuals or a group of individuals which consist of two or

more players. Recently, play games as learning method has been supported by broad research in many areas.

Alexanderet al. (2008) designed a card game to teach students the symbols of chemical elements and gain

subject knowledge. Kirikkaya et al. (2010) designed a card game to assess individual’s knowledge galaxies

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and space; the game is also applicable in areas other than learning. By playing game card it allows learners

to think fast and they need to recall definition in sampling technique in short time thus they can memorize

content effectively. The game card is also easy to produce and it can make learning more fun and interesting.

Hence, HAPPY SAMPLING CARD GAMES is produced in an attempt to facilitate students for learning

sampling technique effectively.

Problem statement

Sampling technique is a topic that is introduced to students in diploma and degree level. Without any adequate

knowledge about this topic, generally the students will encounter problem in understanding this topic.Besides,

this topic requires the students to use memorizing skills which is difficult as it is the first time the students

learn it. Teachersalso have to put more effort to assist the students in understand the topic better so that the

students can employ this technique in future research project. Thus, this educational card game is introduced

as alearning method for students to learn this topic in fun way and effectively.

Objective

The objectives of paper are:

1. To give an exposure to student with basic terminology and definition in sampling methods.

2. To encourage students to actively participate during the learning process.

3. To find an appropriate learning style in order to revises the traditional method of teaching style in practice.

About Sampling Card Game

The card game developed is consists of two types of cards, terminology cards and definition cards. Title cards

namely Happy Sampling. This game consists of 32 cards;16 cards referring to terminology while another 16

cards refer to definition. There are different colour card between terminology and definition card. Players

need to find the right combination of terms and definitions.

How to play the game

Four players are able to play this Happy Sampling Card Game. This card game contains 16 terminology and

16 definition cards. First, player need to sit in circle. The 32 cards are dealt round and face down the player.

Each player needs to find the right combination of terminology and definition. Once the player get the right

combination, they need to show to another player to check whether it correct or not. If the combination is

uncorrect, the player needs to take card back and they will lose one turn. If there in no other card match, then

1st player need to take one card from 2nd player; 2nd player take one card from 3rd player and so on. The player

who finish ther card first will be the winner.

Novelty of Product

Sampling card is the first card creates in order to revise the traditional method of teaching style. Students can

play this sampling card day every day everywhere without engagement of lecture whether inside or outside

classroom. Using sampling card during learning activities encourage students to actively participate,

especially if students are working on generalizing a learned skill. This sampling card is small such as “UNO

Card” and easier for students to carry if they want to bring it to classroom or other places.

Benefit to User

Happy Sampling card game are an excellent tool to encourage highly active learning. It encourages a student

to see the information, use it hands on straight away and then recall the information later. It is also self-

checking so that it gives your students the confidence they need when learning information. Best of all it is

FUN! Other than that, Happy Sampling Card Game provide students with a portable learning tool. Rather

than having to carry around a book or notebook, Happy Sampling Card Game allow students the opportunity

to transport as many cards as they need. Moreover the portability of Happy Sampling Card Game can improve

efficiency when learning new material.

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Benefit to Society

Of course students are among the number one benefactors of Happy Sampling Card Game. Skills they learn

using Happy Sampling Card Game include memory, association, verbal, cognitive, interaction, listening and

more. Teachers benefit with Happy Sampling Card Game in a variety of way: via teacher-directed study, self-

paced student study, and by helping team up student partners, teaching them to work with the fronts and backs

of flashcards for enhanced learning.

Commercialization Potential

This pocket game card potentially will be sought out by the students who learn about sampling techniques in

STA104, STA404 and STA420. It also helps students especially who are weak in memorizing definitions &

terminology in sampling techniques. Other than students, the lectures who teach sampling techniques will

also want to buy it as one of attractive way to teach their students. We will procure potential bookstore to

hold stocks of this pocket game card as a means way to give access to not only UITM students but also to the

public and student of any IPTA and IPTS who are in need of this pocket game card.

Analysis

Research had been done by using longitudinal research design. A set of questionnaires being distributed to

the students before and after they played the Happy Sampling Cards. Among all student participates, 59.6%

suggest that games as a method of learning will help student to understand the topic of sampling and 80.9%

agreed it will be very interesting learning while playing games. Based on table 1, the percentage of student

who know the differences between non-probability and probability sampling technique has been increased to

100% after playing the games compared to before playing the games.

Table 1: Percentage of student who know the differences between non-probability and

probability sampling technique before and after playing the game.

Based on table 2, result shows that students feel easy to understand the terms involves in the topic sampling

increase to 100% after playing the games.

Table 2: Percentage of student who feel easy to understand the terms

involves in the topic sampling.

BEFORE AFTER

BEFORE AFTER

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Result also shown that, 98.9% said they enjoy playing the games and 97.7% of the students proved that the

“happy sampling: card game” is very interesting game since card gameis not only increase the level of

understanding but it makes the students enjoy while learning the topics.

Conclusion Happy Sampling Card Games is a product that very useful for every students especially who’s learned about

sampling technique and teacher, not examption. The target customers of this product are students or teachers

whose looking for excitement environment during the learning process. The primary customers of course is

the teachers who are looking the new alternative of learning style in order to attract the students in class. The

feature of this product which is small sized and portable to bring rather than having to carry a book. Thus it

is expected that this product will not last for long time.

References Michael D, Chen S. (20060. Serious Games: Games That Educate, Train and Inform. Boston: Thomson Course

Technology.

Alexander, S. V., Sevcik, R. S., Hicks, O., & Schultz, L. D. (2008). Elements - A Card Game Of Chemical Names And

Symbols. Journal of Chemical Education, 85(4), 514-515.

Kirikkaya, E. B., Iseri, S., &Vurkaya, G. (2010). A Board Game About Space And Solar System For Primary School

Students. Turkish Online Journal of Education Technology, 9(2) , 1-13

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Chapter 47

Interactive Reading Notebook for Upper Level

Primary School Pupils

Aouriaza Intik Anak Pingan, Roslidiana Osman & Melor Md Yunus


[email protected]

Abstract Comprehension skills are imperative to reading comprehension. For pupils to be successful in both school and life, they

must be able to comprehend texts well. The interactive reading notebook (IAN) was discovered as a possible way to teach

reading comprehension to pupils effectively. The purpose of the study was to determine the extent to which the interactive

reading notebook could be effective in enhancing the comprehension skills among upper level primary school pupils in

ESL classrooms. In this intervention, 5 pupils were selected from a rural school in Kanowit, Sarawak and a sub-urban

school in Sandakan, Sabah respectively. Pre and post-tests, observations and questionnaires were used as data gathering

methods. The finding indicated that the pupils showed positive responses and improvements in comprehension tests after

the implementation. Hence, the intervention also managed to improve the teaching strategy used by the teachers and the

respondents also agreed that using IAN as a teaching tool helped them to comprehend texts well. Therefore, IAN is the

gateway to engaging and fulfilling reading activities with a sensory experience that digital environments are missing.

Keywords: Interactive reading notebooks, reading comprehension, strategy,

Introduction

Eighteen years into the 21st century, the new generation of students are decidedly different learners than their

parents, grandparents, and even older siblings as they have been raised in a world surrounded by technology

and are expected to meet higher academic standards. As 21st century students are technology literate, students’

learning preferences are also different from those who sat in the classroom twenty years ago. Therefore,

teachers are now expected to equip students with not just the content knowledge but also the learning skills

needed by these 21st century learners using technology. Nowadays, digital learning tools such as Kahoot,

padlets, and many others have been increasingly employed in language learning and have been proven

effective by researchers. Nevertheless, these digital learning tools are not able to equip students with a sensory

experience. In order to fill this gap, interactive reading notebooks, IAN, were employed as a research tool to

provide a more engaging and fulfilling learning experience.

In this paper, interactive notebooks are divided into two parts: the Information Side and the Thinking Side.

The Information Side includes the new information the students are learning for the reading lesson whereas

the Thinking Side allows the students to take the new information from the Information Side and apply it in

their own way to demonstrate understanding of the new content. This is where the word ‘interactive’ comes

into play. Students use thinking strategies to ‘interact’ with the new information. Some activities include

graphic organizers, foldable or flip-flap activities, problem solving, written reflections or opinions, or

illustrations.

Interactive notebooks allow students the freedom of choice with many assignments and the opportunity to

express themselves personally. The notebooks also provide a consistent resource for students to return to after


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diverse instructional activities and an outlet for student thoughts and perspectives. The purpose of this article

is to describe how the interactive notebook can be utilized and from which students can benefit within two

primary-school English classrooms.

Methodology

Research questions

1. Can the interactive reading notebook helps to facilitate better comprehension of texts among learners

in the ESL classroom?

2. What are the notebook taking strategies?

Research Design

The selected research design for this study was action research. Action research is characterized as research

that is done by teachers for themselves (Mertler, 2009). Kurt Lewin’s Model of Action Research was chosen

for this study.

Target participants

The research participants were from a rural school in Kanowit, Sarawak and a sub-urban school in Sandakan,

Sabah. They were Iban and Kadazandusun children whose first languages are Iban and Kadazandusun.

English, on the other hand, is a foreign language to them. 5 pupils with reading abilities that ranged from low

proficiency to advance were selected from each school. In this action research, IAN was employed as a

learning tool to enhance comprehension skills among primary pupils in ESL classrooms. Three lessons were

conducted as intervention with three different activities. This intervention took three weeks to be completed.

Each lesson was conducted each week with proper activities orderly arranged.

Instrumentations

1. Semi-structured interviews

Three semi-structured interviews were carried out after all the three lessons with the ten respondents, who

were referred to as Respondent A, Respondent B, Respondent C, Respondent D, Respondent E, Respondent

F, Respondent G, Respondent H, Respondent I and Respondent J individually. The respondents agreed that

the use of the IAN enhanced their comprehension skills.

2. Participant observations

Participant observations were done by two English teachers who had more than 5 years teaching experiences

to allow for richly detailed description, which describing behaviours, intentions, situations, and events as

understood by one's informants. It gave the researchers a better understanding of what was happening in the

culture and lends credence to one's interpretations of the observations.

3. Document analysis

The documents that were scrutinised included task sheets that participants completed individually while the

three lessons were carried out. Respondents' answers were then analysed.

Triangulation of findings

Triangulation was done to validate the findings of the research. This was carried out to ensure careful and

purposeful elimination of redundant and irrelevant data. The findings were then used to answer the research

questions.

Findings

Based on the initial semi-structured interview, it can be concluded that all ten participants believed that

English text was difficult to understand. 4 out of 10 participants stated that they preferred to read Malay

storybooks as they had limited exposure to the English Language and that reading English stories or texts

were dull.

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From the analysis, it can be summed that the use of IAN taught pupils to comprehend text well. Out of ten

participants, eight participants showed a vast difference in making predictions, answering Wh-questions as

well as vocabulary understanding. Participants were also paying more attention throughout the lesson. The

interactive reading notebooks also allowed pupils to interact with the information and figure out what it meant.

According to Perkins (1991), when participants understood the content, they could explain the concepts in

their own words, apply the information to new contexts appropriately, and then make new analogies and

generalizations. Overall, the findings of this study indicated that interactive notebooks could serve as a useful

tool for teachers and students in language learning classrooms.

Conclusion

One noticeable characteristic of 21st century learners found this research was that these students wanted and

expected to have a control of their own learning experience. IAN, therefore, served the purpose that

technology has never been able to fulfiled.

References Lewin, K. (1946). Action Research and Minority problems. Journal of Social Issues, 2(4), 34-46.

Mertler, A. C. (2009). Action Research: Teachers as researchers in the classroom (2nd ed.). Thousand Oaks, CA: Sage.

Perkin, D. (1991). Educating for insight. Educational Leadership, 49(2).

Appendix

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Chapter 48

Ease Your Travel Journey in Malaysia

with GuideGo! Travel Application

Faiz Izwan Anuar, Nurulfarhana Edrina Edres, Siti Suraiya Kamil &

Syuhaida Hazwani Mohamad Sakor

UniversitiTeknologi Mara (UiTM) Shah Alam

Abstract Tour guides are one of the key front-line players in the tourism industry. Through their knowledge and interpretation of

a destination's attributes and culture as well as their communication and service skills, they have the ability to transform

the tourists' visit from a tour into an experience. The role and duties may not be that glamorous as the profession, in many

countries, lacks a well-defined career path and their incomes are reliant on a variety of income sources.

Introduction According to New Strait Times in 2017, The World Economic Forum (WEF) has placed Malaysia in the 26 th

spot in Travel and Tourism Competitiveness Report for measuring the relative health of 136 countries’

tourism sectors. Although dropped compared to previous years, Malaysia remains as an attractive destination

for price competitiveness, strong air connectivity and beautiful natural resources. Despite that, Tourism and

Culture Ministry, Datuk Seri Nazri Aziz said that Malaysia is targeting 33.1 million tourist arrivals for 2018

compared with tourist arrival in 2017which was 29 million. An aggressive performance taken to boost

Malaysia’s tourism industry which include accommodations, transportation and others help to maintain the

industry as the third largest contributor to the country’s economy. Besides that, the reason why tourists are

interested in visiting our country is because of the skilful and trained manpower who play a critical role in

promoting Malaysia. In addition, our guide interpretation has an influence on tourist satisfaction and tourist

satisfaction turn to influence destination royalty (Kuo, Chang, Cheng & Lin, 2015).

Problem Statement All these days, tour guide function has been used in travel agent to conduct a group tour but not commonly

famous among backpacker and solo trip. Based on our research, we found that although tourist guide course

is expensive, their functions have been slowly unappreciated and disregarded. In Malaysia, they are depending

on Malaysia Tourist Guide Association (MTGC) and travel agencies to get jobs. In fact, tourist guide services

will influence tourists experience travelling in Malaysia. Moreover, users also do not have the chances in

selecting tourist guides based on their preferences. On top of that, the existence of the virtual guides’

application does not really reliable in delivering information to tourist as bad internet connection causes the

application works even slower. This kind of mobile application has been used widely in other countries but

not yet been established in Malaysia

Product Objectives Basically, the objectives of developing this application are firstly, to fully utilize and maintain the function

of tourist guides. Secondly, for the convenience of tourist guides to organize their working schedule and

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provide high quality services to tourists and lastly, users are able to choose their preferred tourist guide.

Through this application, users will be able to view and access Malaysian tourist guides’ profile, availability

and latest news related to travel issues as well as make online booking. From tourist guide perspective, this

application helps to promote Malaysia when tourist guides deliver good services to tourists. On top of that,

tourist guides play an undeniably important role in representing our country as they portray the image of

Malaysian. In addition, freelance tourist guide will be able to earn and generate income to the country.

Content

A. Product Development

GuideGo is an application that focuses on maximizing tourist guide skills and ability in

Malaysia only. There is an existing application that offers similar services to the users known as

Nuflit application where it gathers all tourist guides from all over the world within one platform.

The advantage that GuideGo has is it will be a great help on tourist guide booking system where

users can make reservation easily and save time. Instead of using travel agent, users still choose any

freelance tourist guides based on their preferences. In Malaysia’s growing tourism industry, this is

something that should be emphasized by the government to protect the function of tourist guide.

The users are able to access data and profile of Malaysian Tourist Guide, guide availability, review

and rating, online booking reservation and news on tourist guides.

B. Guidelines on GuideGo

There are several guidelines for tourist guide to be a part ofGuideGo application. Only

qualified tourist guides are encouraged to register underGuideGo application when they agreed to

pay for specified amount of commission.Firstly, tourist guides will be categorized under Nature

Guide and City Guide based on tourist guide license under Tourism Act 1992. Furthermore, pricing

on tourist guide services will be assigned on basic salary per hour or per dayas stated by the Ministry

of Human Resources.However, the pricing will bebased ontourist guides’ experiences as well

astourist destination chosen within Malaysia.Additionally, through GuideGo travel application,

tourist guides will be selected based on customers’ preferences and choicesdepends on tourist guide

availability.As for booking procedure, customer booking must be confirmed by tourist guides

within 48 hours. Then, customer will receive an e-mail on booking confirmation details after

confirmation has been made by tourist guides and deposit payment has to be made after booking

confirmation from the management. Payment must be made at least a week before the trip.Before

providing services requested, a barcode on booking confirmation received by a customer from the

management has to be scanned first by tourist guide. During tour, the tourist guide needs to turn on

GPS location throughout the journey. In case of unexpected incident, tourist guide has to be

responsible for customers. Last but not least, tourist guide will be receiving feedbacks from

customers after the tour and each one of the feedback for every tourist guide will be recorded and

kept by the management for future evaluation.

Apart from tourist guide, there are also some guidelines for users who are using GuideGo

travel application. Firstly, user is required to create an account which require personal details.

Nevertheless, their personal details will not be disclosed to the public. Next, minimum number of

persons for each tour is 2 persons per tour. Making 10% deposit paymentat least a week before the

trip is also one the guidelines that has to be followed by every user. Another guideline is user will

receive confirmation booking after 48 hours and QR Code will be scanned by tourist guide before

starting the tour. On the other hand, user has to make a full payment at least 3 hours before tour

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with tourist guide. And ultimately, it is compulsory for a user to provide feedback on tourist guide

services after experiencing the tour.

C. Tourist Guide Benefits

GuideGo application helps generate more income to Malaysian Tourist Guide as the booking

is made directly by customers through this application. Before this, tourist guide has to be contacted

by the travel agents and it takes more time. This application is beneficial to tourist guide because

they can cater the needs and preferences of the tourist. Using the local tourist guide who is recruited

from the local community, they will be able to deliver agood presentation and knowledge on history,

culture as well as tradition at certain tourist destinations. Next, working as a tourist guide provide

golden opportunity for them to explore cities they have never been to and gain new experiences as

well as knowledge. Being a tourist guide also provides an opportunity to meet thousands of people

around the world. This two-way interactiondoes not only encourage tourist guide to learn about

other’s culture and their travel behaviour but it also provides an opportunity for tourist guide to

learn local and foreign language and hence helps them communicating with tourists as well as

handling logistics problem during the tour.

D. User benefits

Although the technology has dramatically advanced and evolved, tourist somehow still

needs tourist guide as the best way to gain experience rather than downloading virtual application.

GuideGo provides an opportunity for tourist to interact with local people who are knowledgeable

and experienced in conducting a trip. Applications such as Smart Tour Guide, izi.TRAVEL: Audio

Travel Guide and Travelopyonly provide one-way communication which is the application itself.

However, GuideGoencourages two-way communication and it gives an opportunity for tourist to

understand clearly the information conveyed by tourist guide. GuideGo also provides an

opportunity for tourist to ask question and interact with surroundings so they get memorable

experience instead of so rigid and too much information whereas no opportunity for interaction.

Conclusion GuideGo is an idea to ease stakeholder and it is a great idea because GuideGo is the first application

can be found in Android and App Store especially for tourist guide and it gives an enormous

contribution to the tourism industry as well as encouraging tourist satisfaction while travelling to

Malaysia. Therefore, the idea of GuideGo is great and even better than other virtual application for

providing application benefit to the tourist guide which can help in sustaining their function in travel

experience. This is agood innovation for Malaysia since it provides better services which require

human interaction rather than merely using smartphone when travelling. Furthermore, the main

features of this application are to book local tour guide which can reduce workload of Travel Guide

association to manage their travel guide in Malaysia. GuideGo is also developed for tourist guide

to maintain their functions, skills and abilities so that they still exist in the tourism industry even

after decades.

References Dass, F. (2017, April 6). M'sia ranked 26th most competitive tourism destination by WEF. Retrieved April 18, 2018, from

https://www.nst.com.my/news/2017/04/227737/msia-ranked-26th-most-competitive-tourism-destination-wef

Kuo, N. T., Chang, K. C., Cheng, Y. S., & Lin, J. C. (2015) Effects of Tour Guide Interpretation and Tourist Satisfaction

on Destination Loyalty in Taiwan’s Kinmen Battlefield Tourism: Perceived Playfulness and Perceived Flow as

Moderators, Journal of Travel & Tourism Marketing, 33:1, 103-122, DOI: 10.1080/10548408.2015.1008670.

https://www.nst.com.my/news/2017/04/227737/msia-ranked-26th-most-competitive-tourism-destination-wef

https://doi.org/10.1080/10548408.2015.1008670

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Chapter 49

EdPuzzle: Animal Vocab-Keeper

Aamirah Aiza Zakaria1,2, Lee Yan Di1 & Melor Md Yunus1

1Universiti Kebangsaan Malaysia, Bangi

2Sekolah Kebangsaan Bukit Jana, Perak

Abstract Building a wide storage of words and expressions is an essential element in all language learning as it is a necessity to

improve one’s language proficiency. In a curriculum setting, Malaysia’s Ministry of Education has assigned textbooks

that provide a controlled set of new vocabulary items unit by unit to be taught. Pupils often learn new words in context

through reading or dialogues in a typical classroom setting. However, deliberately teaching vocabularies is one of the

least efficient methods of developing learners’ vocabulary glossary and pupils are lacking in vocabulary knowledge. 21st

century learning which highlights critical thinking, creativity, collaboration and communication instil “learner-driven”

characteristic on pupils where they choose how and what they want to learn. Therefore, in response to this trend, this

action research attempts to investigate the use of EdPuzzle in teaching animal vocabularies to Year 2 pupils in Taiping,

Perak. 8 out of 32 pupils were chosen to undergo the intervention and it is shown that all the participants achieved

tremendous improvement after the intervention. The findings of this study may be beneficial to ESL teachers in improving

teaching quality which in turns prepare knowledgeable citizens for the betterment of the family, society and nation.

Introduction We are living in the decade of multimedia and the millennium of the Internet and the World Wide Web

(WWW) (Melor et al., 2009). Technologies are deniably part of our life and children are no stranger to

electronice gadgets. In fact, many children now start school technologically literate (Aamirah et al., 2017).

Pedagogy in the 21st century stresses on the 4Cs – collaboration, critical thinking, creative and communication

(Bruniges, 2012). Teachers are encouraged to include innovative methods in their teaching as the traditional

“chalk and talk” fall into disuse. One of the many approaches is the “flipped classroom” pedagogical

approach. The main goal of a flipped classroom is to enhance student learning and achievement by reversing

the traditional model of a classroom, focusing class time on student understanding rather than on lecture. To

accomplish this, teachers post short video lectures online for students to view at home prior to the next class

session. This allows class time to be devoted to expanding on and mastering the material through collaborative

learning exercises, projects, and discussions. Essentially, the homework that is typically done at home is done

in the classroom, while the classes that are usually done in the classroom are viewed at home.

EdPuzzle is one of the many tools that allows students to watch and engage with videos while the teacher

gathers data throughout the lesson. As teachers dabble into the flipped classroom philosophy, EdPuzzle is the

perfect enhancement tool for videos to be watched at home instead of eating up valuable class time. By

integrating information and communication technologies (ICT) into education, teachers and students are

enlivened (Chua & Melor, 2012). Students are exposed to a variety of methods in learning, this especially

boost students’ motivation besides being able to develop their problem solving capabilities and to think

critically.

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Methodology It was found that the year 2 pupils of SK Bukit Jana are weak in their English vocabulary, hence an

intervention was implemented to improve the situation. EdPuzzle tool was used as an intervention in this

action research. Participants that underwent intervention were chosen based on their pre-test result, whereby

pupils who scored under 10 out of 20 marks were chosen. EdPuzzle was used as a tool to create an interactive

video that contains the name of 15 animals. The video was showed to the participants for 3 times and were

tested using the same worksheet in the pre-test. The result of the document analysis was triangulated with

data collected from the observation checklist and interview.

