0

Modern Technology in
Language, Linguistics &
Social Sciences

Chief Editor
K. Muniisvaran

Editors
S. Malarvizhi
P. Thanalachime
P. Kartheges
P. T. Kingston

Tamil Linguistics Association, Malaysia

1
BIBLIOGRAPHICAL DATA

Title of the Book: Modern Technology in Language, Linguistics & Social

Sciences
Chief Editor: K. Muniisvaran
Editors: S. Malarvizhi
P. Thanalachime
P. Kartheges
P. T. Kingston
Publisher: Persatuan Linguistik Bahasa Tamil, Malaysia
Language: English
Edition: First
Year of Publication: 2017
Size of the book: B5
Price: RM30
Subject: Language, Linguistics & Social Sciences
Website: talias.org
Copyright holder: Tamil Linguistics Association, Malaysia
ISBN:

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

retrieval system, or transmitted in any form or by any means, electronic
mechanical, photocopying, recording or otherwise, without the prior written
permission of the copyright holder.

2
 Introduction

Modern Technology in Language, Linguistics & Social Sciences:

Think-Tank of Global Views

I am pleased to introduce our readers to the special articles collection on Modern

Technology in Language, Linguistics & Social Sciences.

Tamil communities living in different parts of the globe as well as other interested
in learning language and acquiring knowledge of technology, history, art and
culture. This collection brings a global and multilingual outlook from language
revitalization and maintenance to attitudes and motivation teaching – learning
process. This book also approaches both educational context and language
applications out of school settings. From my point of view, I hope that this book
will come as source of ideas and thoughts to inspire questions in readers mind.

The first article in this book with the perspective higher order thinking skills
(HOTS) which is concept of education reform based on learning mother tongue
according to Bloom’s taxonomy and the relationship with emotional intelligence
among Malaysian Tamil teenagers that require more cognitive processing than
others, but also have more generalized benefits. The author highlighted the
urgency of both importance of mother tongue and intelligence of teenagers that
foster their presence in educational setting.

The next article exemplify ‘Robot Assisted Language Teaching in Classroom’

based on computer- assisted language testing (CALT). This study employs
computer applications especially robot for eliciting and evaluating performance
of language use in classroom. Three main motives for using technology in
language testing are efficiency, equivalence and innovation. Technological

3
advances and innovative measurement models will move this field forward for
true transformation of technology-enhanced language assessment to occur.

The third and fourth articles in this special book move towards stylistics field.
The first stylistics study is based on ‘Rhetorical Structures and Persuasive
Principles used in Malaysian Online Advertisements’, and the second is
‘Language Choice Pattern of Tamil Youths in Gombak’. Stylistics is a discipline
that studies the way in which language is used or the studies the styles of
language in use. It is the branch of linguistics which applies the theory of modern
linguistics to the study of style. In this two articles they does not reflect the views
of the individual critic, but they actually an impersonal, reproducible ‘truth’. They
determined by the characteristics of language, such as the age, gender,
education, socio-regional or ethnic background.

The next is literary studies. Author chose to do an analysis on ‘Tamil Words in

English Poems by Malaysian Indian Writers: Malachi Edwin Vethamani’s
Complicated Lives’. In this article author draw connection between expression
of ideas and form which is word choice. A poet is limited in the materials he can
use in creating his works. All he has are words to express his ideas and feelings.
These words need to be precisely right on several levels at once;-they must
sound right to the listener, they must have a meaning which might have been
unanticipated, they must be arranged in a relationship, and they must probe the
depth of human thought, emotion and empathy. The English language contains
a wide range of words from which to choose for almost every thought, there are
also contributions of other languages towards English poems. In this article we
could see the Tamil words that appear in English poems which assist the poet
developed cogent expressions pleasing to his readers. Another article from the
same field is ‘Impact on Environmental Globalization Portrayed in Indhra Sinha’s
Novel: The Animal’s People’. Author explained the novel very well in the
perspective of environmental globalization.

4
Curriculum development is the next category of article. This article is based on
effective lesson planning for language classes of contemporary curriculum.
Curriculum development is planned, a purposeful, progressive and systematic
process to create positive improvements in the educational system. Every time
there are changes or developments happening around the world, the school
curricula are affected. A lesson plan is a teacher’s detailed description of the
course of instruction, or; learning trajectory’ for a lesson. It is a vital component
of the teaching – learning process. Proper classroom planning will keep teachers
organized and on track while teaching, thus allowing them to teach more and
help students reach objectives more easily. This article will lead readers through
the lesson planning process in language acquisition and language teaching
pedagogy and highlight the role of the lesson plan before, during, after your
lesson and practical considerations involved in the process. There is another
article in this book which may serve readers based on teaching and learning
process. The title of the article is ‘Brain Theories in Application: An Example from
a Differentiated Classroom’. The homonymic brain theory, developed by
neuroscientist Karl Pribram initially in collaboration with physicist David Bohm,
is a model of human cognition that describes the brain as a holographic storage
network. Brain-based learning refers to teaching methods, lesson designs and
school programs that are based on the latest scientific research about how the
brain learns. In this article author analyzed how students learn differently in
classroom according to the course as they mature socially, emotionally and
cognitively.

Language are generally taught and assessed in terms of the ‘four skills’.
Listening, speaking, reading and writing. Listening and reading are known as
‘receptive’ skills while speaking and writing are known as ‘productive skills’. In
this book the article analyzed the factors that affecting students’ speaking
performance in English Language. Speaking is an act of making vocal sounds.

5
We can say that speaking is to converse or expressing one’s thought and
feelings in spoken language and conveying information as well. Speaking is an
interactive process of constructing meaning that involves producing and
receiving and processing information. A good speaker synthesizes this array of
skills and knowledge to succeed in a given speech act. Not all language learners
after many years studying English can communicate fluently and accurately
because they lack necessary knowledge.

