Development of English Language Camp Module: Reception and Perception of Asnaf Pupils in Malaysia
DOI:
https://doi.org/10.7187/GJAT122018-3Keywords:
Language Camp Module, English as a Second Language, Language Proficiency, Asnaf-PupilsAbstract
The Asnaf-community in Malaysia, the financially underprivileged group of the Muslim society and thus the recipients of the zakat, typically represents the poor and the needy. Many of them are uneducated and therefore have limited knowledge to teach their children. Being poor, they could not afford to provide tuition classes for their children. This often resulted in their children having low academic achievement in school, particularly in the study of English as a second language. Some of these parents resort to sending their children to charity homes so that they could be looked after by more capable adults, and also be taught in the learning of English as a second language. A language camp module was developed to facilitate the children of a charity home in Selangor in building their confidence and motivation to learn English. It is important however that the module be evaluated. The aim of this study is to understand the reception and perception of the Asnaf-children towards the English Language Camp Module. This qualitative case study was conducted on 12 Asnaf-pupils. Focus group interviews were conducted to obtain their perception. The main results indicate that the language camp module has enhanced the students’ motivation in learning English and developed their confidence in speaking the language. Such a module therefore seems suitable not just for students who wish to improve on their language proficiency, but also for schools in the development of their school curriculum. The main implication of this study is that the language camp module could provide a step-by-step guidance to any English language camp facilitator in carrying out language activities in other similar contexts aimed at increasing language proficiency level.
References
Abd Hamid, S. R; Syed Hassan, S.S; Ismail, N. A. H. (2012). “Teaching Quality and Performance among Experienced Teachers in Malaysia”. Australian Journal of Teacher Education 37(11).
Ab Rahman, A., Alias, M. H., & Omar, S. M. N. S. (2012). “Zakat Institution in Malaysia: Problems and Issues”. Global Journal of Al- Thalaqah 2(1): 35-42.
Aldoobie, N. (2015). “ADDIE Model”. American International Journal of Contemporary Research, 5(6), 68-72.
Allen, I. E., & Seaman, J. (2006). “Growing by Degrees: Online Education in the United States”, Sloan Consortium (NJ1).
Aziz, J. A., Mohamad, M., Shah, P. M., & Din, R. (2016). “Differential Item Functioning in the Online Learning Instrument (EPFun)”. Creative Education, 7(01), 180.
Azwin Arif, A., Rahim, A., Nor Yazi, K., Mohammad Radzi, M., Supyan, H., & Mohamed Amin, E. (2013). “The Influence of Demographics on Mobile Learning Readiness: Science versus Social Science Undergraduates”. Mobile Learning: Malaysian Initiatives & Research Findings. Centre for Academic Advancement, Universiti K e b a n g s a a n Malaysia & Department of Higher Education, Ministry of Higher Education.
Baecher, L., Farnsworth, T., & Ediger, A. (2014). “The Challenges of Planning Language Objectives in Content-Based ESL Instruction”. Language Teaching Research, 18(1), 118-136.
Cheung, L. (2016). “Using the ADDIE model of instructional design to teach chest radiograph interpretation”. Journal of Biomedical Education.
Derrick, J., Gawn, J., & Ecclestone, K. (2008). “Evaluating the ‘spirit’and ‘letter’of formative assessment in the learning cultures of part‐time adult literacy and numeracy classes”. Research in Post‐Compulsory Education, 13(2), 173-184.
Hoff-Ginsberg, E. (1998). “The relation of birth order and socioeconomic status to children’s language experience and language development”. Applied Psycholinguistics, 19(4), 603-629.
Hyett, N., Kenny, A., & Dickson-Swift, V. (2014). “Methodology or method? A critical review of qualitative case study reports”. International Journal of Qualitative Studies on Health and Well-Being, 9(1), 23606.
Forest, E. (2014). “The ADDIE model: instructional design”. 2014. Acesso em, 19(03).
Gayton, A. (2010). “Socioeconomic status and language-learning motivation: To what extent does the former influence the latter”. Scottish Languages Review, 22, 17-28.
Jantmary, T., & Melor, M. Y. (2014). “Status of English in Malaysia”. Asian Social Science, 10(14), 254-260.
Kieffer, M. J. (2010). “Socioeconomic status, English proficiency, and late-emerging reading difficulties”. Educational Researcher, 39(6), 484-486.
Krashen, S. (1977). “The monitor model for adult second language performance”. Viewpoints on English as a second language, 152-161.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Addison-Wesley Longman Ltd.
Lincoln, Y. S., & Guba, E. G. (1985). “Naturalistic inquiry”. 75. Sage.
Lubis, M. A., & Latif, K. A. A. (2013). “Development and Evaluation of Multimedia Software for the Communicative Arabic Implementation of the J-QAF Program in Primary Schools”. Global Journal Al-Thaqafah, 3(2), 15-22.
Lubis, M., Yaacob, N. I., Omar, Y., Dahlan, A., & Rahman, A. (2011, April). “Enhancement of zakat distribution management system: case study in Malaysia”. In International Management Conference 2011 Proceedings (pp. 1-10). University Sultan Zainal Abidin.
M. Najib, J., Kirembwe, R. A., Zainur Rijal, A. R., & Lubna, A. R. (2014). “Sikap Dan Motivasi Pelajar IPT terhadap Modul Pengajaran Bahasa Arab Pelancongan”. Global Journal Al- Thaqafah, 4(2), 81-89.
Merriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. Revised and Expanded from Case Study Research in Education. Jossey-Bass Publishers, San Francisco.
Mohamad, M., & Shaharuddin, S. (2014). “Online forum discussion to promote a sense of learning community among the group members”. International Education Studies, 7(13), 61.
Moody, J. A., Smith, J. D., & Ragan, B. W. (2005). “Critical shear stress for erosion of cohesive soils subjected to temperatures typical of wildfires”. Journal of Geophysical Research: Earth Surface, 110(F1).
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Shaaruddin, J. & Mohamad, M. 2017. “Identifying the effectiveness of active learning strategies and benefits in curriculum and pedagogy course for undergraduate TESL students”. Creative Education. 8 (14).
Sinnappan, G. S., Siraj, S., Alias, N., Hussin, Z., & Hamdan, M. F. (2014). “Development of a basic reading module for primary indigenous at urban areas in Malaysia”. Life Science Journal, 11(11).
Sirin, S. R. (2005). “Socioeconomic status and academic achievement: a meta-analytic review of research”. Review of Educational Research, 75(3), 417-453.
Spahiu, I. (2013). “Using native language in the ESL classroom”. International Journal of English Language & Translation Studies, 1(2), 243.
Williams, D. R., Priest, N., & Anderson, N. B. (2016). “Understanding associations among race, socioeconomic status, and health: Patterns and prospects”. Health Psychology, 35(4), 407.
White, K. R. (1982). “The relation between socioeconomic status and academic achievement”. Psychological Bulletin, 91(3), 461.
Yunus M, Salehi H, Nordin N. (2012). “ESL pre-service teachers’ perceptions of the use of paragraph punch in teaching writing”. English Language Teaching 5(10):1453–1467
GJAT provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.