As a tool, EdPuzzle allows teachers to take a video from Youtube, Kahn Academy, Learn Zillion, Crash

Course or upload a personal video and manipulate the portion of video that is needed. The video can be

cropped to remove or shorten to an appropriate length for the lesson after it is uploaded. The teacher then has

the capability to record their voice on top of the video, allowing the teacher to maintain a voice in the lesson.

EdPuzzle also includes a quiz feature which allows questions to be embedded while the pupils are watching

the video.

Data Analysis and Interpretation The data collected was analysed and interpreted to determine the effectiveness of using EdPuzzle in teaching

animal vocabularies to the Year 2 pupils. This section discusses the data collected from the pre-test and post-

test, observation checklist, oral test and interview.

For this research, the participants were needed to answer a set of questions on animals which they have

learnt before prior to watching the EdPuzzle video. In the pre-test, the highest mark was only 13 out of 20

and the lowest was 4 out of 20. There were five participants who scored below 10 and this showed that they

have not mastered the animal vocabularies.

After we had implemented the intervention, the post-test was carried out. Table 1 below shows the

comparison of marks obtained by the participants in the pre-test and post-test. All the marks rose substantially

where two participants scored 20 and 19 marks respectively and the lowest was 17 marks. All the participants

scored more than 15 marks; thus, they had shown that they could identify and spell most of the animals’

names correctly. Table 1

Comparison of Marks in Pre-test and Post-test

Pupils Pre-test (20 marks) Post-test (20 marks)

A 8 19

B 4 20

C 8 17

D 12 18

E 5 18

F 9 18

G 13 18

H 12 17

Besides conducting the pre-test and post-test, an observation and oral test had been conducted after the

implementation of the intervention to support the findings from the written test. For this observation and oral

test, pupils were called one by one and no selection of answers given.

The participants’ scores in oral test after learning animal vocabularies using the EdPuzzle were tabulated

in table 2 below. All of them had managed to identify and name at least 10 out of 15 animals shown. Not only

that, all of them had also managed to spell at least 9 out of 15 animals’ names correctly. We had also observed

the participants’ attention and attitude throughout the lesson. All of them paid undivided attention and they

could respond interactively to all the questions in the video.

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Table 2

Participants’ Scores in Oral Test After Learning Using the EdPuzzle

Pupils

Look at 15

pictures and say

the words

Spell 15 words

based on the

pictures orally

Attention throughout the

video

A 12 11 Very Good

B 12 11 Good

C 11 11 Good

D 13 13 Very Good

E 13 12 Very Good

F 12 11 Good

G 10 9 Good

H 15 14 Very Good

Table 3 below shows the data collected from the interview conducted with the participants. All of them agreed

that they liked the interactive video very much and would like to watch them again in learning other topics.

The participants also ensured us that they could recall all the animals they have learnt as the video helped

them to remember effectively in a fun and non-threatening environment.

Table 3

Participants’ Votes After Learning Using the EdPuzzle

No Questions Number of pupils

√ X

1. Do you like the video? 8 0

2. Would you like to watch the video again? 8 0

3. Is the video understandable? 8 0

4. Can you name at least 7 animals from the video? 8 0

5. Can you spell at least 7 animals from the video? 8 0

6. Can you hear the teacher’s voice clearly? 7 1

7. Do you want to learn other topics using EdPuzzle? 8 0

Findings Based on the data collected, we realised that the participants have shown tremendous improvement after the

implementation of the intervention. The EdPuzzle video had positively affected the pupils’ understanding and

ability to identify, name and spell the animals’ names correctly.

Not only that, this research have also proved that participants’ motivation in learning animal vocabularies

increased with the use of the EdPuzzle interactive video. The EdPuzzle video succeeded in providing the

participants a fun, purposeful and meaningful learning that helped to speed up pupils’ understanding on

animal vocabularies.

Conclusion In all, EdPuzzle is a useful tool as it can edit and modify any existing videos to suit pupils’ context and level

of proficiency not including that it is an interactive way of delivering vocabularies. Besides, in line with a

21st century classroom environment, pupils are also encourage to create their EdPuzzles and using their videos

in class for collaboration and enrichment projects. It can be said that, EdPuzzle is a beneficial tool for the

pupils’ autonomous learning and accommodating their different learning styles.

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References Aamirah Aiza Zakaria, Lee Yan Di, & Melor Md Yunus. (2017). 21st Century Education in Teaching English as Second

Language (ESL) in Malaysia. Seminar Pendidikan Serantau ke-VIII, pp. 382-390. Malaysia: Fakulti Pendidikan

Universiti Kebangsaan Malaysia Bangi

Bruniges, M. (2012) 21st century skill for Australian students. Interview, 14 November.

Chua, P.L. & Melor Md Yunus. (2012). ESL teacher and ICT: Teachers’ perception. Advances in Language and Literary

Studies 3(1): 119-128.

Melor Md Yunus. (2007). Malaysian ESL teachers' use of ICT in their classrooms: expectations and realities. European

Association for Computer Assissted Language Learning 19(1):79-95

Melor Md Yunus, Maimun Aqsha Lubis, & Chua, P.L. (2009). Language learning via ICT: uses, challenges and issues.

WSEAS Transactions on Information Science and Application 6(9): 1453-1467

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Chapter 50

PravellÓ

Nor Ain Najwa Binti Hashim, Nor Syalieza Hanim Binti Hashim,

Nurussoleha Binti Mahmud & Intan Rahayu Binti Abdul Razak

Universiti Teknologi Mara, Kampus Puncak Alam

Abstract PravellÓ is created with the concept of combining a neck pillow with Muslim female prayer kit that meets the needs and

concerns of the Muslim female travel market. The objectives of PravellÓ are aimed to ease Muslim female traveler to

perform prayer throughout the long journey, to create a multipurpose product for the user’s ease and comfort and to

increase Muslim female interest in traveling by resolving their concern on prayer during the trip. The PravellÓ target

market is focusing on a specific group of Muslim female who only travel in a long distance trip. PravellÓ bring novelty

implication because this is the first Muslim female traveler product that combines neck pillow and prayer kit that can be

modified into a sling bag as there is a string attached with a small pocket embedded to it. PravellÓ gives a huge advantage

for the user who prefers to bring only a few and necessary thing in their hands such as cash, identity card, passport and

etc. Therefore, PravellÓ can reduce the possibility of being robbed due to the physical appearance of the pillow as a bag.

Basically, PravellÓ gives a positive impact on the user by bringing comfort, ease of use and protection while traveling.

Keywords: PravellÓ, neck pillow, prayer kit, sling bag and small pocket.

Introduction The Muslim travelers market is fast becoming high market potential in the global tourism business due to the

emerging economy in tourism business (Suid, Ashikin, Nor & Omar, 2017). As prayer is one of the main

practice and the second of the five pillars in Islam, Muslim traveler have to perform the prayer either five

times a day or by combining into three times a day. Therefore, there is a lot of prayer product has entered the

global market to cater this market segment especially for Muslim female traveler. According to Battour

(2016), academicians and practitioners used the term Muslim Friendly Tourism as its concept is similar to

Halal Tourism but it is wider in context as to include allowing Muslim to perform religious duties. It is

believed that travel to a non- Muslim country is inconvenient as prayer facilities are not readily available

unless at a specific place. Hence, the demand for prayer product can be seen significantly according to Noor

(2018) on his writing of The Best Provision: Understanding the Needs of the Muslim Traveler, there are some

unique items which may only be able to find in a Muslim traveler’s luggage such as prayer mats and women’s

prayer clothing. These special traveling provisions and considerations are important for the Muslim traveler

especially female who is trying her best to remain faithful to her religion whilst still enjoying her trip.

However, all the product that has been provided as required for Muslim female traveler only focus on their

own product and there is no innovation that combines two necessary product for travel and prayer. Thus, with

regards to this issue, we decided to come out the innovation with the concept of combining the neck pillow

and female prayer product to motivate Muslim female traveler to travel.

Content PravellÓ is derived from the combination of prayer, travel and pillow words. Basically, PravellÓ is created

to meet the needs and concerns of the Muslim female travel market. However, PravellÓ is also designed to

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practice towards sustainability in terms of accessibility, durability and novelty.

a. Accessibility

The PravellÓ target market is focused on a specific group of Muslim female who only travels on a

long distance trip. However, PravellÓ is also available to be used on a short distance as well following

the preference of the user. Basically, the range age of the target market are youth and elders due to the

size of Telekung provided in the neck pillow which might not be suitable for children. Other than that,

PravellÓ is accessible to the Muslim female traveler as the product can be found on common stores

and malls as it does not has a particular shop on its own brand or to be distributed on a certain retailer

that presents a selection of goods. It is based on PravellÓ goal which is able to be reached by every

Muslim female traveler outside there.

b. Durability

One of the essential materials that require durability in PravellÓ is neck pillow. First of all, PravellÓ

used memory foam as the sponge in the neck pillow. Memory foam is named from its function to

memorize the weight and pressure of the head and neck in order to alter its shapes. Hence, traveler

can benefit from this material as it is designed to maintain cervical spine in a neutral alignment

(Ashley, 2017). Furthermore, according to Brenner (n.d), the durability of memory foam that has been

used everyday is from four to twelve years. This statement indicates that the neck pillow can be

sustained and reused for a very long time.

Fig. 1 Image of Memory Foam

c. Novelty

PravellÓ is the first Muslim female traveler product to be innovated with the concept of combining

the neck pillow and basic needs for prayer. PravellÓ provides “Telekung”, prayer mat with a Qiblat

compass embedded with it for the user to perform prayer. PravellÓ also makes use of neck pillow to

bring comfort during the trip. Additionally, PravellÓ is ease of use for the user to bring anywhere

because it can be modified into a sling bag as there is a string attached with a small pocket embedded

in the neck pillow. Basically, it is a huge advantage for the user who prefers to bring only a few and

necessary thing in their hands such as cash, identity card, passport and etc. Therefore, PravellÓ can

reduce the possibility of being robbed due to the physical appearance of the pillow as a bag. Basically,

PravellÓ gives a positive impact on the user by bringing comfort, ease of use and protection while

travelling.

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Fig. 2 Product Description

Conclusion As a conclusion, Rasheed (2018) on her article of ‘The rise of Muslim Female Travelers’ indicates that the

continued rise of female Muslim travelers will create a demand for more specialized travel services, facilities

and products to be accessible for Muslim female travelers. Therefore, PravellÓ is designed to create a Muslim

Friendly product as to encourage female travelers to perform her duties as a muslim while travelling without

hassle especially in a non Muslim country. Furthermore, the statistics from CrescentRating and MasterCard

(2016) show that 54 percent of Muslim business travelers prefer to travel in economy class even for a long

haul flight. Hence, PravellÓ can functions in bringing comfort from being squashed in an economy seat while

carrying a few things when it can be combined into one particular things. Lastly, the highlight of PravellÓ is

the practiceness towards sustainaibility in terms of accessibility, durability and novelty.

References Ashley,. (2017). Distinct Advantages Of Memory Foam Pillows. Phiten SG. Retrieved from

https://phitensg.com/distinct-advantages-of-memory-foam-pillows/

Battour, M. (2016). Halal Tourism or Muslim-Friendly Tourism?. The World’s Leading Authority on Halal Travel.

Retrieved from https://www.crescentrating.com/magazine/opinion/3925/halal-tourism-or-muslim-friendly-

tourism.html.

Brenner, L. (n.d.). The Durability of Memory Foam. SF Gate News. Retrieved from

http://homeguides.sfgate.com/durability-memory-foam-101456.html

Mastercard, & CrescentRating. (2016). Muslim Business Traveler Insights 2016, (October). Retrieved from

https://www.crescentrating.com/download/thankyou.html?file=RMqVBIQX_Mulsim_Business_Traveler_Insights_

2016_-_Final.pdf.

Noor, N. (2018). The Best Provision: Understanding the Needs of the Muslim Traveler. The World’s Leading Authority

on Halal Travel. Retrieved from https://www.crescentrating.com/magazine/opinion/3887/the-best-provision-

understanding-the-needs-of-the-muslim-traveler.html.

Rasheed, S. (2018). Travel Patterns and Behavior of Travelers Onboard the Plane - Muslim Business Traveler Insights.

The World’s Leading Authority on Halal Travel. Retrieved from

https://www.crescentrating.com/magazine/opinion/3939/travel-patterns-and-behavior-of-travelers-onboard-the-

plane-muslim-business-traveler-insights.html

Suid, I. S., Ashikin, N., NoR, M., & Omar, H. (2017). The influence of Inbound muslim travelers attitude on travel

satisfaction towards revisit intention to malaysia: A Conceptual framework. Journal of Technical and Vocational

Education, 1(1), 26–35. https://doi.org/10.1080/14616688.2017.1298152

https://phitensg.com/distinct-advantages-of-memory-foam-pillows/

https://www.crescentrating.com/magazine/opinion/3925/halal-tourism-or-muslim-friendly-tourism.html

https://www.crescentrating.com/magazine/opinion/3925/halal-tourism-or-muslim-friendly-tourism.html

http://homeguides.sfgate.com/durability-memory-foam-101456.html

https://www.crescentrating.com/download/thankyou.html?file=RMqVBIQX_Mulsim_Business_Traveler_Insights_2016_-_Final.pdf

https://www.crescentrating.com/download/thankyou.html?file=RMqVBIQX_Mulsim_Business_Traveler_Insights_2016_-_Final.pdf

https://www.crescentrating.com/magazine/opinion/3887/the-best-provision-understanding-the-needs-of-the-muslim-traveler.html

https://www.crescentrating.com/magazine/opinion/3887/the-best-provision-understanding-the-needs-of-the-muslim-traveler.html

https://www.crescentrating.com/magazine/opinion/3939/travel-patterns-and-behavior-of-travelers-onboard-the-plane-muslim-business-traveler-insights.html

https://www.crescentrating.com/magazine/opinion/3939/travel-patterns-and-behavior-of-travelers-onboard-the-plane-muslim-business-traveler-insights.html

https://doi.org/10.1080/14616688.2017.1298152

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Chapter 51

InLAD VR

Qurratuaini Mohamad Solleh, Siti Nadirah Abd Razak, Noor Syafiqah

Mohamad Hidzir, Intan Rahayu Abdul Razak & Muhammad Eizzuddin Zaid

Universiti Teknologi MARA Selangor Kampus Puncak Alam

Abstract There are some damaging heritage sites and sensitive environments that are vulnerable for crowds to visit as well as

physical impairment that limit people’s movement in travelling. Thus, ‘In Less Accessible Destination Virtual Reality’

(InLAD VR) is designed and developed as a useful mobile application that allows the users to view 360 ֯ degrees moving

video through a VR Headset, which provides them with the accessibility to virtually travel to destinations across Malaysia.

The objective of InLAD VR is to enable users in using this mobile application as an alternative to promote sustainable

tourism. It is also to educate and give awareness to the users about tourism destinations that need to be preserved as well

as to act as a medium in terms of promoting Malaysia’s tourism products. This mobile application targets users interested

in tourism, elderly users, users with impairment as well as users travelling to endangered tourism destinations.

Introduction InLAD VR can benefit the users as it helps to give them good exposure towards less accessible destinations

in Malaysia such as Mt. Kinabalu Peak, by providing a mental escape and helping to minimize impact in

travelling to fragile destinations. It can also act as an educational tool, especially for today’s youth by

providing knowledge about protected tourism destinations, thus aiding tourism organizations in marketing

the image of our tourism products. The novelty of the InLAD VR is that it will be the first mobile application

that highlights virtual tour by using moving videos that focuses on less accessible destinations and protected

areas in Malaysia’s rather famous tourist attractions with supplemented information.

Content a) Virtual Reality (VR)

Virtual reality is an artificial environment which provides an experience that can stimulate our sight

and hearing provided by any electrical or technological devices that allows anyone to feel what

happens in their surrounding as though they are real. According to Tussyadiah, Wang and Jia (2017),

VR means to create an environment in which users can retrieve information via multi-sensory (e.g;

auditory, visual and kinesthetic) modalities, and realistic representation of the environment as it

portrays can be experienced by the users.

b) Accessibility

Referring to Sambhantan and Good (2013), due to complex geographical location and endangered

tourism destinations, some destinations might become less accessible to human beings. Besides that,

impairments can be one of the contributing boundaries that does not allow them to visit some places

the same way other tourists do. Next, according to Aziz and Siang (2014), there are 38 heritage sites

and properties listed by UNESCO heritage committee that are in danger. Another example of limited

access which prohibits people to visit one particular destination at a certain time is Bali, due to the

potential eruption of Mt Agung. The same goes for Mt Kinabalu for having high carrying capacity

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at its peak. Thus, InLAD VR aims to provide spatial presence or sense of being in those destinations

to the users by providing them the accessibility to virtually travel to those sites.

c) InLAD VR use and application

InLAD VR is created using ‘Android Studio’, which is a tool developed to build applications on

every type of Android device. InLAD VR stands for ‘In Less Accessible Destination Virtual Reality’

because of the uniqueness that this mobile application only contains and focuses on some less

accessible destinations and protected areas that become challenging for users to reach. This mobile

application uses a graphical user interface, which will display on the users’ phone screen through a

selection from the menu and icons provided. When users turn the InLAD VR on, firstly, they are

able to choose their preferred languages. Next, they will continue to choose between two options:

either the ‘protected area’ option or the ‘less accessible destination’ option on the menu. Then, the

users continue to choose a destination they would prefer to travel to and read some information

regarding the preservations of the destination. The last icon will instruct the users to explore the

environment by asking them to insert their phones into the VR headset so VR video will be played.

Besides using the application for entertainment purposes, the InLAD VR intends to attract today’s

youth in terms of academic uses, especially for students to allow them to experience a new way to

approach learning. In addition, in terms of commercialization, the InLAD VR is developed to be a

part of the tourism organizations in Malaysia; such as Tourism Malaysia and Ministry of Tourism

and Culture, to promote famous tourist destinations, while at the same time aiming to educate tourists

on sustainable tourism.

d) InLAD VR and sustainability

This mobile application is developed in order to try to be a new approach in sustaining a tourism

destination. The InLAD VR will give users precise information on why the destination is being

protected. Referring to Guttentag (2010), VR can be a tool to preserve heritage sites as it can portray

real situations of degradation of the tourist sites such as erosion. Hence, it will raise awareness of its

users and help tourism organizations, which are obligated to protect the places, to prepare strategies

in monitoring the restoration process for the long run. According to Aziz and Siang (2014) the virtual

reality technology can be considered as a holistic application. VR does not only provide an

alternative to endangered heritage sites visitation and cause less impact of overcrowding visitors,

but also may act as a form of preservation, marketing and an educational tool for the tourists or

visitors of the place. Thus, it shows how VR can be a holistic approach to many divisions and

promote sustainable tourism using technology. Jamei, Mortimer, Seyedmahmoudian, Horan and

Stojcevski (2017) agree that implementing technology in urban services and infrastructure will help

in the management of resources. Imrproving sustainability and sustainable tourism development are

essential and can bridge a missing gap from the current researches by understanding the use of

innovativeness (Cranmer, Jung, Dieck & Miller, 2016). This shows that the InLAD VR is aiming to

apply technology to sustain tourism attractions.

Conclusion InLAD VR will highlight the importance of utilizing the power of technology in contributing to the

environment and community. Besides aiming to promote sustainability and accessibility by allowing users to

travel virtually, it targets to educate and give awareness to users especially the students once they are done

using this mobile application. The importance of studying such an innovation is to acknowledge and observe

how far VR technology can benefit in sustaining a tourist destination as well as to promote sustainable

tourism. Lastly, the InLAD VR has the potential to extend its application and function to portray more less

accessible destinations and protected areas, not only in Malaysia, but also in other endangered historical

places across the globe.

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References Aziz, K.A., & Siang, T.G. (2014). Virtual reality and augmented reality combination as holistic application for heritage

preservation in the UNESCO World Heritage Site of Melaka. International Journal of Social Science and Humanity,

4(5), 333-338. Retrieved from http://www.ijssh.org/papers/374-C00007.pdf

Cranmer, E. E., Jung, T., Dieck, M, C, T., Miller, A. (2016). Implementing augmented reality to increase tourist attraction

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Chapter 52

Using MATT to Improve Year 5 Pupils’ Recognition

of Tenses in Writing Simple Sentences

James Berok V. J.¹˒³, Loh W. Y.²˒³ & Melor Md Yunus³

Sekolah Kebangsaan Rumah Barrau

Sekolah Jenis Kebangsaan Cina Ayer Keroh


Abstract Grammar is a system which makes different language functions, especially in English. Having a good command of the

language used, speaking and writing correctly require robust grammar knowledge. Therefore, grammar and writing are

interrelated. It was found that writing sentences is a difficult task for ESL pupils. This study aims to explore the use of

MATT as a strategy in teaching simple present and past tense to improve pupils’ ability in writing simple sentences in a

rural Sekolah Kurang Murid (SKM), Sekolah Kebangsaan Rumah Barrau, Tatau, Sarawak and an urban school, Sekolah

Jenis Kebangsaan Cina Ayer Keroh, Melaka. The model that frames this action research is Kemmis and McTaggart model

which provides a basis to identify whether the use of MATT helps to improve the writing skills among the pupils of urban

and rural schools. Data was collected via tests before and after the intervention, and followed by semi-structured interview

with the participants. The data collected from the tests was analysed and later triangulated with the interview. The five

participants from Sekolah Kebangsaan Rumah Barrau showed a remarkable improvement from a mean score of 0.2 to

4.2. Likewise, all five participants from Sekolah Jenis Kebangsaan Cina Ayer Keroh also revealed a significant

improvement from the mean score of 0.6 to 4.8. As this research had proven effective, it will benefit both teachers and

parents to guide their pupils as well as children to experience fun learning.

Keywords: MATT, tenses, writing simple sentences, action research

Introduction Grammar is the rules and regulations that direct the use of a language, and establish a significant awareness

in writing. (Başöz & Aydin, 2011) Grammar and writing are interrelated. In Malaysia, grammar is being

introduced to the pupils starting from Year 3 to improve their ability to use correct rules of grammar in

speaking and writing. (KPM, 2012) Of all the grammar items, tenses are often the common issues among the

second language learners as supported by Svalberg (2018) whereby the second language learners encounter

challenges in mastering the tenses in English language. Writing, on the other hand, is one of the four language

skills. Titis Dewi (2012) explains that writing is a productive process achieved through several stages. It

involves a long series of practices: planning, production, editing and revision of a written product with

integration of contents and coordination. (Jusun & Yunus, 2017) Al-Gharabally’s research (2015:42) revealed

that “L2 learners are often overwhelmed when asked to complete a writing task”. Writing is rather difficult

due to its relation with other language skills and requirement of comprehensive grammar knowledge, suitable

word choice or phrases, writing mechanics, organisational skills and writing styles. (Yunus & Chien, 2016;

Ien, Yunus, & Embi, 2017) This paper revealed the results of a study that explored the use of MATT as a

strategy to enhance Year 5 pupils’ recognition of simple present and past tense in writing simple sentences in

a rural Sekolah Kurang Murid (SKM), Sekolah Kebangsaan Rumah Barrau, Tatau, Sarawak and an urban

school, Sekolah Jenis Kebangsaan Cina Ayer Keroh, Melaka. Data was collected through tests and interview

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with the research participants regarding: (a) pupils’ ability to recognise the simple present and past tense; and

(b) pupils’ ability in writing simple sentences.