The last article from this book is based on tourism. Tourism is which go beyond
the common perception as being limited to holiday activity only, as people
travelling to and staying in places outside their usual environment for not more
than one consecutive year for leisure, business and other. The article
‘International Tourists Safety and Security Threats Concern During Vacations in
Semporna, Sabah’ lead readers about reasonable precautions regarding
personal safety, keeping an eye on belongings, avoiding poorly lit or unsafe
areas after dark, and remaining vigilant at all times. It is very easy to travel but
we must as well know about the current state about the insecurity.

I hope that readers of this book deepen their insight of the changing world where
localization and globalization in concern with technological advancement and
language issues as well. I also hope the collection of articles as a whole inspire
readers to examine perspectives for applied linguistics and language educators
in the promotion of fair access to language rights and resources at the societal
level together with contributions and invention of modern technology.

K. Muniisvaran
Chief Editor

6
Content

Inroduction 3
Chapter 1 9
Perceived Attitudes and Perception towards Mother Tongue
and the Relationship with Emotional Intelligence among
Malaysian Tamil Teenagers
R. Selvajothi & A. Hari Krishnan

Chapter 2 21
Robot Assisted Language Teaching in Classroom
Franklin Thambi Jose. S

Chapter 3 30
Rhetorical Structures and Persuasive Principles used in
Malaysian Online Advertisements
C. Thenmalar

Chapter 4 40
Tamil Words in English Poems by Malaysian Indian Writers:
Malachi Edwin Vethamani’s Complicated Lives
Uthaya Sankar SB

Chapter 5 52
Impact On Environmental Globalization Portrayed In Indhra
Sinha’s Novel The Animal’s People
S. Ananthan & R. Saravana Selvan

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Chapter 6 58
Effective Lesson Planning for Language Classes of
Contemporary Curriculum
V.M. Subramanian

Chapter 7 66
International Tourists Safety and Security Threats Concern
During Vacations in Semporna, Sabah
T. Logeswaran & Jabil Mapjabil

Chapter 8 78
Factors Affecting Students’ Speaking Performance in English
Language
G. Hemavathy

Chapter 9 94
Brain Theories in Application: An Example from a
Differentiated Classroom
Muhammed Hashim K T

Chapter 10 101
Teachers' Perception Using Maths E-Gadgets as Teaching
Aids in the Subject of Mathematics by Learning and Facilitating
N. Thesok Kumar & S. Mutharasan

8
 Chapter 1

Perceived Attitudes and Perception towards Mother Tongue and the

Relationship with Emotional Intelligence among Malaysian Tamil Teenagers

R. Selvajothi
Sekolah Menengah Kebangsaan USJ 12,
Subang Jaya
selvajothi29@gmail.com

A. Hari Krishnan
Malvern International Academy,
Kuala Lumpur
hari.hk14@gmail.com

ABSTRACT

Language plays an important role in human life especially in the socio-economic

development. Besides, language also plays an imperative role in maintaining the
identity and culture of people. Attitudes and perceptions become important
factors to maintain ethnic identities. About 130 teenagers were involved in this
study. The result shows that nearly 76.2% (99) of the teenagers has positive
attitudes towards the Tamil language and only 90.8% (118) of them have high
perception towards the language. This study also reveals that the attitude and
perception of the Tamil teenagers have no significant relation to their gender
differences. However, it is strongly related to Emotional Intelligence (EQ).
Hence, the research considers that positive attitudes and high perception
towards Tamil language need to be cultivated so that they remain assured on

9
the capability of the Tamil language, particularly as a language of knowledge
and culture among the Malaysian Indians, especially Tamils.

Keywords: Ethnic identity, Attitudes, Perceptions and Emotional Intelligence.

Introduction
In Malaysia, gradually Malay and enormously English have become inter-
institutional communicative languages. Malay as the official language of
Malaysia, which every single citizen of the country must master this language
and are encouraged to use it widely – spoken mainly and written secondarily. In
the event of dealing with government departments, there is no other option, but
to use Malay for communication purposes and official use (Asmah, 1982). While
English, the world lingua franca, which is very much needed to carry out the
business communication and required to participate in internationally recognized
scholar publication has become the second language. Although English in
Malaysia is a second language, most of the time English remains as a preferred
language, especially both in private as well as in service sectors (Foo, 2004).

Despite the mother tongue has assimilated, the Malay and English are crucial
for the teenagers to be proficient, as the communication bridge between people
from different background of cultures and race in their daily activities in Malaysia.
Multi-ethnicity and multi-cultures, which had made Malaysia, requires a common
language in order to hold communication and unity. As the world’s economic
demands, these languages especially English is not the language of elite or
educated class of the society, rather it is essential to bring success in life.

The Tamil teenagers of Malaysia are aware that mastering both the languages
can lead them to be employed in better jobs with high salary, prosperous career
and betterment in life. This condition has made the perceived attitudes and
perception towards mother tongue of Tamil teenagers at stake. The Tamil

10
teenagers who have been using their mother tongue as a medium of
communication since toddler come to stage to be psychologically prepared as
required to adapt the impose elements of the other culture onto one’s own life
space (Agnihotri & Khanna, 1994). In most situations this adaptation process
had underpinned by the economic inability of the mother tongue.

Although the scenario is common everywhere, Atef Al-Tamimi and Munir Shuib’s
(2009) study had found the existence of a positive attitudes and high perception
towards the mother tongue without dismissing the importance of economically
prospective language.