Methodology In this study, MATT is utilised as a tool to scaffold pupils in recognising simple present and past tense as

well as a tool to assist pupils to write sentences. An action research was employed and conducted in this study

in a rural school of SK Rumah Barrau, Tatau and an urban school of SJKC Ayer Keroh, Melaka. Five pupils

of Year 5 from each school were involved in this study. They were selected through purposive sampling based

on their proficiency level. All the participants were weak in English language especially in writing skill.

a. Instruments

The research design consisted of a pre-test and a post-test. Both tests were designed to measure pupils’

ability in writing simple present and past tense. These tests were in a form of worksheet consisted of 5

questions. The questions in pre-test and post-test were different but of similar structure and difficulty

level. The worksheets were marked and analysed. Interventions were also conducted twice using

MATT. A semi-structured interview was conducted after the post-test to identify the effectiveness of

MATT as a learning tool in identifying simple present tense and past tense as well as improving writing

skill.

b. Procedures

A pre-test was conducted to identify participants’ performance before the intervention. The pre-test

consist of 5 verbs (regular and irregular verbs) provided with pictures as guidance. The participants were

required to write simple sentences based on the verbs provided. They were given 15 minutes to complete

the worksheet independently. Once they had completed the task, each worksheet was collected and

marked.

The intervention was carried out on the next day. It was carried out as a part of the lesson and teacher

act as a facilitator. MATT was introduced as a tool for participants to identify simple present and past

tense. It is a form of a board game and was designed to assist pupils to categorise the regular verbs into

present tense or past tense. A set of MATT required a maximum of 3 players. Each player will take turn

alternately to play. For each verb, participants required to match it with a time phrase (e.g., at 3 o’clock,

last night or 3 days ago) to improve their understanding on the concept of time frame between simple

present and past tense. Then, they were required to write a sentence based on the regular verb matched

with the time phrase, for example, ‘I cooked (regular verb) last night (time phrase)’. In the subsequent

lesson, when the participants had showed some improvements, irregular verbs were added to the game

as second intervention. The participants played the game in a similar manner. All their written products

were collected and marked.

In the last lesson, the participants completed their post-test. Similar to pre-test, participants were given

15 minutes to complete the test. The worksheets were marked and analysed immediately. The semi-

structured interview was conducted the next day. All of the participants were interviewed.

Data Analysis and Results A comparison of pre-test and post-test was carried out to determine the effectiveness of using MATT as a

strategy to improve pupils’ recognition of simple present and past tense in writing simple sentences. Table 1

shows the result of pre-test and post-test from all participants from SJKC Ayer Keroh, Melaka and SK Rumah

Barrau, Tatau.

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Table 1

Result of Pre-test and Post-test

School Participants Pre-test Post-test

A 0/5 4/5

B 2/5 5/5

SJKC Ayer Keroh C 0/5 5/5

D 1/5 5/5

E 0/5 5/5

F 0/5 3/5

G 0/5 5/5

SK Rumah Barrau H 1/5 5/5

I 0/5 4/5

J 0/5 4/5

Table 1 shows participants’ progress from pre-test and post-test. After further drilling through interventions,

six out of ten had shown a remarkable result of 5/5. Based on the pre-test result, it is proven that the

participants failed to recognise tenses and write simple sentences before the interventions were carried out.

To analyse the difference between pre-test and post-test, the results were calculated using mean score.

Below are the mean score for pre-test and post-test of SJKC Ayer Keroh, Melaka and SK Rumah Barrau,

Tatau.

Table 2

Mean Score for Pre-test and Post-test

School Pre-test Post-test

SJKC Ayer Keroh, Melaka 0.6 4.8

SK Rumah Barrau, Tatau 0.2 4.2

Based on Table 2, the post-test evidently indicate a significant improvement for both schools. SJKC Ayer

Keroh, Melaka obtained a mean score of 4.8, meanwhile SK Rumah Barrau, Tatau obtained a mean score of

4.2. The results revealed a substantial impact on the interventions which suggest that MATT is an effective

tool to scaffold pupils of both from rural and urban schools in recognising tenses as well as writing sentences.

During the course of the research, all participants undergone a face to face semi-structured interview. It

was found out that the participants like to learn with MATT.

Participant D: “Yes, I like to learn with MATT. It is fun to play and I can play together with my friends.”

Participant F: “Yes, of course. I am not good in writing so I need guidance and MATT helps me to write. It

is fun and during matching, I can guess the tense with the time phrase. I like to guess.”

They also agreed that it was easy to recognise simple present tense and past tense using MATT.

Participant C: “Yes, it is easy for me. The time phrase helps me to recognise the simple present and past

tense easily.”

Participant H: “Definitely yes! The words in the word cards with –ed and without –ed made it easier to

differentiate present tense and past tense.”

The participants had expressed their interest of using MATT as a guidance for them to write better.

Participant B: “MATT does help me to write better because it is easier to remember the present tense and

past tense with the time phrase.”

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Participant I: Using MATT I can write in point form and not essay. That is why I can write better. Essay is

difficult for me. Also, when I use MATT, I can read the sentences that I wrote over and over again to check

for error. I don’t think I can write all those sentences without using MATT.”

Conclusion and Implications Based on the findings done in two different schools, it was concluded that MATT is a useful strategy to assist

the pupils in recognising the simple present and past tense. The participants get to match the verbs and the

time phrase while playing the game. It is fun and motivating. As suggested by Krashen (1982), pupils’

affective filter can be influenced by three variables, including motivation, self-confidence, and anxiety.

Hence, MATT is a strategy that will lower the participants’ affective filter and allows them to master the

grammar item in a non-threatening way. Apart from that, MATT encourages the participants to write

sentences based on what they have matched by adding in the subject and object with some guidance from

their peers. Cole & Wertsch (1996) suggest that when pupils engage with heuristics, they learn from other

more capable peer at the Zone of Proximal Development. The participants guide and correct each others while

they are learning through MATT.

The findings of this study are beneficial to English teachers who are dealing with low English proficiency

level pupils. By recognising the simple present and past tense with the time phrase, the teachers can guide

and encourages the pupils to write sentences with minimal anxiety. Therefore, the teachers can attempt to

integrate this strategy into their teaching and learning process. On top of that, the parents also benefit from

the results of the research. The parents can use MATT at home as an additional activity for enrichment or

remedial, hence, their children are able to revise and practise the grammar item and writing skill.

References Başöz, A. G. T., & Aydin, S. (2011). An analysis on the grammatical mistakes made by advanced EFL writers. Humanities

Sciences, 6(2), 296-306.

Kementerian Pelajaran Malaysia. 2012. Dokumen Standard KSSR Bahasa Inggeris SJK Tahap 1. Putrajaya: Bahagian

Pembangunan Kurikulum.

Svalberg, A. M. L. (2018). Mapping tense form and meaning for L2 learning–From theory to practice. International

Review of Applied Linguistics in Language Teaching.

Titis Dewi, C. (2012). The Effect Of Using Communicative Cartoon Movies On The Teaching Of Writing Skill At The

Second Grade Of Smpn I Arjosari, Pacitan, East Java In The Academic Year Of 2011/2012 (Doctoral Dissertation,

Universitas Negeri Yogyakarta).

Jusun, K. D., & Yunus, M. M. (2017, May). The Effectiveness of Using Sentence Makers in Improving Writing

Performance among Pupils in Lubok Antu Rural Schools. In International

Yunus, M. M., & Chien, C. H. (2016). The use of mind mapping strategy in Malaysian university English test (MUET)

Writing. Creative Education, 7(04), 619.

Ien, L. K., Yunus, M. M., & Embi, M. A. (2017). Build Me Up: Overcoming Writing Problems Among Pupils In A Rural

Primary School In Belaga, Sarawak, Malaysia. Jurnal Pendidikan Humaniora, 5(1), 1-7.

Madut, I. T., & Yunus, M. M. (2017, May). Popsicle Simile: An Innovative Tool in Promoting Creative Writing among

Rural Primary School ESL Learners. In International Conference on Education (pp. 425-431).>

Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. New York: Pergamon.

Cole, M., & Wertsch, J. V. (1996). Beyond the individual-social antinomy in discussions of Piaget and Vygotsky. Human

development, 39(5), 250-256.

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Chapter 53

Plickers: Learning Through Codes

Anis Zafira Binti Baharudin1, Mastempawan Binti Kamarrudin2

& Melor Binti Md Yunus3

SK Taman Bukit Teratai, Ampang1

SK Convent Infant Jesus 2, Bandar Hilir2

Faculty of Education, Universiti Kebangsaan Malaysia, Bangi1,2,3

Abstract Teaching and learning in 21st Century is definitely a challenging but valuable experience. The fruitful experience may

benefit the teachers and pupils in many areas such as life skills, career skills and many more. As the education system is

transforming to a better version, it somehow requires the teachers to be fully equipped with lots of skills to develop

learners' potential qualities. However, due to the increasing pressure and expectations towards teachers, this situation

somehow has put some strain on the teachers' ability to perform their job well including conducting assessment for the

pupils. Therefore, it is a must to discover the best method to help the teachers to ease their process of assessing the pupils.

Therefore, this study will investigate the effectiveness of using an assessment tool, Plickers in improving teachers'

assessment process with the pupils. This study was conducted with 17 English teachers from urban school in Melaka and

sub-urban school in Selangor. The data was collected via interviews, questionnaires and assessment frequency score. The

findings showed that majority of the respondents agreed that Plickers did help them to assess the pupils easily compared

to the traditional way. Therefore, it is hoped that the innovation of Plickers will help to improve teachers' ability in

assessing pupils thoroughly in ESL classroom.

Introduction Malaysia is one of the countries that provides the best educational guidelines to improve the education system.

Don Carlson, director of Microsoft Education for Asia Pacific, stated in an interview that Malaysia education

blueprint was quite extensive compared to other countires in the Asia Pacific region (Anon, 2016). It is also

to ensure that education system is at par with the first class, global education system. Hence, the stakeholders

such as educators, society and pupils need to be aware of the goals for Malaysian education system so that

efficient teaching and learning practices could occur in classroom. The Education Blueprint is one of the

examples of comprehensive plan for rapid and sustainable development in education system. In the document,

it lays out the processes of changing the education system to a better one to meet the global standards.

On top of that, the educators are also provided with guidelines to establish a sound performance baseline

for the Malaysian Education Sytem. They are urged to tackle the learners from the minimum level of

schooling. School-based assessment is a new policy venture in the highly centralised education system of

Malaysia (Malakolunthu & Sim 2010). Thus, the assessment system needs to be done properly in terms of

informing the leaners of their learning and to give bands on the leaners’ acheievement in the classroom.

However, due to the time limitation to carry out the lessons and heavy workload received by teachers from

day to day, assessment seems impossible to be carried out properly. Not only that, pupils’ responses were

also limited due to poor participation from the pupils. They were so scared to give responses in the classroom

that they regarded the questions and answers session as a test. Therefore, this study aims to improve teachers’

ability in assessing pupils thoroughly in ESL classroom using the innovation of Plickers.

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Content

Pupils of the 21st century are very familiar with technology such as gadgets and devices as it helps

them in so many situations such as to learn, to fill their free time or to communicate with others.

Therefore, out of thousands useful innovations that exist in our modern world, an interactive tool

called Plickers is nothing but a useful aid that helps the teachers to assess pupils’ progress in the

classroom effectively. Mata (2015) mentioned that the Educause survey found that 54% of students

would typically use at least two devices simultaneously for school work and prefer to have

technology integrated into their curriculum. Hence, integration of technology will sparks the pupils’

curiousity and interest to learn and participate during the lesson. This tool will also allow the

teachers to assess pupils understanding for any lesson easily. Burns (2015) supported by stating that

technology tools can make formative assessment process easier and seamless when used effectively

using online tools and mobile devices.

As for this research, Plickers were used with Year 4 and Year 5 pupils from slecected schools in

Selangor and Melaka respectively. This tool is used to assess the pupils understanding of the lesson.

At the beginning of the lessons, the teachers provided some input to the pupils related to the topic.

Instead of using the traditional way of assessing the pupils such as pencil and paper test, the teachers

used Plickers to check the pupils understanding of the lesson. The teachers used their phones to

scan on the unique codes prepared for each pupils. The designed codes were unique as it differed

from one another. The pupils were guided on how to hold the code cards as each side of the code

represent an answer. Therefore, as the pupils hold their cards, the teachers scanned through the

codes and got immediate feedbacks. This tool also provided reports for each question asked to the

pupils. This will be a great help for the teachers to document the progress of the pupils as they can

refer to the reports obtained.

Plickers did a wonderful job in helping the teachers to assess the pupils at ease. As mentioned

earlier, it provides an immediate feedback for the teachers to monitor the pupils’ progress of the

lesson. In fact, it can be used in the class daily no matter of what topic that is going to be taught.

The most interesting part is only one device is needed to use this tool which will be handled by the

teachers. Therefore, it will be hassle free as the pupils did not to bring any gadget or device to school

as it may leads to othe problem such as stealing or misuse of the gadget.

However, this tool also has some flaws. As it will create a unique code for each lesson and for

each pupil, it demanded a high cost from the teachers in terms of paper supply as the teachers need

to print out different codes for each pupil on every lesson. In fact, since this tool works with multiple

choice questions, it id somehow creating a doubt wether the pupils really answer the questions or

they simply choose any answer that they want.

Figure 2

70

75

80

85

90

95

Item 1 Item 2 Item 3 Item 4 Item 5 Item 6

Malacca

Selangor

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Figure 1 shows the data collected from the questionnaire given to the teachers. There are six

items in the questionnaire and the responses are analysed using Likert Scale, ranging from 1 to 5

(strongly disagree to strongly agree). As for the item 1, “Plickers helps me to assess the pupils

easily”, the teachers from schools in Melaka got the score of 89 meanwhile teachers from Selangor

scored 90. It shows that the teachers agreed that Plickers did help the teachers to assess the pupils

easily. As for the item 2, “I find it convenient to use Plickers in the class’, the teachers from the

schools in Malacca scored 80 while teachers in Selangor scored 85. It shows the teachers agreed

that it is very convenient for them to use Plickers in the classroom. As for the item 3, “Plickers helps

me to document the evidence of pupils’ learning.’, the teachers from the schools in Malacca scored

87 while teachers in Selangor scored 89. It shows the teachers agreed that Plickers helped the

teachers to document the evidence of pupils learning.

As for item 4, “Plickers helps me to provide information to the pupils on their learning”, the

teachers from schools in Melaka and Selangor scored 90 which shows that the teachers from both

states agreed that using the tools, their pupils could be informed of their progress in learning. Item

5 which focus on the statement “I prefer to use Plickers instead of pencil and paper test to assess

the pupils”, teachers in Selangor scored 2 points higher than teachers in Melaka which is 93 and 91

respectively. This shows that the teachers from both states prefer to use interective assessment tool

likes Plickers compared to traditional method of assessing pupils such as paper and pencil test. As

for the last item in the questionnaire, “I will use Plickers to assess every topic that I teach”, teachers

in Melaka and Selangor scored 88 and 90 respectively to show their mutual agreement that they

will continue to use Plickers as their assessment tool in assessing pupils’ progress from time to time.

Conclusion

The usage of Plickers in the classroom is one of the best evidence that learning sessions that take

place in the classroom everyday is inclined towards 21st Century Learning. In fact, it is the best way

to support the goals of Malaysian education system as stated in the National Blueprint where it

demanded the integration of technology in the classroom. Other than that, Plickers is nothing but a

tool that help the teachers to carry out the assessment in a stress-free way not only for the teachers

but also for the pupils. It creates an interesting and enjoyable experience for the pupils therefore

will help to increase the quality of the responses obtained from the multiple choice questions.

References Anon. (2016, November 17). Malaysia education blueprint is strong, says Microsoft director. The Malay Mail Online.

http://www.themalaymailonline.com/malaysia/article/malaysia-education-blueprint-is-strong-says-microsoft-

director

Malakolunthu, S. & Sim, K. H. (2010). Teacher perspectives of school-based assessment in a secondary school in Kuala

Lumpur. Journal of Procedia Social and Behavioral Sciences 9 : 1170 – 1176.

Mata, W. (2015). The Importance of Technology in the classroom.

https://centretechnologies.com/importance-of-technology-in-the-classroom/

Burns, M. (2015). Empowering teachers with tech-friendly formative assessment tools.

https://www.edutopia.org/blog/tech-friendly-formative-assessment-tools-monica-burns

http://www.themalaymailonline.com/malaysia/article/malaysia-

https://centretechnologies.com/importance-of-technology-in-the-classroom/

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Chapter 54

Animated Cartoons to Develop Listening

Skills & Vocabulary

Prisla Devi Krishnan & Melor Md Yunus

Faculty of Education, Universiti Kebangsaan Malaysia

Abstract English language is a second language to most pupils in Malaysia. The importance of each pupil mastering English

language to a certain level of proficiency is highlighted in the National Education Blueprint (2013-2025). Many of the

pupils have very strong mother tongue (L1) influence which hinders the acquisition of English language. Due to the

influence of L1 and the lack of exposure to English language has resulted to very limited vocabulary among pupils from

rural and semi-urban schools. This has led them to the category of being weak in English language. The use “Animated

Cartoons” via YouTube is introduced to develop their listening skills and expand their vocabulary in order to be able to

master English language. Using “Animated Cartoons” will not only help them gain vocabulary acquisition and listening

skill but boost their confidence in learning English language too. Thus, the focus will be on 10 weak ability Form 1

pupils with strong influence of L1 background. Data was collected base on pre and post-test score. A questionnaire survey

data was also collected and analysed using descriptive statistic. The findings found that the use of ‘animated cartoon” had

a positive impact on the pupils and increased their acquisition of vocabulary and listening skills.

Keywords : animated cartoons, low proficient, vocabulary, listening skills, L1(mother tongue)

Introduction English Language has played an important role as a benchmark to our country’s progress as a nation. Many

programmes’ and policies were implemented by the Ministry of Education (MOE) throughout the past decade

to initiate and improve the quality of Malaysian students’ acquisition of English Language.

It is hoped that the mastery of English Language will contribute to the fulfilment of the nation’s vision as

a developed country. The transition and development of KSSR (Kurikulum Standard Sekolah Rendah) in the

year 2012 and KSSM in 2017 is one of the major transformation in the education system in preparing students

to develop skills needed for the 21st century. This can clearly be seen in the Malaysia Education Blueprint

(2013 – 2025), in shift two: “to ensure every child is proficient in Bahasa Malaysia and English Language.”

Yet, the level of proficiency among Malaysian students is a concerning matter. The inability to

communicate competently and the poor proficiency among Malaysian graduates is one of the major

complaints among employers. One of the main concern is the lack of vocabulary in mastering the language.

This contributes to the number of students who are poorly equipped in the language skills and are considered

as low proficiency students.

According to Stahl (2015), using technology in the classroom can increase student engagement and

motivation, but teachers must use it effectively as a tool and not simply as a means to engage students. The

use of technology in today’s younger generation has made it part an parcel as a 21st century learning tool.

According to Yunus et.al “information and Communication Technologies (ICTs) play a major role in creating

a new and improved model of teaching and learning” (Yunus et al. 2013). To engage weak learners especially

in using technology wil help them not only in familiarizing themselves to the language but also keeping them

focus and motivated in the lesson. The use of animated cartoons via You tube is introduced to encourage

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students in developing their listening skills and enhancing their vocabulary. Thus, this research was done

using animated cartoons via Youtube to develop the listening skills and vocabulary among low proficient

students.

Review of Related Literature Importance of Listening

Teaching English as a second language to students with low proficieny has always been challenge. This is

more so as they have very limited vocabulary count to start with and of being in an environment with no

exposure to the language. Due to this students have been categorized as low proficient and unable to write

nor speak well. Extensive listening is generally defined as learners “doing a lot of easy, comprehensible, and

enjoyable listening practice” (Chang & Millett, 2013).

Vocabulary Acquisition

Vocabulary knowledge is often seen as an important tool for second language learners because a limited

vocabulary in a second language impedes successful communication. Several variables can be identified on

the difficulties faced by second language learners. All of them are somehow dependent on factors such as

socioeconomic, ideological and cultural conditions beyond their own teaching /learning and the intellectual

characteristics of learners. (Alves & Oliveira, 2014).

Animated Cartoons via ICT and Youtube

Another advantage was that ICT could help students improve their vocabulary and enable them to find out

the meaning of the words in the texts they read. Many lexical items could also be learnt when they watch any

movies with English subtitles. Interactions with multimedia environments -symbols, shapes, sounds, colors

and even letters- are powerful in forming understandCreating phonological awareness through hearing and

thinking about the language itself can help children learn to read.

When children are able to map the sounds of speech onto the letters they become aware that continuous

speech is broken down into discrete sounds (Seker, Girgin, & Akamca, 2012)ings about their daily life and

world around them (Griva, Semoglou, & Geladari, 2010). According to research experts (S. W. Haugland,

2000; Stephen & Plowman, 2008; Plowman, Stevenson, Mcpake, Stephen, & Adey, 2011), claims are made

to the effect that computers should be physically introduced in kindergarten and primary level classrooms in

a coherently integrated fashion with the rest of the learning resources.

Methodology The respondents were 10 low proficient students from Form 1 class. They were weak in English language

proficiency. The were selected base on their Mac monthly test where all the 10 students failed in their

examination.

Instruments

They were two types of test conducted. The first is pre and post-test. These test were a set of similar questions

to measure students vocabulary after watching the animated cartoons. A questionnaire was also given to

students to investigate their preference in usig animated cartoons in enhancing their vocabulary and listening

skills. The pre and post questions consisted of vocabulary words an matching the correct pictures.

Findings and Conclusion

Pre and post test score

The pre and post test were used to compare the scores of their understanding.

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Table 1

Pre and post test score

No. Students

(Respondents)

Pre test

score

Percentage

%

Post test

score

Percentage

%

Incremenent

%

1. Student 1 1/5 20% 5/5 100% 80%

2. Student 2 0/5 0% 3/5 60% 60%

3. Student 3 0/5 0% 2/5 40% 40%

4. Student 4 0/5 0% 3/5 60% 60%

5. Student 5 1/5 20% 4/5 80% 60%

6. Student 6 0/5 0% 3/5 60% 60%

7. Student 7 1/5 20% 5/5 100% 80%

8. Student 8 0/5 0% 3/5 60% 60%

9. Student 9 1/5 20% 4/5 80% 60%

10. Student 10 0/5 0% 4/5 80% 80%

Base on Table 1 and the post test showed that there were tremendous improvement in the mastery of

vocabulary after using animated cartoons. This was a great improvement compared with the pretest conducted

earlier. The result revealed significant improvement and interest in the overall score were student 1 and

student 7 scored 100% in mastering the vocabulary given.

Table .2

Respondents answers for questionnaire. No. Students

(Respondents)

Q1 Q2 Q3 Q4 Q5

1. Student 1 √ √ √ √ √

2. Student 2 √ √ √ √ √

3. Student 3 √ √ √ √ √

4. Student 4 √ √ √ √ √

5. Student 5 √ √ √ √ √

6. Student 6 √ √ √ √ √

7. Student 7 √ √ √ √ √

8. Student 8 √ √ √ √ √

9. Student 9 √ √ √ √ √

10. Student 10 √ √ √ √ √

For the questionnaire as indicated in table 2, all the respondent showed a positive answer to learning

English usinganimated cartoons. All of the students responded with a positive ‘√’ . Base on these results

shows that using animated cartoon not only increases their listening and improves their vocabulary but

motivates low proficiency students in the lesson as well.

References Anna C-S. Chang, S. M. (2013). The effect of extensive listening on developing L2 listening fluency: Some hard evidence.

ELT Journal 68(1), 31-40.

Griva, E. S. (2010). Early foreign language learning: Implementation of a project in a game –based context. . Procedia -

Social and Behavioral Sciences, 2(2), pp. 3700-3705.

Plowman, L. S. (2012). Preschool Children’s Learning with Technology at Home. Computers & Education, 59(1), pp.

30-37.

Sandra Maria Leal Alves, F. M. (2014). Vocabulary acquisition in second language. International Journal of Humanities

and Social Science, 51-56.

Seker, P. T. (2012). A Study on the Contributions of Second Language Education to Language Development in Pre-

school Period. Procedia - . Social and Behavioral Sciences,, pp. 230-234.

Stahl, J. (. (2015). Digital Technology: Supporting the language and literacy development of ELLs., (p. 1(3).1).

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Chapter 55

WilTMapp (Wildlife Tourism Mobile Application)

Amira Nuraina Binti Abdul Hamid, Mazita Binti Md Yusof, Shazlina Amira

Binti Rasli, Nor Azah Mustapha & Inoormaziah Azman

Faculty of Hotel & Tourism Management, Universiti Teknologi MARA, Selangor

Campus, 42300 Bandar Puncak Alam, Malaysia

Abstract Wildlife tourism (visit destinations to observe and interact with local fauna) is growing rapidly and become demanded

products as UN World Tourism Organization in 2017 estimates that 7% of tourism products related to wildlife. World

Wildlife Fund also reported that 93% of all natural heritage site support recreation and tourism and generate 91% of jobs,

besides the main aims of protecting the natural habitat and support conservation. In Malaysia, the interest to visit wildlife

tourism is slowly growing, yet many tourists have little exposure to the destination and activities could be performed. By

having WilTMapp (Wildlife Tourism Mobile Application), it will enhance tourist’s knowledge and experience on wildlife

destination and activities towards conservation. WilTMapp consists of wildlife attractions accompanied with basic

information details such as maps and locations, entrance fees, activities including voluntary, donations and

accommodation nearby. Indeed, it provides interesting conservation facts that encourage people behavior to support

towards wildlife sustainability. The novelty of this mobile application is it is one stop station in one platform that suitable

for all generation from kids to adult for every wildlife places in the region of Malaysia with one touch. It allows people

to make choices rather than only one destination. The uniqueness of WilTMapp is when donations are allowed even

without visiting the destination. With tagline “Strive for Wildlife”, WilTMapp does fit towards the conservation for our

world beloved living fauna.

Keywords: WilTMapp, conservation, wildlife destination, wildlife sustainability

Introduction Wildlife tourism defined as tourists travel to the animals’ natural habitat or in a man-made habitat and the

activities they can do such as observe the animals, take photos, and feed the animals (Yuan, Wei & Xiao-

dong, 2004). Wildlife tourism has bring many beneficial impacts. UN World Tourism Organization in 2017

estimates that 7% of tourism products related to wildlife have contributed toward most of the countries of

Sub Saharan Africa such as Kenya, Uganda,Tanzania which uses safari as the primary methods of wildlife

watching tourism. World Wildlife Fund also reported that 93% of all natural heritage site support recreation

and tourism and generate 91% of jobs and benefits especially local people community, besides the main aims

of protecting the natural habitat and support conservation. Indeed, Ranaweerage, Ranjeewa and Sugimoto

(2015) found that in some country like Sri Langka and Thailand which is the wild Asian elephant populations

are considered symbol of pride to a coutry and the flagship of tourism resulted in increasing number of foreign

tourists arrivals and conservation programs. For Malaysia, Tourism Malaysia (2017) indicates that wildlife

tourism is one of the sustainability tourism approach and niche tourism products. Thus, to achieve

sustainability tourism which have interconnection between wildlife tourism , good interaction between

visitors and wildlife populations need to be prioritized and maintained in order to achieve great contribution

towards nature fauna (Rodger, A. Moore, & Newsome, 2009). It is very important to enhance the knowledge

and exposure of people towards wildlife destination area in Malaysia to encourage the market growth of

wildlife tourism in this country also beneficial towards sustainability tourism. World Wildlife Fund (2016)

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mentioned by the director for Latin America and the Caribbean of WWF, “Conserving the environment does

not hurt economic opportunities, it allows us to build sustainably on these irreplaceable assets”.

Problem Statement Willmore (2017) listed the best destinations for wildlife tourism that can be found in Malaysia included Kuala

Gandah Elephant, Royal Belum State Park for Malayan Tigers and Kuala Gula Bird Sanctuary. However, due

to little exposure and knowledge about those destinations as well as people still wondering what kind of

activities they can perform resulted to undergrading wildlife tourism in Malaysia. The central problem for

this situation is the lack of people interests and awareness towards the wildlife conservation itself. In

accordance with a study by Shafie, Mohd Sah, Abdul Mutalib and Fadzly (2017) describing the level of

awareness of current wildlife and conservation issue in Penang Island, only 37.2% of local community show

their interest and willingness to join future conservation program. Unlike in international country such as

Africa, 80% of the annual sales of trips to that country is represented by wildlife watching (UNWTO, 2015).

One of the reason to the great market of wildlife tourism in Africa is the willingness of rural Africans to

collaborated with stakeholders to keep the priority in conserving wildlife and its habitat (African People

&Wildlife, 2016). As Shafie et al. (2017) mentioned that establish a conservation to connect between people

with nature and wildlife is not easy, an innovative way such as mobile technology needed to be create. T. Al-

Hariri and A. Al-Hattami (2016) stated that the use of technology can create a good environment that facilitate

learning and knowledge gaining, and WilTMapp is designate to develop people interests towards wildlife

attraction in Malaysia from the younger age to adult. It assist people in finding basic needs for wildlife tourism

included other additional features. This mobile application can be simply to be used for every type of mobile

based and suitable for different level age of people.

Content This section briefly describes the project development concept, features, novelty, usefulness and

commercialization potential of WilTMapp mobile application for wildlife tourism. Nowadays, people are

more into technology usage since most of everyone has their own gadgets in order to stay connected and

communicate with others.

Features of mobile application

a. Background of WilTMapp

WilTMapp will be the first mobile application in Malaysia for wildlife attraction activities. The

WilTMapp mobile application conceive of location of the wildlife destination in every region like

East Coast, Northern, Southern, Sarawak and Sabah of Malaysia. Other than that, this mobile

application provides information about the entrance fees, types of activities allowed to perform,

online donations, location of nearby accommodation for sleep over and interesting facts about the

wildlife destination. These features are very suitable for all generation and can help to increase

demand, expose and enhance tourists’ knowledge and experiences for wildlife tourism in Malaysia.

b. Novelty

WilTMapp mobile application is the first mobile application for wildlife tourism in Malaysia. It is a

combination application provided with GIS (Geographical Information System), This mobile

application is a one stop station in one platform that suitable for all generation from the youngsters to

grown-up’s people. It allows users to make their own choice of destination from the various wildlife

destinations provided in the application. The most unique about WilTMapp mobile application is user

can perform online donation to the specific wildlife destination without visiting the place.

c. Usefulness

WilTMapp mobile application allows users to know about the location of wildlife attractions on every

region in Malaysia. This information will give ideas about the destination for the users who wants to

visit. Other than that, this mobile application will make the users life easier where the users can look

for resting area or sleepover place after the visit. Besides that, this WilTMapp mobile application

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allows users to perform online donation without visiting the place. This product will benefits users to

explore more about wildlife tourism as leisure activities with family and friends. It also includes

additional tools for the users to gain more knowledge on wildlife tourism for their general knowledge.

By using this mobile application, users manage to save time and hassle free since all important features

has included in one application.

d. Impact

With this WilTMapp mobile application, the wildlife tourism industry can help to increase tourist

arrival locally and internationally. Other than that, wildlife tourism industry manage to gain funding

for conservation and preservation of of wildlife tourism. Indirectly, this could increase job

opportunities for the local people. Besides that, users manage to increase level of knowledge and

experiences after visiting the wildlife destinations. It also can build positive image of country as inline

with Sustainable Development Goal SDG 15 which to protect wildlife animal (Tourism and

Sustainable Development Goals – Journey to 2030, 2018). Finally, the importance of development of

this mobile application will deliver benefits to the society, youngsters, grown-ups and wildlife tourism

industry because this mobile application encounters to the current trend where people nowadays prefer

to use a gadget instead of the old ways such as brochures and flyers for their leisure and recreation

activities.

e. Commercialization Potential

WilTMapp mobile application has a great potential to be develop in Malaysia since there is wildlife

tourism mobile application that available in other countries yet as compared to other established

wildlife tourism application such as Kansas Wildlife and Kenya Wildlife Park mobile

applications,WilTMapp focusing on the wildlife destination area in each of regions in Malaysia so

this will give tourist opportunities to make comparison on which destination they might prefer to visit

. Besides that, tourist use WilTMapp for searching and go trough on information for few places via

one platform only, they do not need to go trough for lots of websit for digging informationon every

places. The places that have been focused trough the WiLTMapp will gain attraction from tourist that

keep coming in to visit the places and this arrival will contribute in term of economic values toward

local community there. By utilizing this application, wildlife tourism industry can enhance its

attraction as Special Interest Tourism (SIT) destination, which can inspire more tourists to come visit

wildlife destination in Malaysia since as tourists have chance to get to know the interesting

information on the selected wildlife destination area before they went for a real visit to the place .

Other than that, WilTMapp allowed tourists to access this application even in an offline mode due to

low coverage in most of the rural area. In the future, this mobile application can be expanded by

focusing on other wildlife destinations area that available in Asian countries.

Conclusion Malaysia has a lot of wildlife destinations that can be visited by the tourists locally or intenationally but not

many people aware the existence of the destination as well as the activities they want to perform. As for other

countries, wildlife tourism is playing a significant influence that contribute to their economy profit. As in

Malaysia, this mobile application will be a potential to boost wildlife tourism market in the country.

WilTMapp consists of wildlife attractions accompanied with basic information details such as maps and

locations, entrance fees, activities including voluntary, donations and accommodation nearby. Indeed, it

provides interesting conservation facts that encourage people to support towards wildlife sustainability. These

information’s can be displays trough one main platform by one touch screen. Thus, this mobile application

can be an essential needs or platform to give exposure and information about wildlife destination in Malaysia.

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References African People & Wildlife. (n.d.). Finding the balance for communities and nature. Retrieved April 17, 2018, from,

https://africanpeoplewildlife.org/

ACS Distance Education. (n.d.). Special interest tourism. Retrieved April 17, 2018, from

https://www.acsedu.co.uk/Info/Hospitality-and-Tourism/Tourism/Special-Interest-Tourism.aspx

Ranaweerage, E., Ranjeewa, A. D. G., & Sugimoto, K. (2015). Tourism-induced disturbance of wildlife in protected

areas: A case study of free ranging elephants in Sri Lanka. Global Ecology and Conservation, 4, 625-631.

Rodger, K., A.Moore, S., & Newsome, D. (2009). Wildlife Tours in Australia: Characteristics, the place of science and

sustainable futures. Journal of Sustainable Tourism, 15(2), 160-179.

Shafie, N. J., Mohd Sah, S.A., Abdul Mutalib, A. H., & Fadzly, N. (2017). General perception and awareness level among

local residents in Penang Island towards bats conservation efforts. Tropical Life Sciences Research, 28(2), 32-44.

T. Al-Hariri, M., A. Al-Hattami, A. (2016). Impact of students’ use of technology on their learning achievements in

physiology courses at the University of Dammam. Journal of Taibah University Medical Sciences, 12(1), 82-85.

Tourism Malaysia (2017). Tourism Malaysia Promotes Sustainable Tourism at SATTE 2017. Retrieved 17 April, 2018,

from https://www.tourism.gov.my/media/view/tourism-malaysia-promotes-sustainable-tourism-at-satte-2017

Yuan, L., Wei, Z., & Xiao-dong, T. (2014). The prospect of wildlife tourism. Journal of Forestry Research, 15(3), 243-

245.

United Nation World Tourism Organization (2015). Tourism development in Africa challenged by wildlife crime.

Retrieved April 17, 2018, from http://media.unwto.org/press-release/2015-03-03/tourism-development-africa-

challenged-wildlife-crime

United Nation World Tourism Organization (2017). Tourism and the sustainable development goals-Journey to 2030.

Retrieved April 22, 2018 from https://www.e-unwtm.org

Willmore, S. (2017, April 27). 6 of Malaysia’s best destination for environmentalists and wildlife

lovers. ExpatGo. Retrieved April 17, 2018, from http://www.expatgo.com/my/2017/04/24/best-destinations-for-

wildlife-lovers/

World Wildlife Fund (2016). World Heritage supports millions, but threatened worldwide. Retrieved April 22, 2018, from

http://wwf.panda.org/wwf_news/?264950/World-Heritage- supports-millions-but-threatened-worldwide

https://africanpeoplewildlife.org/

https://www.acsedu.co.uk/Info/Hospitality-and-Tourism/Tourism/Special-Interest-

https://www.tourism.gov.my/media/view/tourism-malaysia-promotes-sustainable-tourism-at-satte-2017

http://media.unwto.org/press-release/2015-03-03/tourism-development-africa-challenged-wildlife-crime

http://media.unwto.org/press-release/2015-03-03/tourism-development-africa-challenged-wildlife-crime

http://www.expatgo.com/my/2017/04/24/best-destinations-for-wildlife-lovers/

http://www.expatgo.com/my/2017/04/24/best-destinations-for-wildlife-lovers/

http://wwf.panda.org/wwf_news/?264950/World-Heritage-

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Chapter 56

Toward Energy Saving Thermoelectric Refrigeration

for System Efficiency

Faranatasha Muzakir, Mohamad Kamil Mohd Sapingai, Arief Fahmi

Haroon, Azizi Salihin Azizul, Adnan Bakri, Zulhaimi Mohammad,

Mohamad Shahrul Effendy Kosnan*

Department of Facilities Maintenance Engineering (FaME),

University Kuala Lumpur, Malaysian Institute of Industrial Technology (MITEC),

Bandar Seri Alam, Johor Bahru, Johor

[email protected]

Abstract A prototype thermoelectric system integrated with portable refrigeration unit using Peltier for space cooling act as a heat

pump has been introduced in this work. In today’s scenario, due to the development of production, the home appliances

such as refrigerator is the most energy consuming and disposal of refrigerants. It is consequently release a lot of unneeded

gas all over the world that contributing the factor of global warming on climate change. Additional, the normal

refrigeration system use high power consumption than this development of thermoelectric refrigerator. A simplified

analytical model for the thermoelectric module has been adopted to investigate the efficiency of this thermoelectric

refrigeration which is based on the parameter of the result taken and evaluation on performance of thermoelectric

refrigeration. The experimental test in a reduced-scale polystyrene ice box has achieved temperature at average 17⁰C in

minutes of 120 and realized an average energy usage this system only uses about 251.85 kW/h per year that half energy

usage than the typical mini refrigeration system with vapor compression system. Plus, this experiment was improved by

Arduino UNO microcontroller to ensure the system of this thermoelectric refrigeration system cut off automatically when

the Arduino detected the gradient of temperature for power save. The thermoelectric Peltier was attached with the heat

sink and CPU fan for the force convection to release the cold and hot air into the refrigeration box. This thermoelectric

system can continuously improve the previous research to ensure the thermoelectric refrigeration can continually develop

in market value.

Keywords- Peltier Effect, Thermoelectric Module, Heat Sink, Refrigerator System.

Introduction Thermoelectric cooling technologies have proven themselves as reliable alternatives for laboratorial

applications and small home appliances. They consists of an assembly of Peltier modules and heat sinks,

which in the scope of this work, are air cooled. Design and developmental methodology of thermoelectric

refrigeration has been explained in detail of thermoelectric cooling module used in this research work have

been investigated.

In this project, thermoelectric Peltier encompasses the advantages such as quiet operation, lower power

consumption usage, more compact, lower budget than typical air conditional and refrigeration system using

compressor that have higher price in market.

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Literature Review

a) Refrigeration

Table 1

Comparison between TEC System and VCR System

Parameter TEC VCR

Cooling method Non-cyclic refrigeration Vapor compression cycle

Cooling/heating capacity Low High

Electricity consumption Less High

COP 0.38-0.45 2.6-3.0

Noise level Quiet Noisy

Working Fluid Electrons Refrigerant (R-134a)

Refrigeration is the process of heat-removal from a space in order to bring it to a lower temperature

than surrounding temperature. In this context, “Peltier cooling module” which works on

thermoelectric refrigeration, aims to provide cooling by using thermoelectric effects rather than the

more prevalent conventional methods like ‘vapour compression cycle’ or the ‘vapour absorption

cycle’.

Before conducted experiment this projectprovides understanding to select suitable refrigeration

system according to its applicable application. Table 1 shows that the comparison between

thermoelectric cooling (TEC) system and vapor compression refrigeration (VCR) system according

to theparameter(Gaikwad et. al, 2016). According to the research, they found that COP for TEC is

lower than VCR. Due to lower COP for Peltier coolers, usually are used in small applications where

the cooling demand are not too great and has low efficiency. Thus, thermoelectric refrigerator should

be chosen when a low cooling capacity is needed.

b) Thermoelectric Peltier Module Thermoelectric refrigeration system is used Peltier cooling device that able to convert the heat or

electricity directly or vice versa (Patil et. al, 2017). Thermoelectric effect is from the fundamental

properties between the thermal properties of system and the electronic itself. All of this effect can

be measure by the total number of voltage and current produce in the system. Thermoelectric device

gives the different temperature of two side which is cold and hot by creating the voltage.

In the term of atomic scale, the apply temperature cause the charges carries into material

that diffuse from hot to cold side. The heat flow can be induced by the electrical voltage and current.

He et al.(2015) find that Seebeck effect,Thomson effectand Peltier effect are the three primary

thermoelectric effect where it can be combined by using thermodynamic effect and then can be

derive all the thermoelectric effect as shown in Fig. 1.

Fig. 1 Principle Operation of Peltier

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216


Methodology

a) Experimental Setup This project focusses on the Thermoelectric Cooler Peltier (TEC), heat sinks and blower fan

construction and using 12V Direct Current (DC) power supply that connected to the system. In Fig.

2, the TEC has been attach in between small heat sink and big heat sink. The big heat sink is the hot

side, ambient air removes heat by using blower fan. The forced convection systems are using in this

thermoelectric refrigeration system. After the cold side are enough cold, the heat will remove out by

the small heat sink with the aid of the blower fan into the box, so the cold air will flow into the box

as the refrigeration system. Heat transfer in the system produce equivalent thermal equilibrium

which is the cold air circulated within the enclosure.

Fig. 2 Schematic Diagram of Peltier Cooling System

TEC refrigerator are simple and there is no moving part in this system, there are using direct

current power supply because direct current could not easily be changing to high voltage. The

thermoelectric refrigeration produces reliable refrigeration by incorporating environmental friendly

form, energy saving and stable. This system can be further improved by utilization of smart

temperature controllerinterpreted by LabVIEW software and measured by Arduino UNO

microcontroller using transistor LM 35, to vary the power supply within specified range of

temperature as shown in Fig. 3. This immensely decreases the working cost of the refrigerator and

burden on the earth. Then, as the output, CPU cooler fan, TEC Peltier and LED light was added to

shows the current flow across the system.

Fig. 3 Process Block Diagram

Result and Analysis The investigation on the temperature of this system was conducted by using ice box refrigerator size at

(13.5cm x 13.5cm x 20cm). Using of two TEC1-12706 Peltier module have their specification which is one

LabVIEW Virtual Instrument

PC with LabVIEW and Arduino UNO

Arduino UNO

Output

Arduino UNO

Input

- Power Source

(12V DC)

- Temperature

- LED lamp

- CPU Cooler Fan

- TEC

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217


module of Peltier are only allow maximum 60 watts of power on it system with I max is 6 Amp only. The

Fig. 4 shows that the experiment for the temperature degradation and power consumption inside the

refrigeration. Data are taken every 15 minutes with room temperature at 30 ⁰C

Fig.4Temperature Degradation and Power Consumption

Regarding Fig. 4, at room temperature 30⁰C, the refrigerator take 2 hours to achieve the optimum

temperature at 17°C and constant at it range temperature with the use of two thermoelectric Peltier. Next, it

is clear shows that the thermoelectric refrigerator system is using average power per hour at 14.59 watt to

reach until 16°C just only use the lowest energy in power consumption. Table 2

Normal Refrigeration System vs Thermoelectric Refrigeration System

Thermoelectric Refrigeration

System (TER) Normal Mini Refrigeration System

(Kilowatt-hour per year)

(120-watt Peltier System)

(Kilowatt-hours per year)

(1000-watt Rankine Cycle system)

Power Consumption 0.69Kw/h per day Power Consumption 1.5Kw/h per day

251.85 kW/h per year 547.5 kW/h per year

RM 54.90 per year RM 119.40 per year

By comparing TER and normal mini refrigeration system in Table 2, the optimum cold temperature can

achieve until 16°C in two to three hours of operation and use less energy than the normal mini refrigerator.

Moreover, the average power use is half of the normal mini refrigerator system. TER system can operated

18-19 hours in a day, because the Arduino system can detect the temperature, when its detected low

temperature, the system will be stop duty (auto cut off system) and stop within 15 minutes to 20 minutes and

vice versa. The results indicate the cost for TER system RM 54.90 per year. In term of utility bill saving,

30.029.0

22.020.9

20.1 20.1 19.4 18.8

17.0 17.6 17.1 16.8 16.5

15.514.0 14.0 15.0 16.3

13.7 14.7 14.9 13.6 13.6 14.7 15.5 14.5

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0

0 15 30 45 60 75 90 105 120 135 150 165 180

Po

wer

Co

nsu

mp

tio

n(w

att)

Tem

per

atu

re(⁰

C)

Time taken (min)

Temperature Degradation and Power Consumption

Temperature Power

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(based on the residential electricity tariff at 21.80 cents per kWh), the thermoelectric system is able to save a

lot of energy uses.

Conclusion Thermoelectric cooling are being studied exhaustively for the past several years and various conclusions have

been conceived regarding the efficient functioning of thermoelectric refrigerators. Thermoelectric

refrigerators are greatly needed, particularly for developing countries, where long life, low maintenance and

clean environment are needed. In this aspect thermoelectric cannot be challenged in spite of the fact that it

has some disadvantages like low coefficient of performance. These contentious issues are the frontal factors

hampering the large scale commercialization of thermoelectric cooling devices. The solution to above

problems can only be resolved with the development of new techniques.

For further improvement, replacing the power plug with the use of solar can help to reduce the energy

consumption in house to use the refrigeration system. The Peltier block also must be attach and easily remove

by user when this product need to be commercial because the Peltier are very sensitive that easily to broken.

In conclusion, thermoelectric system is a potential energy method that can be used as an alternative source of

cooling system.

References Gaikwad, M., Shevade, D., Kadam, A., & Shubham, B. (2016). Review on Thermoelectric Refrigeration: Materials and

Technology. International Journal of Current Engineering INPRESSCO IJCET Special Issue, 4, 67–71.

Patil, Rajendra P., Suryawanshi, Pradhyuma, E. a. (2017). International journal of engineering sciences & research

technology thermoelectric refrigeration using peltier effect *. Ijesrt, 6(5), 614–618.

He, W., Zhang, G., Zhang, X., Ji, J., Li, G., & Zhao, X. (2015). Recent development and application of thermoelectric

generator and cooler. Applied Energy, 143, 1–25.

Leephakpreeda, T. (2012). Applications of thermoelectric modules on heat flow detection. ISA transactions, 51(2), 345-

350.

Bajaj, S. S., Barhatte, S. H., & Bhong, S. U. (2016). Performance Enhancement of Refrigeration System using Peltier

Module.