In Malaysia, the education system at the primary level is based on the vernacular
system comprising of national schools (NS), national-type Chinese schools
(NTCS) and national-type Tamil schools (NTTS). This type of choice of schools
is purely independent among parents. The parents of the Tamil community who
send their children to the national-type Tamil schools are about 52 percent while.
That of the national schools 48 percent (tamilfoundation.org). However, attitudes
and perception towards their mother tongue either group of students from NTTS
or NS should be reviewed in line with the values of EQ. This is because the
native language plays an important role in their lives. Native language is the soul
of a person and is a way for people to continue the cultural heritage, and it is
closely related to the status, dignity and ethnic identity (Willford, 2007).
Acceptance of the existence and the free development of mother tongue
education is the realization of racial equality in education.

Furthermore, EQ indicates that people who have higher EQ are apt to be more
socially competent and they have better relationships, and are more
interpersonally sensitive than those with lower in EQ (Bracket, Rives, Shiffman,
Lerner, & Salovey, 2006). A higher EQ predicts better social outcomes; lower
EQ predicts interpersonal conflicts and maladjustment. In accordance to that,

11
Mancas (2012) had concluded that, EQ supports the learning and enhancement
of a positive provision towards mother tongue.

Social psychologists are very much interested in the study of attitudes towards
language. Language is not only objective and a neutral tool to convey meaning,
but it relates to a social or ethnic group identity. Additionally, language also
affects social evolution and attitudes towards the use of a language. In general,
the research on attitudes towards language can be made based on a
combination of two theoretical approaches, namely behaviorist and mentalist.
According to Fasold (1984), under the perspective of behavior, attitudes can be
identified with ease in social situational stimulus. Furthermore, he argues that it
is easy to conduct because it does not require a personal statement or summary
of the indirect. It only requires observation, scheduling and analyzing behavior
which is clear.

Linguistic choice or language practice is a social phenomenon. Based on this

scenario, Le Page and Tabouret-Keller (1985) introduced the Act of Identity
theory. This theoretical framework can evaluate the degradation process and the
identity of recurrence and attitude as well as perception towards mother tongue.
Particular language behavior is seen as a continuing act of identity, a certain
group of people revealing their identity and the search for social roles by forming
patterns over time based on how they are to be known by others. They also
suggest positive and negative motivation to identify the group. Positive and
negative motivation is the most important one in curbing one's linguistic behavior
or their attitude and perception towards mother tongue.

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 Gender N Mean Std. Std. Error
Deviation Mean
Male 58 2.5911 .78677 .10331
Attitude Female 72 2.8591 .80865 .09530
Perception Male 58 2.8716 .63635 .08356
Female 72 3.0849 .72189 .08508

Table 1: Emotional Intelligence (EQ): MYEIT test was administered to evaluate

EQ.

Based on the review of literature, this paper attempts to study the attitude and
perception towards mother tongue and the relationship with EQ. The objectives
of this study are as follows;

i. To determine the perceived attitude and perception towards mother

tongue among the Malaysian Tamil teenagers.
ii. To determine the differences in gender, perceived attitude and
perception towards mother tongue.
iii. To determine the relationship between teenager’s perceived attitude and
perception towards mother tongue with EQ

Methodology
This study is a survey aimed to evaluate the perceived attitude and perception
towards mother tongue among the Tamil teenagers and the relationship with EQ.
Quantitative research method is applied due to the ability to use smaller groups
of the folks to make inferences about larger groups. Furthermore, the nature of
the newly developed tool to measure the perceived attitude and perception
towards mother tongue and Malaysian Youth Emotional Intelligence Test
(MYEIT) questionnaires required statistical analysis through this study. The
study was conducted among 130 Tamil teenagers in Petaling Jaya district of

13
Selangor state in Malaysia. They were 72 females and 58 males. Perceived
Attitude and Perception on Mother Tongue: is a self-report questionnaire which
includes 16 items. The tool was designed by the researcher to evaluate the
perceived attitude and perception towards mother tongue among the Malaysian
Tamil teenagers. The Cronbach alpha was 0.87. The test employs a four point
response scale ranging from ‘I completely disagree’ to ‘I completely agree.’

MYEIT test is a self-report questionnaire, which originally includes 93 items and

the items have been designed to suit the Malaysian socio-politics and cultures
(Hari, 2012). However, the researchers used a shorter form of this test. The test
was reduced to 38 items. The Cronbach alpha was 0.86. The test employs a four
point response scale ranging from ‘I completely disagree’ to ‘I completely agree.’

The perceived attitude and perception towards mother tongue found among the
Malaysian Tamil teenagers
In order to identify the perceived attitude and perception towards mother tongue
among the Tamil teenagers, a descriptive analysis was used.

N Mean Std.
Deviation
Attitude 130 2.7396 .80704
Perception 130 2.9897 .69070

Table 2: Mean and Standard Deviation of the Gender

The survey result of 130 Tamil teenagers shows that the mean (M) and SD
(standard deviation) for the Attitude (M = 2.74, SD = 0.81, n = 130) and for the
Perception (M = 2.98, SD = 0.70, n = 130). Hence, the result indicates that the
attitude and perception towards Tamil, among the Tamil teenagers is high.

14
The differences in gender, attitude and perception towards mother tongue

In order to identify whether there is any significant differences in teenagers’

gender and attitude, and their perception towards mother tongue, T-test was
employed.