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Chapter 57

Go Formative: Increasing Pupils’ Understanding and

Interest in Reading

Alzairin Binti Morshidi1, Khalida Binti Khadri2 & Melor Md. Yunus3

SK Sg Liam, Sarawak1

SK Mentakab Jaya, Pahang2

Faculty of Education, Universiti Kebangsaan Malaysia, Selangor1,2,3

Abstract The fourth wave of industrial revolution has brought tremendous change in our education setting today. Reading skill is

one of the vital elements in helping pupils’ to enhance their English language proficiency. This research aims to study the

effectiveness of GoFormative.com in increasing pupils' understanding and interest in reading the text. The study was

conducted at SK Sungai Liam, Sarawak and SK Mentakab Jaya, Pahang. The correspondents comprised of 27 Year 3

pupils. This study employed a mixed-method design, where quantitative data from pre and post-test and the document

analysis were used to measure the outcome. The 'keyword' strategy was highlighted in Goformative.com in order to

increase the pupils' understanding of reading the text. Eight simple texts were assigned and four different task types were

used in testing the participants. The novelty of this research is this website and the strategy used was very practical and

useful as it can be used in teaching other skills as well. Therefore, Goformative.com is one of the innovative and effective

tools to increase the pupils' interest in learning English by giving teachers few choices of task types in assigning tasks to

them. The result of this study proved that Goformative.com showed an improvement to the participants’ understanding

and interests in reading the text.

Keyword: reading, interest, understanding, improvement, website

Introduction English has always been the second most important language in Malaysia. Hence it is not to surprise to know

that Malaysia apparently has the best English language speakers in Asia beating out Singapore, India, Sri

Lanka, Taiwan, China and Kazakhstan-according to a Singapore-based English Language school (Anon

2013). It is the most important foreign language in Malaysia and it is used frequently in all aspects of daily

life, from business purpose, as well as in daily conversation. There are some reasons why English is so

important and many people attempt to learn it. In Malaysia education English is a vital subject in both primary

and secondary school. However, learning English as a second language is not an easy task.

Teaching English in primary school is very hard as the students tend to use their mother tongue in

classroom. Realizing the importance of the English language, the government has begun implementing new

curriculum to help boost the English language learning as a means of pushing the younger generation towards

being better able to compete with the global community (Anon n.d). The mastery of English is essential for

pupils to gain information in order to master four skills in EnglishAs stated in Eleventh shift blueprint which

emphasize that every child must be proficient in English language.Pupils nowadays find that reading is bored

and not interesting. Reading is a skill that must be learned, yet the process of learning to read can become

pleasurable and easy for some students or displeasing and complicated for others (ZurinaKhairuddin 2013).

The ultimate aim of teaching reading is to develop efficient and self- motivated readersDesire of reading can

be depending on personal attitudes. Nowadays, most of students just read without engaging themselves in the

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book or any materials that they read. It is said that reading is the path to success in school and life. One who

is not able to read will not be able to succeed (U. S. Department of Education 2005). Therefore, as a teacher

it is important to promote positive reading attitudes through enjoyable reading experiences. A lot of research

regarding the study of reading interest among Malaysian students had been found over the years (Mohammad

FazliBaharuddin et al. 2015; ZurinaKhairuddin 2013; R.RatneswaryV.Rasiah, Harpaljit Kaur

&ShaliniNagaratnam 2011; Edina Lanying 2005;) Most of them mentioned that Malaysian students have less

interest in reading. However there were only few researches suggested the intervention to solve it. A student’s

motivation and interest may play a role in their comprehension abilities (O'Flynn, K 2016). Without interest

it will be difficult for student to have a better understanding about what they read.Thus, the researcher believes

that in order for students to understand the story better it is important for them to have an interest to read.

Content Technology and innovation have brought tremendous change in our education nowadays. Most of students

these days feel that reading is not an enjoyful activity as they will easier feel bored and short attention span.

The ultimate aim of this study is to test the pupils understanding and interest in reading using ‘Goformative’

web. In this research the ‘Goformative’ were used with year 3 pupils in selected schools. The pupils were given

the pre and post test. At the beginning, during the pre testthe pupils were required to answer few work sheet

containing comprehension questions based on the topic chosen. While, instead of using the traditional way,

the post test was conducted using the ‘Goformative’ web in order to make it more interactive and the keyword

strategy was highlighted to them. The pupils were required to answer four different task types which are

MCQ, True or false, Multiple Selection and Short answer. Each type of task consists of four tasks, two for

pre and another two tasks using ‘Goformative’ for post. They were required to answer 16 tasks.

a.Methadology

The research participants comprised of pupils from two different schools; 27 pupils from an urban school in

Mentakab, Pahang, and 5 pupils from a rural school in Miri, Sarawak. The research involved the use of

‘Goformative’ web as an interactive assessment to increase pupils’ understanding and interest in reading. The

instruments of this research consisted of eight‘Goformative’ quizzes with four task types, a pre and post-test

form and a questionnaire. A pretest and posttest were conducted to identify the significance of pupils’

understanding before and after using the ‘Goformative’and the questionnaire was to determine their

experience regarding ‘Goformative’.

b.Findings

Figure 1

The correspondents’ marks were converted into a bar graph. The pre-test was coloured with purple and yellow

column and the post-test was coloured with orange and blue column. From the graph, the number of

0

5

10

15

20

25

30

True or false MCQ MultipleSelection

Short Answer

Pre-test (1)

Post-test (1)

Pre-test (2)

Post-test (2)

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correspondents that obtained all correct in the tasks given had increased. For the true false and MCQ, the

differences between pre test (1) and post-test (1) were six correspondents. It shows that there were increment

of six correspondents in post-test (1) for true or false and MCQ. For the multiple selection type of question,

the difference between pre test (1) and post-test (1) were five correspondents. It shows that there were

increment of five correspondents who obtained all correct in post-test (1). For the short answer type of

question, the differences between pre test (1) and post-test (1) were nine correspondents. It shows that there

were increment of nine correspondents who obtained all correct in post-test (1). In the other hand, for true

false and MCQ, the differences between pre test (2) and post-test (2) were six correspondents. It shows that

there were increment of eight correspondents who obtained all correct in post-test (2) for true or false and

MCQ. For the multiple selection type of question, the differences between pre test (2) and post-test (2) were

seven correspondents. It shows that there were increment of seven correspondents who obtained all correct

in post-test (2) for that type of question. For the short answer type of question, the differences between pre

test (2) and post-test (2) were nine correspondents. It shows that there were increment of nine correspondents

who obtained all correct in post-test (2) for short answer type of question. The highest increment was for the

‘short answer’ type of question as the pupils might learn on how to find the perfect answer based on the

question asked by using the strategy.

c. Strengths of ‘Goformative’ website

‘Goformative’ website is a very useful tool in assessing the pupils. Assessment is very important for teachers.

According to Gensee and Upshur (1996), assessment will help the teachers to improve their teaching strategy

and also enhance the pupils’ learning. By using ‘Goformative’ website, the pupils will be engaged with tasks

and the lesson will be interesting too. We are all living in the 21st century where kids were exposed to the

tablets, smart phones and laptops. The website allows the pupils to learn using various kinds of gadgets. The

children nowadays love to play with these gadgets and this website will help them gain their interest in

learning. Interest forbearance is a cognitive condition that is symbolized by an adequate segment of

conclusive mental state and an intellectual segment of consolidation, (Hidi&Renninger, 2006). The website

allowed teachers to teach different subjects and skills using this website where they can assess the pupils from

six different task types which are multiple choice question (MCQ), short answer, multiple selection, essay,

true or false, essay and show your work. Patall, Cooper and Wynn (2010) stated that various types of exercise

and choice in classroom is very important in enhancing the pupils’ motivation to learn.

Moreover, this kind of task types will allow teachers to plan on how they want to assess the pupils. They

can assess the pupils from easy questions like true or false and towards the end of the questions maybe

teachers can include the questions like short answer or essay. As compared to ‘Kahoot’ and ‘Quizizz’, they

only allows the teacher to create simple task to the pupils such as MCQ and true or false. Hence, Goformative

website was more challenging and interesting where there were six different task types to be chosen. On the

other hand, teachers can view the pupils’ answer on the spot by choosing ‘show your work’ as the task type.

For an example, if the Mathematics teacher wants the pupils to draw shapes of a triangle, the pupils can

answer it at the same time and the teacher can view it live. As a result, teachers were able to make sure that

all pupils do the task given during that particular time and teachers can see which pupils have not answered

the questions yet. Furthermore, Goformative website is allowing teachers to mark the pupils answer and see

the pupils’ achievement on the tasks given. Teachers can view the overall score obtained by pupils. Teachers

can also detect the questions where the pupils make the most mistakes. As a result, teachers can make an

analysis on why the pupils make the most mistakes on that particular question. This website was very useful

in assessing the pupils on the topics learn as teachers can easily make an analysis based on the results obtained

by the pupils.

Conclusion As a conclusion, it can be said that ‘Goformative’ website had really helped the correspondents to understand

the reading text given as all of the correspondents had improved themselves after the intervention sessions.

Meanwhile, the strategy introduced, which was ‘keyword’ strategy, was really helpful in helping the

correspondents in finding the answers in the text given.

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References Edina Lanying.(2005). Study on reading habits of students in the faculty of cognitive science and human development

(FCHSD) in Universiti Malaysia Sarawak.

Hidi, S., &Renninger, K. A. (2006).The four-phase model of interest development. Educational Psychologist, 41(2), 111-

127.

Genesee, F. and J. Upshur. (1996). Classroom-Based Evaluation in Second Language Education.Cambridge University

Press.

Mohammad FazliBaharuddin,Wan Mohd Hafiz Wan Hasnol, MohdFaizalMohdRamsi&Razilan Abdul Kadir.2015.

Understanding of reading habits among students in Malaysia: A review.

O'Flynn, K. (2016). Students’ reading interests impact on reading comprehension abilities.

Patall, E. A., Cooper, H., & Wynn, S. R. (2010).The effectiveness and relative importance of choice in the

classroom. Journal of Educational Psychology, 102(4), 896.

R.RatneswaryV.Rasiah, Harpaljit Kaur &ShaliniNagaratnam.(2011). Reading habits and Interests of generation Y

students: challenges of reflective learning. Journal of Interdisciplinary Research in Education (JIRE) Vol. 1, 2011,

pp 39-53.

ZurinaKhairuddin. (2013). A Study of Students’ Reading Interests in a Second Language.Published by Canadian Center

of Science and Education.

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Chapter 58

Be Buoyant Bibliotheca: Green Education

Tourism Center

Christy Tekot Anak Swilten Salleh, Intan Nur Shazana, Mahirah Binti

Mazhan, Nor’ain Othman & Hassnah Wee

Faculty of Hotel & Tourism Management,

UniversitiTeknologi MARA, Shah Alam Campus

Abstract Sustainable development in tourism industry is important in the present time. According to Sustainable Development

Goal that introduced by the United Nation, they emphasize on the quality of education and promote sustainable of cities

and communities. Additionally, education tourism demand is vast and growing every year. Education tourism can become

a major mode of education in improving the level of education and create new economic opportunities to create social

value in the form of tourism. New concept of smart floating library for local and tourist is being introduced and it is

designed based on green technology concept that uses natural ventilation with minimum electricity usage. In order to keep

the green concept, the location of the library is on a lake where the breeze able to come in through the windows. The Be

Buoyant Bibliotheca is a floating education tourism center equips with digital technologies such as 4D entertainment,

karaoke and video games as well as movie corner that will eventually excite its patron with leisure activities and new

learning experience. The National Blue Ocean Strategy approach is the basic implementation initiative in building the Be

Buoyant Bibliotheca. This unique education tourism center will have a good marketable value as it displays a new concept

of leisure and learning center for tourist and community.

Keywords: Sustainable Development, Education Tourism, Green Technology, Leisure Tourism

Introduction

Tourism is one of the most promising drivers of growth for the world economy and key to driving the defining

trends of the transition to a green economy (UNEP and UNWTO, 2011). Due to tourism’s cross-cutting nature

and close connections to numerous sectors at destination and international levels, even small improvements

toward greater sustainability will have important impacts in the shift towards more sustainable, cleaner and

low-carbon economic growth. The tourism and travel industry can be associated to energy efficiency in almost

every aspect and field of the industry (Csapo, 2013).However, it seems that an increasing per cent of the

travelers or tourists are more and more aware of sustainability. A tourist accommodation, a catering place or

whichever form of tourism enterprise seems to be more attractive for these conscious travelers when they can

produce a new form of sustainable energy consumption and utilization.Therefore, a new approaches in

creating tourist attraction with green economy concept is highly related to innovation. In view of this nature,

an innovative green education center will be a hybrid between tourism and education that will become a new

tourism attraction. Tourism industry in Malaysia has been recognized as one of the national key economic

areas (NKEAs) of Malaysia economictransformation programme (Wee, Mohamad, MdGhani,

Jinal&MohdAnuar, 2017). The Malaysia Tourism Transformation Programme (MTTP) was formulated to

tap the growth potential of tourism sector. MTTP aims to attract 36 million international tourists with RM168

billion (around RM3 billion per week) as receipts in 2020; that is an expansion by 3 times the amount

of foreign exchange earnings (MoT, 2013). The following themes were established to attract tourist to the

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country; affordable luxury, business tourism, nature adventure, family fun, events and entertainment, and spa

and sport (Wong, 2012).

Problem Statement In Malaysia, the National Transformation 2050 is established and one of the main components of the strategy

is to create a Smart Communities in 2050. Thus, reading culture is one of the components that need to be

deliberately improved to deliver an educated and knowledgeable society. According to Billington (2015),

reading is a powerful tool to advance and broaden individuals’ knowledge and standpoint. By instilling

reading culture, people can gain knowledge and in any case, environment or condition can either encourage

or restrain certain behaviors, cognitive processes and emotion as well as building up the capacity to enjoy

social events, enhanced openness and loquacity. In line with this, Be Buoyant Bibliotheca is being presented

to the public and it can offer excitement in reading and develop a new experience of reading environment to

them. Reading will then become fascinating and attractive with this unique digital education tourism center

that build based on green innovation. In accordance to Dangelico (2013), green innovations can minimise

environmental problems, such as reduction of waste and pollution and for the innovator, it helps in term of

economic advantages such as operational efficiencies via resource reductions and competitive advantages via

green products and services. In view of the important of creating a new tourism attraction that support green

tourism and in line with the MTTP strategy, the Be Buoyant Bibliothecais invented to be the model for green

education tourism center.The Be Buoyant Bibliotheca has also come up with the concept of sustainable

development that involved balanced economic, social and cultural development without jeopardizing the

environment. Sustainable development is a method that enables developments to be accomplished without

deprivation and exhaustion of resources on which it is based and the resources can be utilized in future to the

same extent as the current generation (UNEP, 1994).

Content a) Background of the Be Buoyant Bibliotheca

Be Buoyant Bibliotheca is acombination of education and tourism innovation, introduce a smart

floating library that furnishwith digital technologies. Be Buoyant Bibliotheca will build the interest

of its local and tourist to experience new concept of readingwhile having leisure activities. It is

designed based on green technology concept that uses natural ventilation with minimum electricity

usage.

b) Usefulness

The Be Buoyant Bibliotheca, designed based on green concept that focus on environmental

friendly, which include digital technology reading material and 4-Dimensional story telling

experience, that will be able to be a landmark in boosting reading culture among the local and also

tourist. It will fascinate the younger generation curiosity in reading due to their exposure in the

current digital era nation. It is open for public and able to encourage people to sense the unique

education tourism environment. The new green concept library will ensure good impacts towards

local and tourist involvement as it illustrate a unique various experience of education activities with

leisure and entertainment.

c) Project features

The concept of Be Buoyant Bibliotheca is based on Green Concept Deco. It concentrates on how

to look unique, nice and artless and it’s also relate the library with the environment. The parts of the

building will be using tools based on the green innovation features to set out environmental

sustainability.

i) Exterior Design Concept

The Be Buoyant Bibliothecaeffect of Green concept style with a most fit exterior, and at

the same time offer unique education tourism experience. The Be Buoyant Bibliotheca is

also designed to offer visual connection with surrounding environment.

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ii) Interior Design Concept

The Be Buoyant bibliotheca is divided by four spaces consist of the area for adults, kids,

entertainment and mini café for learning leisure activities. The mini café were designed

around the library with open air concept to blend with the nature. The designed for this

library were based on the green concept technology where it uses natural ventilation with

minimum usage of electricity.

d) Project Novelty

The Be Buoyant Bibliotheca with its environmental friendly library concept has equipped with

digital technology reading material and 4-Dimensional story telling experience which will be the

first digital education tourism center in Malaysia. This digital library will definitely bring huge

crowds especially the local and international tourists as it is a new attraction to spend leisure activity

with family and friends. Besides that, the National Blue Ocean Strategy approach is the key

implementation initiative in building the Be Buoyant Bibliotheca.

e) Project Commercialization Potential

This unique digital education tourism centerwill have a good commercial value as it illustrates a

new idea of reading, learning and leisure center for both tourist and local community destination

attraction. In view of the National Blue Ocean Strategy (NBOS) approach in the development of the

Be Buoyant Bibliotheca project, the cost will be reduced as both public and private institution are

involved to ensure prompt execution and inclusivity of community involvement, which can improve

the Be Buoyant Bibliotheca as a new attraction.

Conclusion The Be Buoyant Bibliotheca will acquire Malaysia to a new level of digital economy era with this sort of

digital education tourism center. The Be Buoyant Bibliotheca will have the capacity as a new destination

attraction to local community and tourist. The concept of the building depends highly on green innovation,

creating a more environment-friendly surrounding, a blend of leisure and digital entertainment highlighting

new reading experience to younger generation whom are more incline in using digital applications. The

application of National Blue Ocean Strategy approach in the progress of Be Buoyant Bibliotheca will

guarantee it quick execution, inclusivity and minimal costs. This project is in line with Malaysia

transformation strategy towards formulating a sustainable, peaceful and prosperous Smart Communities

2050. This Be Buoyant Bibliothecamodel for green education tourism centerhas been registered for

Intellectual Property (IP) protection. Further discussion with interested public and private agencies will be

carried out to expedite the development of the project through NBOS approach.

References Becken, S. (2001). Energy Consumption of Tourist Attractions and Activities in New Zealand. Lincoln University, New

Zealand, p. 9.

Billington, J. (2015). Reading between the Lines: The Benefits of Reading for Pleasure. Quick Reads, University of

Liverpool.

Csapo, J. (2013). Energy Efficiency in Tourism – Towards a More Sustainable Travel Industry.Geographical Locality

Studies, June 2013, Volume 1, Number 1. pp. 44–57.

Dangelico, R.M. (2016). Green product innovation: Where we are and where we are going. Business Strategy and the

Environment, 25, 560–576.

Elkington, J. (1994). Towards the Sustainable Corporation: Win-Win-Win Business Strategies for Sustainable

Development. California Management Review, 36(2), 90-100.

Malaysia (2017). National Transformation 2050. Retrieved from http://www.mytn50.com

UNEP and UNWTO (2011). Tourism – Investing in energy and resource efficiency, Towards a Green Economy:

Pathways to Sustainable Development and Poverty Eradication, retrieved from: www.unep.org/greeneconomy

Wee, H., Mohamad, S., MdGhani, M.A., Jinal, F., &MohdAnuar, N.A. (2017). Eco-tainment Digital Library and Leisure

Tourism: A practical approach for Generation Z. Presented at 3rdASIA International Conference, Universiti Teknologi

Malaysia, Kuala Lumpur, Dec 9, 2017.

http://www.mytn50.com/

http://www.unep.org/greeneconomy

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Chapter 59

Jom Jalan Malaysia

Fadhilah Z.A, Nur Syuhada S., Nor Hidayah A.

Universiti Teknologi Mara, Shah Alam

Abstract Jom Jalan Malaysia (JJM) is a detailed information page which ideologically created as virtual tour guide to help in

searching the interesting places all over Malaysia instead of using physical paper map or virtual map. It is created

specifically to help and enhance the international and domestic travellers to know more about local attractions. JJM is a

website with interactive features such as Google maps will help the users to explore and seek various enjoyable places.

Since some maps are hard to be interpreted and some locals are unable to speak English fluently, this JJM will help the

Tourists find their directions clearly. Even though the tourist can extract all information from Tourism Malaysia official

website, but there is lack of detail information on the website. Whether the information is reliable and updated or not, the

tourist will not know about it until they browse to JJM site. Despite using a computer, it can be browsed by a mobile

phone. The mobile-site is a mobile friendly site. This virtual website offered so many things to tourist such as best place

for food, the nature, the theme-park places and other best places to be visited which including all the 14 states in Malaysia.

The best part is, as a Muslim country, the site offers special feature for those who are searching for Muslim friendly tour

such as Mosque, Halal restaurants, Syariah compliance hotels, and Islamic places or destinations.

Introduction According to the data from Tourism Malaysia, the target for tourist arrival’s this year was 31.8 million while

tourist receipts were expected to reach RM 118 billion.

Literally, before or during the tour, the tourists might be quite busy to browse on the internet in finding the

attractions, interesting places to visit and good places to eat. Alligning to that, Jom Jalan Malaysia is a detailed

information page which can also be like a ‘virtual tour guide’ to the tourists. It is been created to help in

searching the interesting places all over Malaysia by selecting their preferences of tour, for example nature,

adventure or sightseeing places. Despite using a computer, it can be browsed from a mobile phone where it

is a mobile friendly site.

The information will be updated in daily basis as JJM wanted to be the reliable sources for the tourists and

will not be updating or promoting a place that too good too be true.

Problem Statement Maps are the best method to get from one place to any places as long as it is the updated one. If only referring

to the physical maps, it takes time to plan and to arrive at the destination may takes time as there is no

estimation time provided. Therefore, JJM will be collaborating with Google Maps once the tourists find their

needed information on the JJM websites and click on Go if they are interested to go to the places.

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Content

Conclusion Although it may takes a lot of hard work in making this JJM to be functioning well, but once it is good to go,

it will be benefited to the people who will visit Malaysia in future as Visit 2020 is coming soon. JJM will

create a good first impression where whatever they find on the website, the exactly thing they will see at the

actual location.

References Google Maps (2018). Retrieved from https://www.google.com.my/maps

Malaysia Healthcare Travel Council (2018). Retrieved from http://www.medicaltourism.com.my

Seanxmin (2014). The Business Advantages of an Interactive Website. Retrieved from

https://www.javatpoint.com/swot-analysis-of-a-website

Tourism Malaysia (2018). Retrieved from https://www.tourism.gov.my

Tripadvisor (2018). Retrieved from https://www.tripadvisor.com.my

Wix.com (2018). Retrieved from https://www.wix.com

Youtube (2018). Retrieved from https://www.youtube

https://www.youtube/

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Chapter 60

Multiplex PCR Kit for Respiratory Bacteria

Nik Zuraina Nik Mohd Noor1, Suharni Mohamad2, Habsah Hasan1 & Siti

Suraiya Md Noor1

1School of Medical Sciences, Universiti Sains Malaysia, Kelantan. 2School of Dental Sciences, Universiti Sains Malaysia, Kelantan.

Abstract Common bacteria associated with respiratory tract infections (RTIs) are Klebsiella pneumoniae, Staphylococcus aureus,

Streptococcus pneumoniae, Pseudomonas aeruginosa, Mycobacterium tuberculosis and Haemophilus influenzae. The

high rate of worldwide morbidity and mortality due to RTIs indicates the importance of established rapid and accurate

diagnostic tests, not only for providing early efficient treatments, but also to monitor the diseases tendency. However, the

Gold standard culture method requires two to five days to fully identify the organisms, which thus delaying the

identification of the etiological agents. Therefore, this invention aimed to provide a rapid, sensitive and specific dry-based

polymerase chain reaction (PCR) kit incorporated with internal control for the detection of K. pneumoniae, S. aureus, S.

pneumoniae, P. aeruginosa, M. tuberculosis and H. influenzae, in a respiratory sample. This invention offers simplified

detection method, in which at least one and up to six bacterial pathogens can be detected in a single tube assay by adding

the extracted DNA sample to the assay tube. It is also a dry-based PCR reagent, which is thermal-stable at ambient

temperature. Thus, this assay will enhance the user’s convenience and reducing cost by omitting the use of cold-transport

or storage. This invention will be helpful in the management of communicable RTIs, especially under mass gatherings

and other challenging conditions. It also has advantages on its rapidity, simplicity, robustness performance and storage

condition, which are important criteria for a diagnostic application during Hajj and also in rural, famine and disaster area.