Levine’s
Test for
t-test for Equality of Means
Equality of
Variances
95%
Sig. Confidence
Mean
Sig (2- Interval of the
F t Df Differ
. tailed Difference
ence
) Uppe
Lower
r
-
.91 - - .0109
E.v.a 0.11 128 .060 .2679
6 1.901 .54963 4
9
Attitude -
E.v.n. - 123.4 - .0102
.059 .2679
a 1.907 94 .54620 1
9
-
2.41 .12 - - .0259
E.v.a 128 .080 .2132
0 3 1.764 .48241 5
3
Percept
-
ion E.v.n. - 126.9 - .0227
.076 .2132
a 1.788 28 .44920 4
3
Table 3: The Results of the Independent Samples Test of Gender, Attitude and
Perception
E.v.a – Equal variances assumed,
E.v.n.a – Equal variances not assumed

15
The study shows that there is no significant difference in attitude towards mother
tongue between male (M = 2.59, SD = 0.79) and female (M = 2.86, SD = 0.81)
conditions: t (128) = -1.90, p = 0.06. The study also indicates that there is no
significant difference in perception towards mother tongue between male (M =
2.87, SD = 0.64) and female (M = 3.08, SD = 0.72) conditions: t (128) = -1.76, p
= 0.80. Hence, the results suggest that there is no significant difference in
attitude and perception towards mother tongue between males and females as
shown in Table 3.

The relationship between teenagers’ perceived attitude and perception, towards

mother tongue with EQ

In order to find whether there is any significant relationship between teenager’s

perceived attitude and perception towards mother tongue with EQ, the Pearson
product-moment correlation was employed.
Attitude Perception EQ
Attitude Pearson 1 .694** .489**
Correlation
Sig. (2-tailed) .000 .000
N 130 130 130
Perception Pearson 1 .532**
Correlation
Sig. (2-tailed) .000
N 130 130
EQ Pearson 1
Correlation
Sig. (2-tailed)
N
**. Correlation is significant at the 0.01 level (2-tailed).
Table 4: Correlations between Attitude, Perception and EQ

16
The results show that there is a significant relationship between Attitude and EQ
(r = 0.49, p<0.01), and Perception and EQ (r = 0.53, p <0.01) as indicated in
Table 4.

Findings and Discussion

The perceived attitude and perception towards mother tongue among the
Malaysian Tamil teenagers
It is explained that attitudes and perceptions of the Tamil teenagers’ on their
mother tongue are positive and encouraging. This positive attitude and
perception may be due to the use of Tamil as the language of communication in
the home domain and language of interaction with friends. When Tamil language
is used in the home domain, they have the motivation to use the language as a
preferred language among them. This factor can be proven with the selection
made by the respondents specifically item number 10, i.e., the use of language
in the family with 85.4% of the respondents have chosen Tamil language.

Thus, the family domain plays a crucial role in maintaining the native language
and also embedding positive attitudes and perceptions even though the
community is too small compared to other ethnic groups which is similar to the
scenario emphasized and strengthened by Noriah (1991) in her study of
language choice by the Iban in Malaysia. Furthermore, Le Page (1985)
expresses that positive attitudes towards the mother tongue language can
increase their motivation to maintain their language and cultural identity. It opens
the space to define the phenomenon of language choice. In this study, we can
see the reverse form which the language choice in family domain allows Tamil
teenagers to have a positive attitude towards mother tongue which reflects their
identity.

17
The differences in gender, attitude and perception towards mother tongue
In this study gender differences play a significant role. Though, the value is not
significantly different, however the difference is very subtle as shown in table
3.2. According to Gal (1977), the choice of language by women can ensure
continuous of the mother tongue. This language choice will ensure positive
attitude and perception of the mother tongue. As a result, the positive attitude
shown by both the gender groups in this study can ensure a bright future
particularly, the attitude and perception of the mother tongue in certain domains
in the future. This is because respondents involved in this study were teenagers,
aged between 13 and 18 years.

The relationship between teenagers perceived attitude and perception towards

mother tongue with EQ
The researchers tried to find the relationship between attitudes and perceptions
of native language with EQ. This is an effort to examine the relationship between
these two aspects in this research field. It is noticed that high EQ contributed to
positive attitude towards mother tongue language as well as if EQ is high
perception towards the mother tongue language also high.

Conclusion
It is recommended that this study is a precursor to the study of language in a
new dimension which instills EQ. Through this study, it is possible to understand
the pulse of the Tamil teenagers’ in terms of their attitudes and perceptions of
their native language. This study can also be a viable guidance to other
researchers to link particular aspects of language maintenance and EQ in
attitudes and perceptions of the mother tongue.

18
Bibiliography
Agnihotri, R.K. & Khanna, A.L. (1994). Second Language Acquisition: Socio-
cultural and Linguistic Aspects of English in India. New Delhi/Thousand
Oaks/London: Sage Publications.
Asmah Haji Omar. (1982). Language and society in Malaysia. Dewan Bahasa
dan Pustaka, Kementerian Pelajaran, Malaysia.
Atef Al-Tamimi & Munir Shuib. (2009). Motivation and Attitudes Towards
Learning English: A Study Of Petroleum Engineering Undergraduates
At Hadhramout University Of Sciences And Technology. GEMA
Online™ Journal of Language Studies. 9(2), 29-55.
Bloomfield, L. (2005). Language (8thEd.) New Delhi: Motilal Banarsidass
Publishers Private Limited.
Bracket, M. A., Rives, S. E., Shiffman, S., Lerner, N. & Salovey, P. (2006).
Relating Emotional Abilities to Social Functioning: A comparison of self-
report and performance measures of emotional intelligence. Journal of
Personality and Social Psychology, 91:780-795.
Cummins, J. (2001). Bilingual Children's Mother Tongue: Why Is it Important for
Education? Sprogforum, 7(19), 15-20.
Fasold, R. (1984). The Sociolinguistics of Society. Oxford: Blackwell.
Foo, B., & Richards, C. (2004). English in Malaysia. RELC journal, 35(2): 229-
240.
Gal, S. (1979). Language Shift: Social Determinants of Linguistic Change in
Bilingual Austria. New York, NY: Academic Press.
Hari, K. (2012). Emotional Intelligence and Personality Traits: A Correlational
Study of MYEIT and BFI. International Journal of Academic Research
in Business and Social Sciences, 2(10):285-295.
Le Page, R.B. and Tabouret-Keller, A. (1985). Act of Identity. Cambridge:
Cambridge University Press.
Mancas, E. A. (2012). Emotional Intelligence and Language Learning,
International Conference, ICT for Language Learning 5th Edition.

19
 Assessed on October 21, 2013 from conference.pixel-
online.net/.../198-QIL28-FP-Mancas-ICT2012.pdf
Nasser Hassanzadeh, Kamal Shayegh & Farideh Hoseini (2011). The Impact of
Education and Awareness inMother Tongue Grammar on Learning
Foreign Language Writing Skill. Journal of Academic and Applied
Sciences, 1(3):39-59.
Noriah, M. & Nor Hashimah, H. (2012), Language Vitality of the Sihan
Community in Sarawak, Malaysia. In Kemanusiaan, 19(1), 59-86.
Universiti Sains Malaysia.
Willford, A. C. (2007). Cage of freedom: Tamil identity and the ethnic fetish in
Malaysia. NUS Press.

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 Chapter 2

Robot Assisted Language Teaching in Classroom

Franklin Thambi Jose. S

Department of Modern Languages, Faculty of Language and Communication,
Sultan Idris Education University, Tanjung Malim, 35900 Perak.
thambijoshs@gmail.com

ABSTRACT

Computer has a vital role in the modern societies. It is the invention of

technology. It is an electronic device which interacts to the input given. Due to
the invention of multimedia, it advanced into the classroom teaching with drastic
changes. Multimedia has interaction facility. At present, most of the classrooms
are well equipped with technology and has computer assisted teaching. In
language classroom situation, it is said as computer aided language teaching
(CALT). Many CALT packages were developed to make the classroom active.
The active classroom provides effective teaching and easy understanding.
Similar to computer, because of the advancement of technology, ‘Robot’ is
introduced. It is used in various aspects of the society for different purposes.
Education, particularly teaching and learning is not exempted from this. It is a
machine which is capable of doing the complex works automatically with the help
of a special program programmed by the computer. This paper tries to explain
the introduction of Robot Assisted Language Teaching (RALT) in the classroom.
Moreover, it describes the characteristics of RALT and its applications in
classroom teaching situation.

Keywords: CALT, Classroom, Computer, Multimedia, RALT

21
Introduction
The invention of latest technology, computer plays an important role in our daily
life. It is an electronic device, which occupies human work and makes ease.
Computer can precede its work by taking any text or image as input, process
them and gives the required information as output. It is used as a daily activity
because of its extra ordinary features. The features of computer are speed,
storage, accuracy, automation and diligence.

Due to the advancement of informational technology, the application of computer

is used in all the fields in the society. It is not an exception in the field of
educational system. All the information, which is required to the computer, is
made as a set of instructions/commands. The instructions/commands are
developed by the help of human. After developed, these instructions are given
to the computers using a programming language. The programming languages
are using a limited set of vocabularies and syntax. Along with vocabularies, they
use special symbols and numerals. The syntax is used with any one of the
natural languages, so that it will be easy to communicate the instructions to the
computer. C++, Visual Basic, etc. are some of the programming languages.

This paper tries to explain the introduction of Robot Assisted Language Teaching
(RALT) in the classroom which is very familiar throughout the technologically
advanced countries. Furthermore, it describes the characteristics of RALT and
its applications in classroom teaching situation.

Computer Aided Language Teaching (CALT)

The use of natural language processing became familiar now a day, and
scholars started to use corpus for every academic work. The most important
need for using natural language in computer technology is to bring the
technology closer to human side. In order to make the computer automatic, ie.
automatically analyze, understand and generate language texts, a set of

22
linguistic and non-linguistic information should be incorporated into the system
using programming languages in the form of rules. One of the major goals of
computer technology (ie. computer and natural language) in teaching or learning
situation is Computer Aided Language Teaching (CALT).

It is one of the acronyms used in the last two decades in the area of language
teaching through computers and laptops. Apart from the important features of
computer, as mentioned earlier, text size, font, color, graphics, animation, sound,
human voice, video, etc. are used for developing effective teaching materials.
Language Teaching through computer, itself is an art and it needs to be handled
more artistically by the material developers, language instructors as well as the
language students (Sam & Venkatesan, 2003; 241).

Multimedia
After the introduction of multimedia, there was a tremendous change in the
computer application, particularly in the areas of education, ie. teaching /
learning. Ganesan (1999; 02) has defined multimedia as a combination of texts,
graphic art, animation, video elements, sound and human voice with interactive
facilities.

With this multimedia, the CALT is developed. It has an amusing interaction

feature. With this feature, it can interact like human being. However, it is only a
supplementary material and it can never replace a teacher in the current
situation. The computer can take the responses from the learners, evaluate them
and if the answer is wrong, it can pinpoint the mistake and able to explain, how
the answer is wrong and etc. This might provide a complete satisfaction to the
learners. Teaching with multimedia in a classroom has many advantages. Some
of them are:
Creates interest
Provides higher order thinking skills

23
 Motivates the learners
Encourages to be vigilant
Demands active participation
Allows the learners to work at their own time and own place.
Never gets tied and executes the same again and again.

Language Skills
Languages are trained and evaluated in terms of the four basic skills. They are,
listening, speaking, reading and writing. Of these listening and reading are
known as ‘receptive skills’ whereas speaking and writing are known as
‘productive skills’ (language learning portal).

The language skills including listening and reading, comprehension and other
higher order skills can better be developed through computer. After learning the
four basic language skills, it is important to know how to use the language in a
social situation. To overcome such situation, CALT will be more helpful than a
real class room situation.