Introduction Due to the global health awareness and the emergence of “superbugs”, in parallel with the need of updated

bacterial surveillance system, ideal methods for pathogen detection and identification is truly crucial. Giving

example of the burden of respiratory tract infections (RTIs), the high rate of worldwide morbidity and

mortality indicates the importance of established rapid and accurate diagnostic tests, not only for providing

early efficient treatments, but also to monitor the diseases tendency (Nweze et al., 2012). RTIs can be

classified into two major classes based on the site of infections; i) the upper RTIs, i.e., pharingitis, laryngitis,

sinusitis, colds, influenza, whooping cough and throat infection, and ii) the lower RTIs, including bronchitis,

bronchiolitis and pneumonia, whereby the causal pathogens are mostly bacteria. Although less common in

populations, the lower RTIs are more severe and are more likely to cause morbidity and mortality (Bellos et

al., 2010), especially during infancy and late-adulthood.

Bacterial respiratory infections are normally associated with a greater risk of death as compared to viral

infections, which commonly associate with the upper respiratory tract, are self-limiting, milder and have

shorter recovery period (Dasaraju and Liu, 1996). However, when the body immune system is weakened by

viral infections, this may lead to secondary bacterial infections that could be more severe. Most of the fatality

and severe illness episodes of RTIs are due to pneumonia and other acute lower RTIs. Around 4.2 million

deaths of lower RTIs occurred worldwide among all age groups; with 1.8 million of these are children between

age 1 to 59 months (WHO, 2008). The commonest bacteria associated with RTIs are Haemophilus influenzae,

Klebsiella pneumoniae, Staphylococcus aureus, Streptococcus pneumoniae and Pseudomonas aeruginosa

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(Bosch et al., 2013). S. pneumoniae and H. influenzae are frequently isolated in adult community-acquired

pneumonia (Macfarlane et al., 1993). In contrast, P. aeruginosa, S. aureus and K. pneumoniae have being the

common pathogens of hospital-acquired pneumonia (Macfarlane et al., 1993).

The majority of RTIs are poorly documented due to the limitations of conventional diagnosis such as

sputum Gram-staining and culture, blood counts and serological tests. The conventional bacterial culture

followed by confirmation via biochemical tests have being used as the gold standard in current RTIs

diagnoses. The method however requires two to five days to fully identify the organisms, which thus delaying

the identification of the etiological agents. The delay may urge for the use of broad-spectrum antibiotics,

which indirectly results in potentially unnecessary costs, adverse medication effects, and the emergence of

multidrug-resistant bacteria. Therefore, rapid and accurate detection of bacteria pathogens from patients with

RTIs is important towards effective treatment and prevention of the disease

Detection of respiratory bacteria using Multiplex PCR Kit The disclosed invention of Multiplex PCR Kit for Respiratory Bacteria provides rapid, sensitive and specific

molecular method using polymerase chain reaction (PCR) for detecting the presence of target bacteria in a

respiratory sample. For example, a respiratory sample such as sputum, can be analyzed for the presence of

DNA from K. pneumoniae, S. aureus, S. pneumoniae, P. aeruginosa, M. tuberculosis and H. influenzae, based

on the specific PCR primers designed for this test.

In details, the single-tube of Multiplex PCR Kit for Respiratory Bacteria comprises all basic components

for a PCR, such as PCR buffer, magnesium chloride (MgCl2), deoxynucleotides (dNTPs), Taq DNA

polymerase enzyme and seven sets of primers in a single tube. The PCR components have been optimized

and thermostabilized as dried-based PCR reagent. As such, it is a simple and ready to use, whereby the user

will just need to add a small amount of water to rehydrate the reagent and consequently add the sample to the

tube. The PCR tube is then placed in a thermocycler machine for DNA amplification. The user will analyze

the result via gel electrophoresis by simple presence or absence of the target DNA bands.

Detection of the target bacteria in a sample involves initial bacterial cell lysis to expose the cell lysate

containing DNA. In example, DNA can be extracted rapidly using commercialized kits for their promising

quality in purity and yield. In contrast, DNA can be extracted using conventional methods such as simple

boiling method, chemical-based methods such like phenol-chloroform method (Cheng and Jiang, 2006) and

chelex-based procedures (Giraffa et al., 2000). Following bacterial DNA extraction, hybridization of any

primer pair to the presence target DNA under particular conditions, will directing the target DNA

amplification. This can be achieved by using a thermocycler with the cycling condition as shown in Table 1.

Table 1

Thermal cycling program for Multiplex PCR Kit

Step Temperature (°C) Time Cycles

Initial denaturation 95 5 minutes 1X

Denaturation 95 30 seconds

30X Annealing 58 30 seconds

Elongation 72 30 seconds

Final elongation 72 5 minutes 1X

a. Implementation procedure

Implementation procedure of Multiplex PCR Kit is described below:

Step 1: Collect the respiratory sample (i.e. sputum, throat swabs, bronchoalveolar lavage,

nasopharyngeal aspirate) into a sterile container.

Step 2: Perform DNA extraction from the sample by using any suitable methods as described above.

DNA can be extracted using as simple as boiling method that consumes around 20 minutes. Other

methods such like extraction kits usually take about two hours.

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Step 3: For the samples, add 18 microliter (µl) of water to each PCR tube to rehydrate the dried-based

reagent. Add 2 µl of extracted DNA sample from Step 2 and mix briefly. For the controls, add 2 µl of

Positive Control provided in the kit to a PCR tube to serve as positive control. Add 2 µl of water to

another tube to serve as negative control. Enter the tubes to a thermocycler pre-set with the

recommended cycling program. The PCR amplification will take around 1 hour and 30 minutes.

Step 4: Once the amplification has completed, load directly the PCR product into the wells of an

agorose gel of 1.5 to 2% concentration. View the result after one hour of electrophoresis.

b. Benefits of the invention

In addition to the lengthy bacterial culture method, it is also well noted that setting up monoplex PCR

reactions for detecting different organisms at one time are tedious. Using this kit, PCR for clinical

diagnosis can be run as many as possible by simply adding the respective extracted DNA sample to

the tubes. As a pre-optimized multiplex PCR kit, this assay will eliminate the requirement of tedious

optimization and calculation, as well as minimize the pipetting steps, such like in conventional PCR.

Hence, it may shorten the duration of a PCR set up and reduce contamination. The results can be

obtained in approximately four to six hours, starting from the DNA sample preparation to the final gel

interpretation.

Moreover, the multiplex PCR will allow the detection of more than one of those bacteria

simultaneously, which is important for the diagnosis of patients infected with more than one bacterial

pathogen. The molecular-based multiplex PCR assay will provide accurate and rapid detection results

as compared to the conventional culture method, which therefore suitable for clinical diagnosis.

Apart from the credits of a PCR assay, most of the PCR reagents conversely require cold chain

transportation and cold storage, due to their heat sensitivity. Thus, there will be additional expenses

for packaging and storage, plus inconvenience in reaction setting up, down to the freeze-thawing

procedure. Out of these, degradation of the reagents’ stability will be the major problem because this

will lead to inconsistent and irreproducible results. To overcome the limitations, the invention is

developed as a thermostabilized multiplex PCR kit, which is stable at ambient temperature, thereby

require no conventional cold transport or storage and ready for immediate use.

The invention of this PCR kit is clinically relevant in the diagnosis and treatment of both upper and

lower RTIs, especially during a massive gathering situation, such like Hajj pilgrimage that requiring

quick decision making and knowledge of the etiological agent. With the restricted duration of Hajj,

pack and in-motion pilgrims, outfit laboratories and such inventions are indeed necessary for the rapid

diagnosis and identification of the causal pathogens to minimize the risks of death, morbidity,

microbial resistance to drugs and prolonged length of hospital stay due to ineffective therapy. Thus,

the pre-optimized, dried reagent-based PCR will be helpful in the management of communicable RTIs,

especially under mass gatherings and other challenging conditions. This invention will have

advantages on its rapidity, simplicity, robustness performance and storage condition, which are

important criteria for a diagnostic application during Hajj and also in rural, famine and disaster area.

Conclusion The invention of Multiplex PCR Kit for Respiratory Bacteria may accelerate the detection of commonest

respiratory bacteria based on its simplicity, rapidity, sensitivity and specificity. The kit allows kit allows

simultaneous detection of K. pneumoniae, S. aureus, S. pneumoniae, P. aeruginosa, M. tuberculosis and H.

influenzae in a single tube reaction.

References Bellos, A., Mulholland, K., O'Brien, K. L., Qazi, S. A., Gayer, M. & Checchi, F. (2010). The burden of acute respiratory

infections in crisis-affected populations: a systematic review. Confl Health, 4, 3.

Bosch, A. A., Biesbroek, G., Trzcinski, K., Sanders, E. A. & Bogaert, D. (2013). Viral and bacterial interactions in the

upper respiratory tract. PLoS Pathog, 9(1), e1003057.

Cheng, H. R. & Jiang, N. (2006). Extremely rapid extraction of DNA from bacteria and yeasts. Biotechnol Lett, 28(1),

55-9.

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Dasaraju, P. V. & Liu, C. (1996). Infections of the Respiratory System.

Giraffa, G., Rossetti, L. & Neviani, E. (2000). An evaluation of chelex-based DNA purification protocols for the typing

of lactic acid bacteria. J Microbiol Methods, 42(2), 175-84.

Macfarlane, J. T., Finch, R. G. & Cotton, R. E. (1993). A Colour Atlas of Respiratory Infections. Vol. 12. London, UK:

Chapman & Hall.

Nweze, E., Ezute, S., Emeka Nweze, C., Ogbonna, C., Eze, C. & (2012). Bacteria etiological agents causing respiratory

tract infections in children and their resistance patterns to a panel of ten antibiotics. Asian Pacific Journal of Tropical

Disease, 2(1), 18-23.

WHO (2008). The global burden of disease: 2004 update, World Health Organization, Geneva.

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Chapter 61

HeritageGO!

Ameleya Muhammad Ghazali, Maisarah Mohd Nazary & Nur Ammalenna

Binti Ahmad Izam

Universiti Teknologi Mara (UiTM) Shah Alam

Abstract Heritage Trail has been established as an icon for history of the destination and the purpose of conserving the destination’s

heritage values. In line with the notion above, Malaysia is also taking this step to join the bandwagon of Heritage Trail.

Hence, this initiate innovation for HeritageGO!, a mobile application that utilize Augmented Reality (AR) technology

that guides user by virtually augmenting directions on roads through the smartphone camera. Furthermore, this app also

helps to enhance tourist’s quality experience while visiting and touring the Malaysian Heritage Walk. In addition, this

innovation project could bring echoed benefits towards nearby business entities through enhancing their visibility through

business advertisement while engaging users with new interactive and immersive content. In conjunction with

government initiatives towards sustainable tourism development, this app is hope to transform and revolutionize the way

heritage trails are being experienced, from passive to active participation and from static interpretative display to fun

immersive experience in response to the industrial digital revolution 4.0.

Introduction According to the Guidelines on Designing Heritage Trails, National Heritage Board Singapore (2004),

heritage trail is a chosen journey that brings the trail explorer to learn more about a country history, culture,

architecture, flora and fauna through visiting historical sites and buildings. In venturing through this journey,

heritage trail serves as a platform of storytelling of past life, history and culture of a destination towards

current individuals be it domestic or international travelers. Heritage trails around the world are mainly

focusing in preservation and conservation of culture and history of the past. Around the world in most major

countries, heritage trails are bound to exist for travellers to experience. In noting the mission of heritage trail

development around the world, Malaysia also joins the bandwagon of having their own in its major states and

cities such as Perak, Penang, Melaka, Johor, Sabah, and Kuala Lumpur. In fact, based on all the major states

mentioned, they are considerd as Malaysia’s top 13 walking tours and heritage trails for active explorers

(Fernandez, 2017) and among the most famous trail would be Kuala Lumpur heritage walk which consist of

four different walking tours including a night walk. One of the prominent trail even takes tourists to eleven

(11) historical sites located within the vicinity of Dataran Merdeka. These heritage trails can be experience

through self exploration with a map without a tour guide or even through a free walking tour group with a

tour guide.

Problem Statement

There are 13 Top Heritage Trails mainly in Kuala Lumpur, Perak, Penang, Johor, Melaka and Sabah.

However, there are some critics on Heritage Walk especially in Kuala Lumpur due to a lack of proper

pathways, direction and signage visibility. Thus, it gives negative impact which resulting tourist’s frustration

and reducing quality experience during the tour. Besides having to take the free walking tour, one explores

the trail through the aids of maps, guidebooks, designated pathways and visual signage along the trail. If lack

of attention were given towards these aiding facilities can lead to disruption of travelers’ experience of the

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heritage trail.

Frustration, anger and feeling lost might even make the travelers quit the trail halfway. Thus, in reality,

Kuala Lumpur Heritage Walk is also expose towards these experience disruption. Currently, the heritage walk

have received some critism regarding their lack of visual direction, proper pathways and signage visibility.

One can easily get lost along the trail and quit halfway through the journey. If this continue to happen, the

intention designated storytelling journey that needed to convey to the explorer is incomplete. Furthermore, it

was reported in TheStar newspaper, that a number of experts are disappointed to learn that efforts to create

heritage trails in the older part of Kuala Lumpur appear to be more of a streetscape project, instead of an

attempt to revive the historical sites’ forgotten beauty (Teng, 2012). Hence, this initiate innovation for

HeritageGO!

Product Objective

Currently, tourism in Malaysia does not extensively use the application of augmented reality compare to other

developed country like America, Berlin, China and etc. Therefore, HeritageGO! can kick start Malaysian

tourism towards the 4th industrialization of digital era. This project aims to create and develop a mobile

application that use augmented reality and guide users by virtually augmenting directions on roads that the

user sees through his camera. HeritageGO! will be an extended service for Heritage Walk in a form of

interpretive journey. User will be aided if lost through physical signage and guided back to the designated

trail without intertwine with other trails.

Furthermore, this app also helps to enhance tourist’s quality experience while visiting and touring the

Malaysian Heritage Walk. The app will also be equipped with interpretive reality which user can direct their

camera phone towards the historical buildings or architecture and experience an augmented visual

interpretation in a form of a video or visual imagery about the historical site. In a way, HeritageGO! is design

to make history storytelling from conventional to interactive. Fun learning from the tips of your finger of

mobile convenience.

Product Novelty

Augmented Reality (AR) implementation is spreading like wildfire throughout major developed countires

in par with the transition towards 4th industrialization of the digital era. Thus, HeritageGO! is widely influence

from the intergration funtions of multiple augmented and interpretive reality from different coutnries and at

the same time introducing it in Malaysia by being one of its first. Hence, it serves as a platform of integrating

multiple features and functions into one application for the user’s conviniece instead of having to go through

opening up many application to find information.

Product’s Benefits to Society

In addition, this innovation project could bring echoed benefits towards nearby business entities through

enhancing their visibility. HeritageGO! is inserted with extra features of which it can tell you all the nearby

restaurant, food stalls, accommodations, attractions and facilities along the heritage trail. As the user follows

the virtually augmenting trails, he can see through his camera all the nearby business entities through

notification bubbles that are along the trail. This features will be a delight especially for non-local travelers

visiting foreign vicinity. Moreover, it can increase the tourist spending power that directly increase tourist

receipt and local discretionary income.

Conclusion According to Malaysian Urban Conservation Initiatives (2010), interpretative media (signs) in town centres

are including signposts, display or information panels and plaques on buildings, supported by loose material

such as maps, guidebooks and leaflets. Although these conventional media have aid us in physical situation,

HeritageGO! is design to reducing of using these conventional media and moving forward towards Going

Green and eco-friendly. It gives people options for going digital savvy and being responsible travellers at the

same time.

As a result, it’s importance is in line with the government initiatives towards sustainable tourism

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development and at the same time educating nations towards Green society. Consequently, in the action of

reducing printing of conventional media, official bodies can hopefully turns and diverts financial resources

towards the actual preservation, restoration and environment cleanliness of historical sites along the Kuala

Lumpur Heritage Walk.

References Fernandez, K. (2017, Jan 11). 13 walking tours and heritage trails around Malaysia for active explorers. ExpatGo. Retrived

from http://www.expatgo.com/my/2017/01/11/walking-tours-around-malaysia

Malaysian Urban Conservation Initiatives (2010). Creation of Heritage Trail in the Historic Town of Taiping, Malaysia.

National Heritage Board (Public Education) (2004). Heritage Badge (Heritage Trails) Guidelines on Designing Heritage

Trails. Singapore : National Heritage Board.

Teng, Y.Y. (2012). Creating heritage trails should be more than just streetscape project. The Star. Retrieved from

https://www.thestar.com.my/news/community/2012/08/14/creating-heritage-trails-should-be-more-than-just-

streetscape-project/#wzYAoCwOvJlismiP.99

https://www.thestar.com.my/news/community/2012/08/14/creating-heritage-trails-should-be-more-than-just-streetscape-project/#wzYAoCwOvJlismiP.99

https://www.thestar.com.my/news/community/2012/08/14/creating-heritage-trails-should-be-more-than-just-streetscape-project/#wzYAoCwOvJlismiP.99

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Chapter 62

Innovation of Service and Operation of Islamic

Quality Standard (IQS) Hotel in Malaysia

Siti Zulaikha Binti Saddam, Nur Khairun Nisa Binti Ramlee, Fatin Nabila

Mohmad Nazir

Universiti Teknologi Mara (UiTM)

Abstract Demand for travelling by Muslims is growing in parallel with the expanding Muslim population worldwide.

The catchphrase Islamic tourism is commonly used to describe travel by Muslims for whom compliance with

religious observances when away from home is an important consideration. Among other labels are halal

tourism and Muslim-friendly tourism. Due to this, a lot of initiatives have been taken in its effort to attract

this group of tourists of such offering hotel facilities in accordance with the religious beliefs of the Muslim

tourists by introducing halal hotel in Malaysia.In order to enhance Halal propective in hotel industry, we have

come out with an idea to create an Innovation of Service and Operation of Islamic Quality Standard (IQS)

hotel in Malaysia as well as establish an attractive website specifically for Islamic Quality Standard (IQS) .In

line with this, we decided to choose Halal Hotel in Malaysia where they can develop their innovation through

room amenities specifically in hotel bedroom itself. The advantage that we gain from here is that, we would

like to create an innovation service through room amenities in Halal Hotel so that, the Muslim traveller will

feel excited to experience the service and eventually Halal Hotel are well acknowledged to hospitality

industry. In conclusion, we hope that our ideas in creating the Innovation of Service and Operation of Islamic

Quality Standard (IQS) hotel in Malaysia can facilitate toward customer demand especially for Muslim

Travellers and can contribute in hospitality industry.

Introduction

The highly competitive environment of the hospitality industry drives the search for new ways and elements

of efficient performance. One of the core trends in this sphere is the development and application of a variety

of innovations and new elements that can serve as a powerful impetus for the development of the hospitality

industry. Innovations of all kinds are essential for both the viability and competitiveness of hotel enterprises.

The systematic and ubiquitous use of innovations to ensure the growth of enterprise performance is now

recognized by a wide range of researchers and practicing managers (Dzhandzhugazova et al., 2015). On the

other hand, in the hospitality industry, contemporary organizations are facing increased social and economic

change, fluctuations in customer needs, increased competition among hotels, and technological innovations

that are occurring very rapidly. Innovation is the company’sreaction to a shifting business environment, and

continuous rejuvenation and adaptation is compulsory to stay in business. In line with this, Innovative

technologies in hospitality are an apparent change of their deliveryand it may be expressed as a new service

product or technology. Despite of that, innovative technologies in the hotel industry target the effective

satisfaction of the needs of consumers and the increase in the competitiveness of services organization.

Problem Statement Muslim customers are one of the fastest developing market segments and its needs cannot be ignored by

destination marketers and tourism operators (Battour& Ismail, 2014; Battour et al., 2014). In line with above

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notion, Muslim or halal hotels should be available in the destination or at least separated sections in hotels

where no alcohol beverages, no pork, Halal food are provided. Nowadays challenges, the growing tourism by

Muslims to non-Muslim countries lacking of highlights a need to observe the capacity and willingness of

hotel management to fully cater to Muslim needs.

Objective Proper standards drawn and fully equip by the hoteliers Muslim guest at any hotels and resorts will be very

comfortable with the Halal friendly services that inflicts a positive influence on the economy of Malaysia as

well. Hence, efforts have to be made in order to cater to the needs of Muslim travellers. Due to that, the

objective of the Innovation of Service and Operation of Islamic Quality Standard (IQS) is actually to create

an innovation service through room amenities in Halal Hotel so that, the Muslim traveller will feel excited to

experience the service and eventually Halal Hotel are well acknowledged to hospitality industry.

Novelty Islamic Quality Standard for Hotel is an initiative to take the management of hotel in Malaysia to another

level. By implying Islamic principles in this industry, it will increase the supports from Muslim-market around

the world especially for those who keen in finding accommodations with the best services and Shariah –

compliance at the same time. Not only serving the Muslim as the target market, it is another unique attraction

for the visitors to look up to us in standardizing the Muslim – friendly services to the customers. This will

find as convenience choice for the Muslim users to come up to hotels in Malaysia without having second

thoughts on the services in term of the rooms, services, food and beverages. It is also one step forward in

introducing the Islamic standard in Malaysia’s tourism industry or Islamic Tourism.

Benefits to the Society and Industry The implementation ofInnovation of Service and Operation of Islamic Quality Standard (IQS) Hotel in

Malaysia brought a lot of benefits to our industry and also to other users. Some of the benefits are such as

becoming a guide for the preparation of halal products and services nourished with Islamic values;

highlighting the human aspect; upholding stakeholders’ interests; becoming the benchmark for quality

management systems for products and services; continuous improvement, improving customer trust;

increasing market share; enhancing transparency; protecting workforce interests; and organisational image

enhancement. Other than that, the implementation of the IQS not only helped organisations improve their

management systems, but also enabled organizations to practice management systems that complied with

Shari’ah and Islamic obligations. Complying with Shari’ahobligations also led to many benefits for

organisations, such as receiving Allah’s blessings, market growth, increasing public trust, increasing the

confidence of Muslim customers, enhancing Islamic quality culture, and improving organizational

management as a whole. Based on the previous case study, it was revealed that the IQS implementation at

Malacca ZakahCenter had many positive effects, including making work procedures clear and robust, meeting

customer needs, developing quality in culture, promoting continuous improvement, as well as stimulating

work excellence, teamwork and time management. Other than that, many benefits accrued from IQS

implementation and these included simplifying tasks and work procedures, improving practices based on

Islamic values, promoting a friendly environment, enhancing the organisational image and becoming a

reference organization. Other benefits were improving the academic program, encouraging a culture of work

excellence, adherence to the Shari’ahcommandment, and enhancing administrative and academic staff

satisfaction.

References Battour, M., Ismail, M. N., Battor, M., &Awais, M. (2014). Islamic tourism: An empirical examination of travel

motivation and satisfaction in Malaysia. Current Issues in Tourism

Dzhandzhugazova, E.A. (2015). Innovative marketing mix of hotels: Seven sensual notes of hospitality. Russian Regions:

looking into the future, 3, 17–27.