A number of multimedia language teaching and learning packages are available

in different languages including English. Language games which create
enthusiasm and develop the language skills are also very popular.

Online Teaching
Like CALT teaching packages, online teaching and learning packages also
found in this era. Online teaching is a teaching which takes place through the
internet.

Internet is a network of computers, which offer access to people and information

(Hoffman, 1996). People often use message through internet and is known as

24
e-mail (electronic mail). Since all the mail which is send and received on internet
is by the means of electronic, it is called as e-mail.

Internet is used with several types of servers; the prevalent among them is World
Wide Web (WWW). It allows easy means of publishing materials, learning as
well as teaching, etc. Crystal (2001) describes, Web as an eclectic medium.

At present, there are different types of applications to send messages, to chat,

to send pictures or images or videos, etc. WhatsApp is one type of such
application.

Robot Assisted Language Teaching (RALT)

Robot was invented by George Devol in 1954 and was named as ‘Unimate’. It
is an electronic machine which is capable of carrying out a series of different
actions automatically with the help of programmes programmed in a computer
by a human. It has the similar structure of a human or an animal. It is equipped
with the features such as image recognition, voice recognition, and interaction.
The purpose of inventing robots may be something else, but it is used widely for
different purposes and in different fields. The field education too introduced robot
for better advancement. The robots which are used in education are called as
Educational robots or Educational service robots.

Robot Assisted Language Teaching (RALT) is one of the latest invention of

technology. Though robot was introduced to this world 3 decades before in
industry, it is introduced to the field of education recently. The major purpose of
using robots in education is to enrich the teaching styles and to make the
learning ease for the students. It is important to know that in some
technologically equipped countries like Japan, Korea, etc. started to use robots
in their classrooms. Han (2010) has defined Robot Assisted Learning (RAL) as
a learning which is assisted by robots with certain features. In this genre, one

25
can say, if a teaching is done with the assistance of robots to teach any subjects,
it can be termed as Robot Assisted Teaching (RAT) and if the subject is
language then it can be said as Robot Assisted Language Teaching (RALT).

RALT in Classroom
In a classroom situation robot can act as a human-teacher. It can teach, interact
and solve the subject problem in a classroom. To teach and interact efficiently
in a classroom, all the possible information related to that particular subject must
be programmed using computer programming languages. All the subject
informations are prepared and developed by subject experts or subject teachers
and incorporated to the computers. No doubt RALT will play a huge role in the
field of teaching and learning. But it cannot replace a teacher. The challenge of
introducing robots in the classrooms is upon the subject experts or subject
teachers’ material production.

Designing a robot, material production and programming are the three areas
where a RALT can be implemented in a classroom. Trained designers and
programmers can be used to design and programme a robot. Materials can be
produced using the classroom teaching theory ‘Simply to Complex’ and ‘Known
to Unknown’.

Characteristics of RALT
The use of robot in education is becoming a need in the technological society.
The traditional classroom with blackboard, chalk, etc. has changed with modern
equipments like LCD, laptops, mobile, etc. At present robot is introduced in a
classroom teaching process. It has certain features when introduced in a
classroom.

26
Clarity
Robot can deliver the subject matter with clear pronunciation, stress, punctuation
and syllables.

Facial Expression
Face expression is important in a classroom teaching. Robot can have good
facial expression according to the situation. For example: in drama teaching.

Repetition
Robot can explain and describe subject matters including activities many
number of times without any tired or distraction. To precise, repetition is possible
with robot teaching.

Interaction
Robot can interact with the students in the classroom. It can respond to the
students.

Queries
Robot can react to any queries asked by the students in the classroom. By
reacting to such queries robots can create competence and vigilance among
students.

Voice
Robot can talk using its voice messages. It can be programmed to use female
and male voices in the classroom.

Participation
Robot can participate in the students’ group and individual activities and check
their activities.

27
Use of Technology
Technology is used in all the classrooms throughout the world. Robot can use
technology like, e-books, PowerPoint, etc. inside the classroom.

Conclusion
CALT, teaching using multimedia, online teaching, etc. brought drastic changes
in the history of language teaching and learning. Both teachers and students are
significant in this process. Because of the introduction of multimedia which has
the feature, interaction, CALT, etc., are existing.

Robot is man-made machine which works on the programming language. Robot

has separate programming languages like, AML, VAL, RAIL, RobotStudio, etc.
Each and every robot is produced according to the manufacturer’s own robot
programming language.

Robot has several advantages. The major advantage is, it motivates and creates
enthusiasm among the students in the classroom. It can communicate with the
students through Bluetooth and Wi-Fi in the mobile and computers respectively.
During an activity, the members in a particular group can interact with robot
without the knowledge of other groups.

In the near future, the language classrooms will be equipped with the robot
teaching. Since robot can do all the activities like a human, no doubt RALT will
be used in all educational institutions.

Bibliography
Boron, N. S. (2000). Alphabet to e-mail. London: Routledge.
Crystal, D. (2001). Language and the Internet. Cambridge: Cambridge
University Press.

28
Dudeney, G. (2000). The Internet and the Language Classroom, Cambridge:
Cambridge University Press.
Ganesan, M. (2003). Material Preparation for CALT. Annalinagar: Annamalai
University.
Han, J. (2010). Robot-aided learning and r-learning services. In D. Chugo (Ed.),
Human –Robot Interaction. New York, NY: ACM.
Hoffman, P. (1996). The Internet Instant Reference. New Delhi: BPB
Publications.
Sam, M. L. & Venkatesan, M. (2003). Producing Second Language Teaching
Materials in Tamil for Net. In the Tamil Internet 2003 (Conference
Papers). Chennai: Asian Printers.
Thambi Jose, S Franklin. (2015). Materials Preparation for Web Teaching, In the
International Research Journal of Engineering and Technology, Vol-02
Issue: 04.
Thambi Jose, S Franklin. (2011). Online Language Teaching, In the International
Proceedings of Economics Development and Research, Vol-26.