Nor Zafir Md Salleh, (2014). The Practice of Shariah-Compliant Hotel in Malaysia, 26

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Chapter 63

e-Event Strategy: A Transformation of Conventional

Way of Conducting Events

Renukha Prelatha, Tarishini Visvalingam, Siti Nurain Binti Abdul Rahim

Polytechnic Ibrahim Sultan, Pasir Gudang, Johor Bahru, Malaysia

[email protected]

Abstract e-Event strategy is an innovation content product created to transform the conventional way of conducting events to more

creative web-based digital. Being used to conventional ways of conducting events, event management teams keep on

continuing the old version of event idea without realising the latest revolution of digital era. They are too comfortable

with the conventional way of conducting events without realising the flaws behind that. There are few flaws like lack of

good time management, inappropriate protocols, testing & errors could happens. To overcome this problem, e-Event

strategy content transform the conventional way of conducting events to a tremendous digital event. The purpose of this

innovation is to enhance fast track event in estimated time without any delay. e-Event promotes good time management,

less on-time manpower, well organised flow of an event and digital technologies. e-Event strategy content product will

impress the audience and create meaningful moments to the attendees. Some research declare that e-Event strategy boost

intensive benefits for audience and inspire them with the new digital technologies. This e-Event strategy content product

can produce inspiring event with current trend and creativity.

Keyword: ‘e-Event’, transformation, conventional, digital technologies.

Introduction Event is a planned public or social occasion. Event is an activity that is planned for a special purpose and

usually involves a lot of people, for example, a meeting, party, trade show, or conference.In this rapid growth

of digital world events are part of a booming industry that continues to grow domestically.

A conceptual e-Event strategies created for medium scope events as guideline provided for spurring

theoretical advancement, and assisting professional practice before held the event.

Technologies playing main role in developing better organized event.With almost daily technology

advancement globally in every facet of the business, organizations need to synchronize by adopting and

implementing new electronic commerce and technology in order to organize and transform events well.

E-event Strategy To reduce the flaws made in conventional event. (lack of good time management, inappropriate

protocols, testing & errors).

To introduce the latest trend of strategy concept to replace the conventional ways of conducting events.

To implement a fast track strategy by using any sources of digital product to conduct an event and

reflective conceptual idea to the event management team.

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Conclusion Our analysis suggests that the implementing e-event strategy transformation between digital technology

increased productivity in event management emerged well before conduct the conventional event. E- event

Strategy helps the organizers to follow the track with their own theme ideas to make the event spark reflective

conceptual idea.

References Gunn, C. A., Tourism Planning." Basics, Concepts, Cases. Taylor and Francis, Washington, DC, 1994.

Murphy, P. E., Tourism: A Community Approach. Methuen, London, 1985.

Glueck, W. F. and Jauch, L. R., Business Policy and Strategic Management. McGraw Hill, London, 1984.

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Chapter 64

Piper SkinFix

Hartini Yusofa, Mohamad Azlan Abd Majidb, Reena Leeba Richardb, Zarith

Nazirah Mohd Zakariaa & Shahrul Azam Abdullahc

aCentre of Medical Laboratory Technology, Faculty of Health Sciences, Universiti

Teknologi MARA, Puncak Alam Campus,

42300 Bandar Puncak Alam, Selangor, Malaysia. bDepartment of Parasitology, Faculty of Medicine, University of Malaya,

50603 Kuala Lumpur, Malaysia. cFaculty of Mechanical Engineering, Universiti Teknologi MARA,

40450 Shah Alam, Selangor, Malaysia.

Abstract Wound infection indicates the localized injury, excavation of the skin or underlying soft tissue in which pathogenic

organisms have been able to penetrate into the viable tissue that surrounds the wound area. The infection prompted our

body’s immune system, resulting in inflammation and tissue damage that leads to the decreasing rate during the healing

process. In addition to the emergence of multi-resistant organisms and harsh chemical content of numerous products

available in the market, natural wound care had been produced to promote healing using the local herb. The wound can

be safely and effectively treated using ‘Piper SkinFix’ consisting of gel and antiseptic spray. The main ingredient of the

products is derived from fresh leaves extract, known as Piper sarmentosum or ‘Kaduk’ which has the inhibitory effects

on bacteria and fungus. Besides its’ therapeutic properties, this herb is easily grown locally and has also been widely used

for traditional treatment. Laboratory data indicate the natural Piper sarmentosum was effective against a variety of

common pathogens such as Staphylococcus aureus, Pseudomonas aeruginosa, and Candida albicans. This natural-based

product will be a good alternative to more expensive, advanced wound products, hence, supporting the sustainable growth

of plant materials as a primary source of health care.

Introduction Infected wound literally refers to the localized injury, excavation of the skin or underlying soft tissue caused

by the invasion of pathogenic organisms. The organisms are able to penetrate into the viable tissues that

surround the wound area and led to infection. The affected area can eventually cause severe infection if it is

left untreated as the region may supply nutritious and favourable environment for microbial colonization and

proliferation (Mama et al., 2014) of various potentially pathogenic microorganisms (Dai et al., 2010). There

had been numerous studies documented on several microorganisms (i.e. bacteria, fungi, protozoa, virus) that

potentially invaded the wound site (Bowler et al., 2001; Cooper et al., 2003). Nonetheless, wound infection

prompted our body’s immune system, resulting in inflammation and tissue damage. This condition will

critically influence the healing process.

Besides, the infected wound can cause undesirable odour, pain, and inconvenience for the patient (Kotz et

al., 2009), while in other worst case scenario, can lead to death. The continuation usage of topical and

systemic antimicrobial agents for treatment had resulted in the emergence of antibiotic-resistant strains

(Mama et al., 2014) and coupled with increased costing as well as the decreased rate of new drug discovery

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(Cooper et al., 2002), had since become worse. Besides, the harsh chemicals contained in the drugs used for

treating wound infection had also become another factor of consumers in acquiring better alternative, hence,

natural wound care had been produced to promote healing, using our own local herbs. The wound can be

safely and effectively treated using ‘Piper SkinFix’ set consisting of gel and antiseptic spray. Piper

sarmentosum or locally known as ‘Kaduk’ was selected as the main ingredient for these products. Not only

the plant can be conveniently found in Malaysia (Ugusman et al., 2012), the plant has also been known for

its therapeutic properties that had been extensively used for wounds, osteoporosis, anti-inflammatory, anti-

nociceptive, and antioxidant (Zakaria et al., 2010), to name a few.

Content Fresh Piper sarmentosum leaves were collected and processed according to Vijayakumar (2012) and

Ayshwarya and Sudha Rameshwari (2015). Laboratory findings such as Antimicrobial Susceptibility Testing

(AST) and Minimum Inhibitory Concentration (MIC) tests had been employed to further proven the efficacy

of the crude extract (Syed Abd Rahman et al., 2016). The extract was effective against a variety of common

pathogens such as Staphylococcus aureus, Pseudomonas aeruginosa, and Candida albicans. Other works had

also documented similar findings (Masuda et al., 1991; Zaidan et al., 2005; Hussain et al., 2012; Panomket

et al., 2012). Furthermore, phytochemical compounds were performed to screen for the presence of glycoside,

flavonoids, terpenoids, alkaloids, and phenolics (Banu & Cathrine, 2015). Toxicity tests were also carried out

to determine active or toxic constituents such as potassium (K), magnesium (Mg), iron (Fe), aluminium (Al),

lead (Pb), calcium (Ca), zinc (Zn), arsenic (As), copper (Cu), manganese (Mn) and sodium (Na). The data

provide us with possible risks that can be harmful to humans (Ifeoma & Oluwakanyinsola, 2013). Besides,

the data also revealed that the leaves extract contained inhibitory effects on bacteria and fungus. A previous

report by Sanusi et al. (2017) reviewed that P. sarmentosum contained antibacterial and antifungal activities.

Moreover, the light-weight formulation of the gel and antiseptic spray permits smooth penetration onto the

skin and assisting in the healing process.

Conclusion ‘Piper SkinFix’ set has the potential to be used in wound treatment. Its effectiveness in eliminating possible

skin infections and cost-effective are essential and considered as an alternative approach. Nonetheless, further

studies can also be added as to provide additional insights into the plant’s beneficial values as well as

contributing to the sustainable growth of plant materials as the primary source of health care.

.

References Ayshwarya, M., & Sudha Rameshwari, K. (2015). Antimicrobial activity of the plant extracts of Brassica Oleracea Var.

Capitata Rubra. Journal of International Academic Research for Multidisciplinary, 3, 10.

Banu, S. K., & Cathine, L. (2015). General techniques involved in phytochemical analysis. International Journal of

Advanced Research in Chemical Science, 2(4), 25-32.

Bowler, P. G., Duerden, B. I., & Armstrong, D. G. (2001). Wound microbiology and associated approaches to wound

management. Clinical Microbiology Reviews, 14(2), 244-269.

Cooper, R. A., Molan, P. C., & Harding, K. G. (2002). The sensitivity to honey of Gram-positive cocci of clinical

significance isolated from wounds. Journal of Applied Microbiology, 93, 857-863.

Cooper, R., Kingsley, A., & White, R. (2003). Wound Infection and Microbiology. Medical Communications (UK) Ltd

for Johnson & Johnson Medical.

Dai, T., Huang, Y.-Y., Sharma, S. K., Hashmi, J. T., Kurup, D. B., & Hamblin, M. R. (2010). Topical antimicrobials for

burn wound infections. Recent Patents on Anti-Infective Drug Discovery, 5(2), 124-151. Retrieved from

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2935806/pdf/nihms232370.pdf

Hussain, K., Hashmi, F. K., Latif, A., Ismail, Z., & Sadikun, A. (2012). A review of the literature and latest advances in

research of Piper sarmentosum. Pharmaceutical Biology, 50, 1045-1052.

Ifeoma, O., & Oluwakanyinsola, S. (2013). Screening of herbal medicines for potential toxicities. In: Gowder, S. (Ed.),

New Insights into Toxicity and Drug Testing. doi: 10.5772/54493.

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Kotz, P., Fisher, J., McCluskey, P., Hartwell, S. D., & Dharma, H. (2009). Use of a new silver barrier dressing, ALLEVYN

Ag in exuding chronic wounds. International Wound Journal, 6(30), 186-194. Retrived from

https://www.researchgate.net/publication/26303064_Use_of_a_new_silver_barrier_dressing_ALLEVYN_Ag_in_ex

uding_chronic_wounds

Mama, M., Abdissa, A., & Sewunet, T. (2014). Antimicrobial susceptibility pattern of bacterial isolates from wound

infection and their sensitivity to alternative topical agents at Jimma University Specialized Hospital, South-West

Ethiopia. Annals of Clinical Microbiology and Antimicrobials, 13, 14. Retrieved from https://ann-

clinmicrob.biomedcentral.com/track/pdf/10.1186/1476-0711-13-14

Masuda, T., Inazumi, A., Yamada, Y., Padolina, W. G., Kikuzaki, H., & Nakatani, N. (1991). Antimicrobial

phenylpropanoids from Piper sarmentosum. Phytochemistry, 30, 3227-3228.

Panomket, P., Wanram, S., Srivorasmas, T., & Pongprom, N. (2012). Bioactivity of plant extracts against Burholderia

pseudomallei. Asian Biomedicine, 6(4), 619-623.

Sanusi, N. A., Umar, R. A., Zahary, M. N., Rohin, M. A. K., Pauzi, M. R., & Ismail, S. (2017). Chemical compositions

and antimicrobial properties of Piper sarmentosum – A review. IOSR Journal of Dental and Medical Sciences, 16(8),

62-65.

Syed Ab Rahman, S. F., Sijam, K., & Omar, D. (2016). Antibacterial activity of the crude extract of Piper sarmentosum

against Pseudomons fuscovaginae. International Journal of Applied Biology and Pharmaceutical Technology, 7(1),

67-72.

Ugusman, A., Zakaria, Z., Chua, K. H., Mohd Nordin, N. A. M., & Mahdy, Z. A. (2012). Flavonoids of Piper

sarmentosum and its cytoprotective effects against oxidative stress. EXCLI Journal, 11, 705-714.

Vijayakumar, A., Duraipandiyan, V., Jeyaraj, B., Agastian, P., Raj, M., & Ignacimuthu, S. (2012). Phytochemical analysis

and in vitro antimicrobial activity of Illicium griffithii Hook. F. & Thoms extracts. Asian Pacific Journal of Tropical

Disease, 2(3), 190-199.

Zaidan, M. R. S., Rain, N., Badrul, A. R., Adlin, A., Norazah, A., & Zakiah, I. (2005). In vitro screening of five local

medicinal plants for antibacterial activity using disc diffusion method. Tropical Biomedicine, 22, 165-170.

Zakaria, Z. A., Patahuddin, H., Mohamad, A. S., Israf, D. A., & Sulaiman, M. R. (2010). In vivo anti-nociceptive and

anti-inflammatory activities of the aqueous extract of the leaves of Piper sarmentosum. Journal of

Ethnopharmacology, 128, 42-48.

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Chapter 65

Piperish Care

Mohamad Azlan Abd Majida, Reena Leeba Richarda, Hartini Yusofb, Azizah

Munirah Ab Keram @ Ab Karemb & Shahrul Azam Abdullahc

aDepartment of Parasitology, Faculty of Medicine, University of Malaya,

50603 Kuala Lumpur, Malaysia. bCentre of Medical Laboratory Technology, Faculty of Health Sciences, Universiti

Teknologi MARA, Puncak Alam Campus,

42300 Bandar Puncak Alam, Selangor, Malaysia. cFaculty of Mechanical Engineering, Universiti Teknologi MARA,

40450 Shah Alam, Selangor, Malaysia.

Abstract Skin is known as our principal barrier against our surroundings, that includes diverse microbial invasion. Each year, there

are various current innovative methods to formulate products that are able to treat vast skin conditions. However, the

unsubstantiated claims made by skincare companies on the effectiveness and stability of their products are still

questionable, hence, consumers dealt with the dilemma on whether to opt for natural-based products or synthetic ones,

for their daily use. The emergence of harsh chemicals such as triclosan, that can cause long-term carcinogenic effects, is

one of the added reasons that persuaded customers to decide on purchasing alternative approach. The distressing concern

had necessitated us to formulate ‘Piperish Care’ set, comprised of body wash, hair shampoo, and deodorant. These

products contained natural ingredient obtained from ‘Kaduk’ leaves or scientifically known as ‘Piper sarmentosum’. The

leaves extract had been tested and results had revealed that the dual effects of antibacterial and antifungal are the key

components that will benefit the consumers. Besides, this set is deemed cost-effective and its formulation does not cause

further irritation, especially for those who have sensitive skin. The research findings can also provide a basic guideline

not only for the improvement of ‘Piper sarmentosum’ but also other potential plants. Therefore, ‘Piperish Care’ set is

suitable for daily use that is able to assist in eliminating microbial skin infections.

Introduction Human skin is the largest organ in the body and considered a principal barrier that protects us from our

surroundings, that includes diverse microbial invasion. In addition, skin consisted of epidermis, dermis and

subcutaneous layer (Kanitakis, 2002). Besides inhabiting normal flora, our skin is also regularly colonized by

opportunistic pathogens with Staphylococcus aureus being one of the most common species that can be

considered either commensal or can cause disease (Koziel & Potempa, 2013). However, Gram-negative

organism such as Pseudomonas aeruginosa, is responsible for cutaneous infections (Chiller et al., 2001).

Each year, there are various current innovative methods to formulate products that are able to treat vast skin

conditions. Due to the unsubstantiated claims made by skincare companies on the effectiveness and stability

of their products, consumers have to deal with the dilemma on whether to opt for natural-based products or

synthetic ones, especially for their daily use. The emergence of harsh chemicals such as triclosan, that can be

easily contained in our household and personal care products that had been widely known to form

disinfection-by-products (DBPs) that can cause long-term carcinogenic effects (Lygina et al., 2013). With the

increasing awareness on prolonged exposure to the harmful chemicals, customers had since decided on

purchasing alternative approach.

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The distressing concern had necessitated us to develop ‘Piperish Care’ set, that consisted of body wash,

hair shampoo, and deodorant. Piper sarmentosum (P. sarmentosum) was included as the principal ingredient

for this product. In addition, P. sarmentosum Roxb. belongs to the family Piperaceae (Chiang & Wong, 2014)

and can be easily grown in tropical and subtropical countries (Hussain et al., 2009). Due to the various

pharmacological activities such as antibacterial (Masuda et al., 1991), anti-termite (Chieng et al., 2008) and

antioxidant (Hutadilok et al., 2006), this plant has untapped the market potential for the natural-based product.

Content The leaves of the plant were collected and processed based on Syed Ab Rahman et al. (2016) using methanol-

based extraction. Then, the disc diffusion method was performed on three common pathogens that include

Staphylococcus aureus, Pseudomonas aeruginosa, and Candida albicans. The results were based on the

diameter of inhibition zone via measurement in millimeters (mm). Subsequently, Minimum Inhibitory

Concentration (MIC) tests had also been incorporated. The outcome was determined whether the wells

appeared clear or turbid through the microdilution broth method. The development process also involves the

screening of phytochemical properties based on the reaction of colour changes or precipitation by the reagents

(Banu & Cathrine, 2015). The tests had revealed the presence of glycoside, flavonoids, terpenoids, alkaloids,

and phenolics. Meanwhile, toxicity tests were also carried out to identify potential metals contained in the

extract. After several laboratory findings, the extract was then developed into body wash, hair shampoo, and

deodorant. The added ingredients were also derived from other natural fruits and plants. The product is also

deemed cost-effective and its formulation does not cause further irritation, especially for those who have

sensitive skin.

Conclusion In summary, ‘Piperish Care’ set is suitable for daily use as it is able to assist in eliminating potential microbial

skin infections, throughout the body. Customers can also contribute to the sustainable environment by

purchasing natural products as fewer chemicals are released into the surroundings. Nonetheless, the research

findings will provide a basic guideline not only for the improvement of ‘Piper sarmentosum’ but also other

potential plants.

References Banu, S. K., & Cathine, L. (2015). General techniques involved in phytochemical analysis. International Journal of

Advanced Research in Chemical Science, 2(4), 25-32.

Chiang, C. E., & Wong, S. (2014). Phytochemistry and pharmacology of three piper species: an update. International

Journal of Pharmacognosy, 1(9), 534-544.

Chieng, T. C., Assim, Z. B., & Fasihuddin, B. A. (2008). Toxicity and antitermite activities of the essential oils from

Piper sarmentosum. The Malaysian Journal of Analytical Sciences, 12(1), 234-239.

Chiller, K., Selkin, B. A., & Murakawa, G. J. (2001). Skin microflora and bacterial infections of the skin. Journal of

Investigative Dermatology Symposium Proceedings, 6(3), 170-174.

Hussain, K., Ismail, Z., Sadikun, A., & Ibrahim, P. (2010). Proximate and qualitative analysis of different parts of Piper

sarmentosum, and quantification of total amides in various extracts. Pharmacognosy Research, 1(3), 113-119.

Hutadilok, N. T., Chaiyamutti, P., Panthong, K., Mahabusarakam, W., & Rukachaisirikul, V. (2006). Antioxidant and

free radical scavenging activities of some plants used in Thai folk medicine. Pharmaceutical Biology, 44(3), 221-228.

Kanitakis, J. (2002). Anatomy, histology and immunohistochemistry of normal human skin. European Journal of

Dermatology, 12(4), 390-401.

Koziel, J., & Potempa, J. (2013). Protease-armed bacteria in the skin. Cell Tissue Research, 351, 325-337.

Lygina, O., Lyubchik, A., Neng, N., Sharipova, A., Issakhov, M., Nogueira, J., Fonseca, I., Aidarova, S., Bekturganova,

N., & Lyubchik, S. (2013). Review of current situation with Triclosan’s harmful disinfection by-products pathways

into environment. Journal “Scientific Israel-Technological Advantages”, 15(1), 49-64.

Masuda, T., Inazumi, A., Yamada, Y., Padolina, W. G., Kikuzaki, H., & Nakatani, N. (1991). Antimicrobial

phenylpropanoids from Piper sarmentosum. Phytochemistry, 30, 3227-3228.

Syed Ab Rahman, S. F., Sijam, K., & Omar, D. (2016). Antibacterial activity of the crude extract of Piper sarmentosum

against Pseudomons fuscovaginae. International Journal of Applied Biology and Pharmaceutical Technology, 7(1),

67-72.

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Chapter 66

MyEventDirect: A Tool for Sustainable

Practice in the Event Industry

Haifaa ‘Aisyah Harun, Nur Fatin Mohamad Fuad, Nur Iqlyma Mohd Saufi

& Hassnah Wee*

Faculty of Hotel & Tourism Management, Universiti Teknologi MARA, Selangor

Campus, 42300 Bandar PuncakAlam, Malaysia.

[email protected]

Abstract Event industry is one of the tourism sectors that comes under criticism due to environmental and social impacts. Even

though events make significant contribution to potential economic growth of tourism, the environmental issues have been

shown as crucial matters that the need to act sustainable has become more compelling for the industry and national

agenda.Mobile application can be one of the sustainable business practices for event industry. Mobile application is an

application software designed to operate on mobile device such as smartphone or tablets which helps users to get closer

to anything and more convenient as compare to laptop or desktop computer. In Malaysia, there are mobile applications

created for a specific event promotionbut not for all events in the country. Therefore, MyEventDirectmobile application

is created with special features of green event practices rating for all types of event held in Malaysia. This mobile

application can help to notify the users on the upcoming events that will be held in this country including festivals, sports,

entertainments, food and beverage, MICE, culture and more. MyEventDirect will be a tool to support the green event

initiative in terms of businesses and environment. This application can help the company to sustain the business by

reducing the cost of printing event promotional materials.The public can benefit from this application as it can easily

access the event information regardless of time limitation and rate the event sustainable practices using the MyEventDirect

apps. It also helps to sustain the environment as this application able to reduce the carbon footprint as well as the paper

usage.

Keywords: green event; tourism; mobile application; sustainable practice

Introduction

Events comprise all types of social occasion, which include festivals, sports, entertainments, food and

beverage, MICE, culture and more. Event is one of the component in the tourism industry. The event industry

is an important potential market in Malaysia that stimulates tourism development and promotes destination

in the country. Therefore, it is not a surprise in each year there are major and minor events being held both

for public and tourists as a way to increase the tourist arrivals in the country. According to Anonymous (2017)

stated that the event industry in Malaysia is expecting to generate more than 3.9 billion in gross national

income by 2020 and this industry brought in 29 million international visitors to the countryin 2016, of which

5.1% tourist arrivals were from business event visitors. The event industry also can contribute a wide range

of benefits of the economic and local community such as boost the economics of the destinations especially

in term of income generations and also create numerous job opportunities for the local. Business event

industry can lead to a job creation which offers 16,720 jobs and being seen as a catalyst for socio-economic

growth (Anonymous, 2017). However, there are also a drawback or negative impacts of organizing events as

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indicated by Ayob (n.d.). He stated that the negative impacts on the event tourism could affect the

environment, which lead to minimizing the efficiency of the sustainable tourism development concept.

Moreover, sustainability should not be looked at the environmental aspect only, but it also involves the

economic and sociocultural aspect. It actually refers to how well an event organizer had planned and

organized the events in order to be in a track of the sustainable stage.