29
 Chapter 3

Rhetorical Structures and Persuasive Principles used in Malaysian Online

Advertisements

C. Thenmalar
Department of English Language
Faculty of Languages and Linguistics,
University of Malaya, 50603 Kuala Lumpur.
thenmalarchandran@ymail.com

Abstract

The growth of online advertisements has created a platform for businesses to

attract and retain customers. While online advertisement is used by many
businesses, the effectiveness of this advertisement method can be debated
(Pikas & Sorrentino 2014). Therefore, this study aims to identify the rhetorical
structures and persuasive principles used in Malaysian online advertisements.
Data for this study were collected from Malaysian online advertisements of
electronic devices. The rhetorical structures were identified using Bhatia’s Move
Structures in Advertisement while the persuasion principles were identified using
Cialdini’s Six Principles of Persuasion. The persuasion characteristics of the
rhetorical structures were also discussed in this qualitative research. The
findings of this research will be useful for the advertisers as a guide in advertising
their products online and also will help the buyers to choose and buy the
products that they wanted.

Keywords: Online advertisement, Persuasion Principles, Rhetorical

Structures, Electronic Devices, Move Analysis

30
Introduction
Purchasing of things was initiated by human centuries ago with barter system
where things were exchanged according to their needs. A gradual transformation
occurred in the methods of purchasing as civilization of human kinds progressed.
In the current scenario, online shopping is gaining its’ popularity along with the
advancement of technology. Online shopping is the behavior of consumer in an
online store or a website used for online purchasing purpose (Monsuwe, Dallaert
& Ruyter, 2004). According to Labradora, Ramon, Moreton, & Gonzalez (2014)
“all advertisements share the communicative purpose of presenting the product
in such a way that the reader is convinced of its value and considers buying it”.
In simple words, the advertisements should be able to persuade the readers to
buy the products by using appropriate strategies. In Malaysia, there are some
websites that sell electronic products targeting the local citizens. Do all the
Malaysian online websites provide the necessary rhetorical structures that can
persuade the readers to buy the products?

Not much research is done on this genre in the Malaysian context especially on
electronic devices. The study done by Labrodora et al. (2014) focuses on the
“Rhetorical structure and persuasive language in the subgenre of online
advertisements”. It is mainly about rhetorical analysis in English and Spanish
text besides analyzing the English persuasive language in the online
advertisements of electronic devices. Besides that, there is a study done by
Mustafa, Kahar, Bunari, Zakaria & Habil (2012) which focuses on persuasive
elements in online direct response sales letters.

This research will be beneficial for both the advertisers and the buyers. As for
the sellers of the product, the result obtained from this research will be a guide
for them to advertise their products online. According to Bolatito (2012)
“persuasive advertising is perceived as a creative guide for advertisers and
those who evaluate advertisements”. Besides benefitting the sellers, this

31
research is also useful for the buyers as well. People will get benefitted as they
will be able to get persuasive and objective details about the products that they
want to purchase online. If sufficient information about the product is provided in
a website, it will help the buyers to choose and purchase the products needed
in a convenient way. The purpose of this study is to identify the rhetorical
structures and explain the persuasive principles used in Malaysian online
advertisements of electronic devices.

Research Objective
The aim of this research is to identify the rhetorical structures and explain the
persuasive principles used in Malaysian online advertisements of electronic
devices.

Research Questions
This study aims to answer the following research questions:
What are the rhetorical structures used in Malaysian online advertisements of
electronic devices?
What are the persuasion principles used in Malaysian online advertisements of
electronic devices?

Theoretical Framework
For the purpose of this study, two models are used to analyze the data. To
identify the rhetorical structures of the online advertisements, Bhatia’s (as cited
in Mei, 2015) model on Moves Structure of Advertisements is used. In this
model, there are nine moves. The persuasive principles used in the selected
online advertisements are explained by using Cialdini’s Principles of Persuasion.
The six principles of persuasion are “reciprocity, commitment and consistency,
social proof or validation, authority, liking and scarcity.” For instance, scarcity
type of persuasive principle is used when limited time is given for readers to buy
the product by using the promotional offers provided (Mustafa et al., 2012). This

32
model is very strategic in identifying the persuasive principles used in the online
advertisements.

Review and Discussion of Relevant Study

In order to sell a product online, several criterions should be met by an online
advertisement. Labrador et al. (2014) have said that “an adequate selection of
lexical items and a proper combination and distribution of objective and
persuasive information are crucial for directing the reader towards taking the
decision to purchase a particular item.” In other words, this study shows that the
persuasive elements and objective elements which carry information in an
advertisement should be combined aptly. If this is done, the readers of the
advertisement will get convinced by the information provided and they will take
the decision to purchase the desired products.

Other than that, there are some strategies used by advertisements for
promotions as specified by Labradora et al. (2014).

“For Bhatia (2004, p. 60), there is a clear trend towards an increase

in the number of promotional strategies in texts that are traditionally
considered non-promotional, or in mixed text types, such as our
advertisements of electronic products, which present both an
information-giving function and a promotional function: ‘‘In text-
typological terms, the advertisement seems to be better represented
as a continuum of text functions fluctuating between ‘informing’ and
‘manipulating’’’
(Hatim,1990, p. 117).”

This quote provides evidence that there are changes in the functions of text and
how they were viewed. This study shows that some words in an advertisement
may have two functions which are to inform and to persuade the readers to buy

33
a product. This previous study shows the importance of analyzing the
advertisements in order to know the functions of the texts.