Problem Statement

Research findings by Wee, Mahdzar, Hamid, Shariff, Chang, & Ismail (2017) revealed that event managers

in Malaysia positively support the implementation of sustainable business practices in organizing festive

events. However, environmental sustainability was the least practiced compared to those of economic and

socio-cultural in event tourism. The lack of support for environment sustainability may cause harm and bring

about negative effects on the environment. These negative effects include creating enormous ecological

footprints with the consumption of massive amount of energy, water, food and natural resources, as well as

simultaneously producing a large volume of waste and carbon emissions. Furthermore, a mobile application

that offers numerous services facilitating user involvement in outdoor events and enhancing personal

experience could make an event stand out from the stiff competition and attract more attendees

(Koukopoulos&Koukopoulos, 2017). Hence, developing mobile application for supporting the green event

initiatives is essential towards achieving the government goals in creating a more sustainable industry in the

country.

Objective

The popularity of events held in Malaysia plays an important role to attract the public and tourists to attend

events. This matters related to the marketing strategy of the event companies or organizers of promoting the

events to the public and also on what type of channel that the public can get the details information about the

events. Thus, an event application has been developed as a way to improve the marketing strategy of the event

companies towards the concept of green event management. Mobile application also parallels with the

advancement of technology as current business event also requires an innovative, interactive and sustainable

marketing strategy. This mobile application is able to helps the company to change the marketing strategy

towards green marketing which can help the company to sustain the business. Cvent (n.d.) reported that

leading event producers and corporate meeting planners expect to realize dramatic printing cost saving by

using mobile event apps by the year 2017.

The main objective of this application development is to create a green event tools for sustainability

approach towards green event management.This mobile application will help the event companies to sustain

the business, easy access to recent and trending events by users. It allows users to search and get information

about the event, notify users on the recent event activities, enable the users to mark the event date in event

calendar, encourage interaction between the users and also provide the rating features which enable the users

to rate the performance of the event organizers of the sustainable practices in terms of socio-cultural,

economic and environmental aspects.

Project Commercialization Potential

MyEventDirect has a good commercial value as it has numerous benefit both for the businesses and the users.

This application also act as a supporter for the green event practices. Green event also known as sustainable

event which requires the event organizer to minimize the negative environmental, economic and sociocultural

impacts arise from conducting the events. Hence, MyEventDirect application is an alternative tools to help

the event organizer to achieve those goals. This application helps the event organizers to promote events,

which encourages the changes in marketing strategy from the paper communications tools for the mobile

marketing. The paper communications tools for event promotions could lead to negative impact on

environment as people would throw away the flyers or brochure given to them. This issue would cause the

environmental pollution especially littering problem.

The operation of the eventcauses many environmental issues such as the volume of rubbish produced and

the need for disposal (Wee et al., 2017). Furthermore, Katzel (2007) added that the replacement of the paper

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communications tool for the electronic communication tool is related to the procurement process to start the

waste management system. The mobile marketing strategy can support the sustainability of the environment

as it helps to reduce the paper usage for the event promotion. Moreover, this strategy also related to the

economic sustainability as it helps the event organizers to sustain the business by reducing the operational

cost of the events. The event organizers can cut down the printing cost of the promotional materials as the

companies practice the green event management by replacing the marketing strategy with the mobile

marketing. The implementation of the sustainable business practicesprovidingmany benefits such as reducing

carbon footprints, enhancing social well-being, economic stability and helps the event companies to reduce

the expenditure as well as increase the profit of the company (Wee et al., 2017).

MyEventDirect has a great commercial value as it provides a feature of the green event rating system. This

feature allows the users or the events’ attendees to rate the performance of the event companies on their

sustainability practices of the green event. This feature acts as a measuring tool for the event companies to

evaluate their performance towards the green practices toward the environmental, economic and socio-

cultural aspects. Katzel (2007) stated that Sustainability Rating System can be utilized as a way to compare

events and gauge trends as well as act as a feedback mechanism that addressing gaps and challenges on an

episodic basis, which allows event manager to persistently enhance its performance. In brief, MyEventDirect

has a great potential value of commercialization because it provides the features of the event promotions and

also a rating system which could support the concept of green event that stimulate the sustainable business

practices in the event industry.

Design and Development Process

The proposed MyEventDirect mobile application development is an outcome of a research carried out by the

project advisor team. The paper entitled “Sustainable Event Tourism: Evidence of Practices and Outcomes

among Festival Organizer” was published in Advanced Science Letter by American Scientific Publisher,

which is a Scopus Index journal in November 2017. During the earlier the stage of MyEventDirect application

development, researchers doing an analysis assessment whereby it is to identify the objective of the

application, needs of integrating mobile technology and to analyze the readiness of event-goers skills of using

technology. A research for the issue and problem of the current mobile application is also necessary. In the

second stage of development, the researchers provide a blueprint for mobile-event application according to

the objective, content structure, sustainable strategy and usability of the apps.

The next stage is to create the mobile-event prototype based on the design of menus, notification, event

detail, and rating features for the event performance. Then, the fourth stage are the phase for implementation.

At this stage, the application’s prototype of all the significant elements and items were included in the

application with the help of authoring tools. Lastly, the researchers evaluate the materials through the

application of the apps by the event companies in sustaining their business and rating feedback from the

event-goers.

Novelty and Benefits of MyEventDirect Apps

MyEventDirect is the first mobile application for event industry that equipped with green event rating feature.

It provides a broad range of information referring to all events that will be held in Malaysia. It is proposed

that the existence of this mobile application can help to inform the users on the upcoming events that will be

held in this country including, MICE, food and beverage, festivals, culture, entertainments, sports and more.

In addition, MyEventDirect can be a mechanism to support the sustainability approach to environment and

business. This is because, by lessen the cost for printing the flyers, banners and brochures in order to advertise

the events traditionally as the company is able to apply the mobile marketing. Thus, MyEventDirect can help

the company sustain their business. This mobile application also helps to reduce the paper usage for printings

as well as the carbon footprint so that it results in sustaining the environment. Public and tourists can benefit

from this application to browse events information, sharing event activities and contribute to assess the

implementation of green event practices by event organizers.

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Feasibility Study

A feasibility study is carried out to determine the potential for MyEventDirect application usability and

features. The respondents aregeneral public whom invited to fill up the questionnaire using mobile

application. The identification of respondent is based on convenience sampling method. Notification is sent

using WhatsApp mobile application for 500 respondents.The researchers estimated to receive a sampling size

of 384 (Krejci& Morgan, 1970). The respondents are given two weeks to fill up the online questionnaire. The

data will be analyzed using descriptive analysis. The results of the survey are expected to obtain a positive

support from the respondents. The outcome of this survey will be used to enhance the prototype features so

it is ready for commercialization.

Conclusion

MyEventDirectmobile application provides a wide range of information on numerous of events that will be

held daily in Malaysia. It will be a mechanism to support the green event initiative in terms of environment

and businesses sustainable practices. Not only the users will get a benefit of this application but the event’s

organizer also will gain better benefit of their business outcome and reputation. MyEventDirectcontributes to

help the company to sustain their business by reducing the cost of printing, lessen the paper usage and support

the government initiative to stimulate green technology application for the industry. In addition, this mobile

application will attract more local and international tourist to explore various kinds of events in Malaysia thus

enhance the image of green event tourism industry in the future.The prototype of this mobile application has

been registered for the Intellectual Protection (IP) and once it is ready for commercialization, the application

for patenting registration will proceed.

References Anonymous. (2017, September 11). Business events industry to produce more than RM3.9 billion in GNI. The Star

Online. Retrieved from https://www.thestar.com.my/business/business-news/2017/09/11/business-events-industry-

to-produce-more-than-rm3pt9bil-in-gni/

Ayob, N. (n.d.). An analysis of event tourism in Malaysia. ASEAN Journal on Hospitality and Tourism, 2, pp. 92-102.

Cvent. (n.d.). The momentum of mobile event apps. CrowdCompass: Event Marketing Institute.

Katzel, C.T. (2007). Event greening: is this concept providing a serious platform for sustainability best practices? Master

of Philosophy Development Planning Sustainable Development: University of Stellenbosch.

Koukopoulos, Z., &Koukopoulos, D. (2017). Smart Dissemination and Exploitation Mobile Services for Carnival Events,

presented at: The 14th International Conference on Mobile Systems and Pervasive Computing (MobiSPC 2017),

Leuven, Belgium, 2017. Belgium, BE: Elsevier B.V.

Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological

Measurement, 30, 607-610.

Wee, H., Mahdzar, M., Hamid, Z. A., Shariff, F. M., Chang, F.,& Ismail, W. N. H. M. (2017). Sustainable Event Tourism:

Evidence of Practices and Outcomes among Festival Organizer. Advanced Science Letters, 23(8), pp. 7719-7722.

https://www.thestar.com.my/business/business-news/2017/09/11/business-events-industry-to-produce-more-than-rm3pt9bil-in-gni/

https://www.thestar.com.my/business/business-news/2017/09/11/business-events-industry-to-produce-more-than-rm3pt9bil-in-gni/

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Chapter 67

Gearth (Travel Trash Bag)

Wan Azhar Yusof, Farhan Akma Nordin & Nor’Ain Othman

Universiti Teknologi MARA Shah Alam

Abstract Tourism’s total contribution to the global economy in 2016 was around 7.61 trillion U.S. dollars, so it is normal for global

leaders to do heavily promotion on tourism at their own countries. Unfortunately, the United Nations Environment

Programme (UNEP) estimates that 4.8 million tons, of all solid waste is produced each year solely by tourists. It worsens

by tourist’s lack of familiarity with differing waste systems, lead to improper waste disposal. The idea is based on

experience of the residents and traveller in Korea, Japan and Hong Kong. Most of the traveller found it is difficult to find

a rubbish bin in public, especially in a rural area which lead them to do littering. To overcome these problems, compact

trash bags were invented. It easily can be keep or hang on bag, to help everyone especially tourist to keep their trash

before finding any rubbish bin for a proper waste disposal. Previously, individual with environmental concern will bring

plastic bags to keep the trash in their bag. However, there is risk of leakage from wet trash such as beverage can that they

consume throughout the travel. The material is washable and re-useable. Therefore it could reduce the usage of plastic

bag, and give a brighter future for our environment. The design was easy to use, and the price is reasonable to make

everyone afford to have one. Hopefully this product was able to encourage us to have a good habit and make us become

more responsible to our earth.

Introduction It takes approximately 450 years for plastic beverage bottles and disposable diapers to decompose into the

environment. Furthermore, once the plastic in the water, it never be fully biodegrades. However, it breaks

down into smaller pieces, eventually being dubbed as "microplastic" something that is less than 5mm long

and still able to cause problems for marine life (Department of Environmental Service, 2017). Based on

aforementioned information, it is clearly showing the devastating effect of using plastic. It is difficult to

decompose into environment and worse when it unable to decompose if been thrown into the water. Therefore,

it is crucial to gather up all plastic waste through a proper waste disposal, to ensure effort of recycling the

plastic into new product is successful. United Nations Environment Programme (UNEP) estimates that 4.8

million tons, of all solid waste was produced each year solely by tourists. Therefore, littering should be

avoided as it only worsens the situation. Littering is becoming a serious issue especially in tourist areas such

as at the coastline area, which damage can be on both local landscape and the marine environment (McDowall,

2016). Recently, The President of Philippine Rodrigo Duterte has announced to shut down the Boracay Island

for 6 months starting from 26 April 2018. It is due to some businesses dumped untreated sewage directly to

the sea and also due to increasing of piles or trash at the hillside of the island (Mail Online, 2018). It was

resulted from the bad behavior of human that irresponsible toward environment. A research done by

environmental consultancy Eunomia Research & Consulting revealed that over 80 per cent of the 12.2 million

tons of plastic that entering the sea every year comes from land-based sources, with litter like drinks bottles

and other packaging being the largest contributor. In addition, Based on the UNEP approximation that

European tourists generating waste about 1 kilogram per person per day, and Americans generate up to 2

kilogram per person per day (McDowall, 2016). This enormous amount of waste generated by tourist can be

worsening if it is not dispose properly. In addition, tourist lack of familiarity with differing waste systems

will lead to littering. In most countries throwing rubbish would mean the end of unwanted item, however in

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Japan there is rules that need to be followed when throwing rubbish. It is important to separate the trash into

several categories. Commonly Japan has four type of waste for separation; it was combustible, incombustible,

oversized trash, bottles and cans. By this systematic and precise trash separation, some tourist might get

confused and needed some time to adapt to these changes. In addition, it was hard to locate a rubbish bin in

public. Most of the times it can be found in front of convenience stores (Japan Info, 2015). To overcome these

problems, Gearth compact trash bags were invented.

Content The letter ‘G’ in Gearth stand for ‘Green’ and it merge with the word ‘Earth’. The brand name itself was

representing inventors aim to keep the earth green for our future generation. Gearth bag offered ease of used

for user, as it comes in compact size to makes it easier to kept or hang on bags. Therefore, it help everyone

especially tourist to keep their trash before finding any rubbish bin for a proper waste disposal. Previously,

individual with environmental concern will bring plastic bags to keep the trash in their bag. However, there

is risk of leakage from wet trash such as beverage can that they consume throughout the travel. Furthermore,

each year 1 trillion plastic bags are consumed worldwide. That’s nearly two million plastic bags used per

minute (Earth Policy Institute, 2014). Therefore, Gearth bag are made from washable and re-useable material

in order to reduce the usage of single-use plastic bags for a brighter future of our environment. It also comes

with unique feature which are compartments for tissue and hand sanitizer dispenser. These compartments are

detachable for easy cleaning purposes. The thought in having tissue and hand sanitizer is to help user to clean

their hand after handling the waste. Therefore, Gearth bag is not only a product that eco-friendly, but also

user-friendly. Features such as zipper at the upper part and side of the bag are to help the user to easily open

for inserting and throwing the waste. Other than that, selection of material for this product was taken seriously

by the inventors. Gearth bag were using canvas materials which are water resistant and weather resistant.

Therefore, it is easy to clean and the colour of the bag is not faded due to frequent weather exposure. Most

important thing, the material used is durable and not easily can be torn by sharp trash such as crushed

aluminium can which mostly happen on plastic bag. The product come with a reasonable price to allowed

large number of consumers in the market to benefit from this bag. It is optimistically that more people will

use Gearth bag to prevent littering, by keeping their trash before could disposing it at the right place.

Conclusion The invention of Gearth bag is to become a product that helps user specifically tourist, to avoid littering due

to difficulties to find public rubbish bin around them. This eco-friendly bag also will help to decrease the use

of plastic bag that will only use once. This product also offer a consumer-friendly experience as the bag is

easy to carry, washable, and have compartment for tissue and hand sanitizer dispenser. As a conclusion, it is

the hope of the inventors that this innovation could benefit to society especially tourist to manage the waste

disposal properly. Indirectly it will help our environment especially marine species who have long suffered,

due to our bad habit of littering.

References Department of Environmental Service. (2017). Approximate Time it Takes for Garbage to Decompose in the

Environment. Retrieved April 25, 2018, from New Hempshire Department of Environmental Service:

https://www.des.nh.gov/organization/divisions/water/wmb/coastal/trash/documents/marine_debris.pdf

Earth Policy Institute. (2014, October 16). Plastic Bags Fact Sheet. Retrieved from https://www.earth-

policy.org/press_room/C68/plastic_bags_fact_sheet

Japan Info. (2015, June 2). A Guide to Trash and Garbage Disposal in Japan. Retrieved April 3, 2018, from

http://jpninfo.com/9826

Mail Online . (2018, April 5). Philippines to close tourist hotspot Boracay island to tourists for SIX MONTHS after idyllic

white-sand resort turns into a 'CESSPOOL'. Retrieved from http://www.dailymail.co.uk/travel/travel_news/article-

5580459/Philippines-close-Boracay-island-tourists-six-months.html

McDowall, J. (2016, August 22). Managing Waste In Tourist Cities. Retrieved April 5, 2018, from RESOURCE:

https://resource.co/article/managing-waste-tourist-cities-11319

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Chapter 68

Development of an Interactive Dental Education

Play-Book for Special Needs Children

Budi Aslinie Md Sabri, Nor Faezah Md Bohari, Noor Nazahiah Bakri,

Nawwal Alwani Md Radzi, Norashikin Yusof.

Faculty of Dentistry Universiti Teknologi MARA, Sungai Buloh Campus,

47000 Sungai Buloh, Selangor

Abstract Introduction: Special needs children are those afflicted with any of various difficulties such as a physical,

emotional, behavioral, or learning disabilities that causes individual to require additional or specialized

services or accommodation. Objectives: The purpose of this project is to create a tool to improve dentist

patient communication amongst special needs children and to educate special needs children on how to

maintain good oral hygiene. It also aims to create an exciting and fun learning process for special needs

children. This invention is an innovation of the ‘Show-Tell-Do concept in the form of a ; See-Touch-Do

interactive sensory book, created to show basic dental procedures as well as providing hands-on practical to

the special needs patients in an interesting, attractive and interactive manner. Benefit to society:This

innovation will benefit special needs children by serving as a communications tool between patient and

clinician and potentially improving the provision of knowledge and understanding of basic dental procedures.

Moreover, it is also provides a conducive learning environment and may reduce fear and anxiety amongst

special needs children in relations to dentistry. It will also promote more focus and attention through an

interactive and attractive way of learning as well as helping special needs patients to maintain a “just right”

level of alertness. Novelty: There has been no comprehensive show-tell-do book for dental treatment for

special needs patients in the current market. See-Touch-do book covers all basic aspects such as oral hygiene

instruction, tooth brushing technique, flossing, restoration and scaling in a very attractive manner.

Introduction About 15.6% of the world’s population experience some degree of disability which range from physical,

emotional, behavioral, or intellectual disabilities (1). They may require additional or specialized services and

accommodation to cater to their basic needs. Children with special health care needs is the current descriptor

used to characterize children who have--or are at increased risk for--a chronic physical, developmental,

behavioral, or emotional condition and who also require health and related services of a type or amount

beyond that required by children generally. It has been reported that these special needs children demonstrate

poorer oral health status, high prevalence of oral diseases and low dental attendance (2-4) . Low availability

of dentists trained to treat children with special health care needs and lack of awareness of the oral health

issues surrounding these patients are some of the contributing factors to the limited access to oral healthcare

which in turn contributes to poorer oral health outcomes of this population (5).

Intellectual disability in particular can be defined as a type of disability affecting this special needs

population that is characterized by significant limitations both in intellectual functioning (reasoning, learning,

problem solving) and in adaptive behavior. It affects a child’s intellectual capabilities which includes a range

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of everyday social and practical skills. Autism spectrum disorder is an example of intellectual disability which

impair the children’s verbal and nonverbal communication. The individual’s lack of capability to perform

basic rituals such as combing their hair or toothbrushing as part of taking care of themselves results in the

negligence of their self-care including their oral related self care. To make matter’s worse, fear and anxiety

in relation to dentistry which may be amplified in this population may also serve as a further barrier in any

health care seeking efforts. Therefore, any effort to improve this populations oral health outcomes and oral

health related quality of life must aim to enhance their understanding by providing a conducive learning

environment and reduce their anxiety towards dental procedure might be beneficial to address the oral health

needs of this population.

Concept “Tell-Show-Do” is a technique introduced by Harold Addleston to improve children understanding and to

address their curiosities regarding dental procedures. Its aims to alleviate fear among children in the dental

setting hence to improve compliance and cooperation during dental procedures. This project is conceptualized

based on this established method with a twist of innovation where instead of the traditional method where

dentists would demonstrate and explain to patients about their conditions at chairside by drawing diagrams

or using actual instruments which might still be intimidating especially to a special needs children, this project

employs the ‘Tell-Show Do concept in a more acceptable, less intimidating and interesting manner through

the development of an interactive ‘Show-Tell-Do’ book.

This ‘Show-Tell-Do’ book is an interactive oral health care education tool designed to facilitate dentist–

patient communication especially amongst special needs children especially those with Autism Spectrum

Disorder. This book is targeted for use by dental nurses or dentists as a communications tool whereby the

practitioner can teach basic oral hygiene procedures such as brushing and flossing using the book. The

clinician may also demonstrate or show and tell about the planned procedure such as scaling or filling to

patients to prepare patients with what to expect next. Rapport between clinician and patient can also be

improved through the process of engaging the children to explore the many features of the book.

This book applies the three basic communication strategies in dealing with Autism Spectrum Disorder

children which are; the use of child directed strategies; building on the child’s strength and allowing the

child to make choices.(6)

The use of child directed strategies is applied throught this book where it allows the clinician to

observe at which level the child prefers to interact and what interests the child. For example if the child is

intrigued by using the toy toothbrush to brush along the three dimensional felt lined teeth then the clinician

Fig. 1. Image of the ‘Let’s do check up ‘ page with a 3D

representation of the oral cavity

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252


can go along to build on this natural inclination to engage the child to continue to communicate by also

mirroring this style of play. (6)

This book also supports building the child’s strength strategy where this book allows clinicians to gear

intervention towards those that the child has already demonstrated interest in. The simple written instructions

in the book such as ‘Let’s clean your teeth’ will also appeal to those with Autism Spectrum disorder who are

more inclined to written instructions as opposed to purely verbal instructions. (6)

The features of the book which allows the child to show where he or she is experiencing pain, how they

are feeling today (as shown in figure 3) supports the strategy of allowing the child to make choices which

facilitates expressive communication and social interaction.

These strategies provide the basis for a successful tool which can improve clinician-child communication,

increase rapport which will ultimately result in better care provision and improved oral health outcomes for

this population.(6)

Our target market include: all students and practitioners in dental and other healthcare fields, special education

teachers and trainee, caregivers and other individuals who are involved with assisting the special needs

children in either practicing self care for oral health or provision of treatment.

Conclusion The See-Touch-do book covers all relevant aspects of oral health care for the special needs children in an

approach that makes it a valuable tool in improving clinician-child communication, which will ultimately

result in better care provision and improved oral health outcomes for this population.

Fig.2. Image of the ‘Lets clean your teeth’ page’ with a collection of dental

hygiene aids and teeth with zap on plaque and food debri to simulate the

effects of brushing and flossing.

Fig.3. Images of some of the pages of the book

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References Officer A, Posarac A. (2011). World report on disability. Malta: World Health Organization & The World Bank. .

Oredugba F.A, Akindayomi Y.(2008) Oral health status and treatment needs of children and young adults attending a day

centre for individuals with special health care needs. BMC oral health. Dec;8(1):30.

Altun C, Guven G, Akgun O.M, Akkurt M.D, Basak F, Akbulut E. (2010) Oral health status of disabled individuals

attending special schools. European journal of dentistry. Oct;4(4):361.

Mehta A, Gupta R, Mansoob S, Mansoori S.(2015) Assessment of oral health status of children with special needs in

Delhi, India. RSBO. Jul 1;12(3):244-51.

Vozza I, Cavallè E, Corridore D, Ripari F, Spota A, Brugnoletti O, Guerra F(2015). Preventive strategies in oral health

for special needs patients. Annali di stomatologia. Jul;6(3-4):96. Caruso, D. S., & Caruso, A. J. (1998). Children With Autism Spectrum Disorder: Strategies for Communication

intervention. Contemporary Issues in Communication Science and Disorders, 25, 32-38.

"GROWING CREATIVE AND

INNOVATIVE SOLUTION"

Innovation for Sustainable Growth, Series 1 is a compilation book to specially present selected essays of creative and innovative products that have entered International Invention & Innovative Competition (InIIC) Series 1/2018 organised by MNNF Network, on 12 May 2018 at Kuala Lumpur. The organiser has called the participants to submit their essay in order to document their creative and innovative products in this book. The contribution of essays from the participants is highly appreciated. This documentation with images and illustrations is significantly important in aiding readers to understand how their creative & innovative products have been developed. This book is practical for everyone in several ways. It is handy to review the work of other participants. It will also be beneficial as a reference to sparkle ideas in order to become more creative and innovative in designing new products.

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