Methodology
This study was carried out by following the Bhatia’s Model on Moves Structure
of Online Advertisements and Cialdini’s Principles of Persuasion. The data for
this research was collected from the online advertisements available in Malaysia
which are lazada.com.my, satugadget.com.my, directd.com.my, ipmart.com.my
and 11street.my. After the advertisements are sampled, the rhetorical structures
of the advertisements were identified by using the model proposed by Bhatia
(2004) (as cited in Mei, 2015). The presence or absence of the rhetorical
structures is recorded in a table. After carrying out the move analysis, the
persuasion principles used in the same advertisements were explained using
Cialdini’s Six Principles of Persuasion. The absence and presence of the
principles were recorded in a table.

Data Analysis and Interpretation

The rhetorical structures of the advertisements were identified using Bhatia’s
Move Structures in Advertisement.

Rhetorical Structures
The presence and absence of each rhetorical structure is recorded. The data is
shown below:

34
 Name of Websites
Move Structures Satu Direct 11stre
Lazada Ipmart
Gadget d et
Move 1:
yes yes yes yes yes
Headlines
Move 2:
Targeting the no no no no no
market
(i) By
Move 3:
indicating
Justifying the no no no no no
importance/
product
need
(ii) by
identifying the no no no no no
product
Move 4: (i)by
Appraising/Deta describing the yes yes yes yes yes
iling the product product
(ii) by
indicating the
value of the yes yes yes yes yes
product or
service
Move 5:
Establishing yes yes yes no no
Credentials
Move 6:
Endorsements/ yes yes no yes yes
Testimonials
Move 7: Offering
yes no no no no
incentives
Table 1: The Rhetorical Structures Used in the Online Advertisements.

35
Table 1 shows the rhetorical structures used in the five online advertisements.
The data collected show that all the five online advertisements have used Move
1 and Move 4 of the model which are headlines and description of the product
and the value of the product respectively. The two structures are very important
in an advertisement as they introduce the product to the readers. Headlines
captures the attentions of the readers while by describing the product and
indicating the value of the product the readers are introduce the details of the
products. In the headline, the brand, type of model and the colour of the
smartphones are specified. The detailed descriptions of the product benefit the
customers who are seeking information about the product that they are going to
buy. On the other hand, all the five online advertisements did not have Move 2
and Move 3 which are targeting the market and justifying the product
respectively. These two structures are not important for advertisements of
smartphones as the public aware of the need of the product. Furthermore, those
who are in need of the product are those who search it in the websites.

Besides that, Lazada, Ipmart and Satu Gadget advertisements have Move 5
which is establishing credentials while Directd and 11street do not have it. For
instance, advertisement of Lazada has stated that the purchasing is given one
hundred percentage protections in terms of product genuity and payment
security. Besides that, the advertisement by Satu Gadget states the details of
the buyers and payment are secured. Besides Move 5, Move 6 which is
endorsement and testimonials is also found in the advertisements except in the
advertisement by Satu Gadget. Testimonials from customers who have bought
the products varies from their experiences like the condition of the product when
receiving it, the delivery services, their satisfaction of buying that particular
product to many more. Other than Move 6, Move 7 which is offering incentives
is used in one of the advertisements, Lazada. It is stated in the website that the
buyers will get a free screen protector with the purchase of this product.

36
In short, Move 1, Move 4, Move 5, Move 6 and Move 7 of Bhatia’s Move
Structures in Advertisement were found in the five advertisements of
smartphones of a same model. Besides Lazada’s advertisement, the rest of the
advertisements did not have all the above mentioned rhetorical structures. To
make an online advertisement of smartphones more customer friendly, the
necessary rhetorical structures should be used.

Persuasion Principles
The persuasion principles used in the five online advertisements were identified
and analysed for the purpose of this study. The presence and absence of each
persuasion principles are shown in the Table 2.

Cialdini’s Principles of Name of Websites

Persuasion Lazad Ipmart Satu Direct 11stre
a Gadget d et
Reciprocacity yes yes yes yes yes
Commitment and no no no no no
consistency
Social proof or validation yes yes yes no yes
Authority no no no no no
Liking yes yes yes yes yes
Scarcity no yes no no no
Table 2: The Persuasion Principles Used in the Online Advertisements

Table 2 shows that all the five advertisements used reciprocacity and liking
principles. The readers are offered with discounts and lower prices of the
products in all the five online advertisements which is the reciprocacity principle.
The liking principle has been used by providing the pictures and videos of the
product besides providing details about it. On the other hand, none of the
advertisements used commitment and consistency and authority principles.

37
Lazada, Ipmart, Satu Gadget and 11street used social proof or validation
principle where reviews and comments are displayed where they are made by
the customers who have purchased the product. Other than that, the only
advertisement which has scarcity principle is the advertisement by Ipmart. It is
stated “Limited Stock! Limited Time!” in the advertisement to urge the readers to
immediately buy the products.

In other words, at least two principles of persuasions are used in an online

advertisement of smartphones. The use of right principles is necessary to
persuade the readers to buy the products online.

Conclusion
Through this research, the rhetorical structures and persuasive principles used
in Malaysian online advertisements of smartphones are identified. Five
advertisements of a same smartphone from the most popular websites which
are www.ipmart.com.my, www.11street.my, www.directd.com,
www.satugadget.com.my, and www.lazada.com.my are used for purpose of this
study. The result of this study shows that not all the websites have similar
rhetorical structures and principles of persuasions. Some of the rhetorical
structures are used in certain advertisements while some are not. In general, the
advertisers also used two or three principles of persuasion in a single
advertisement. In short, by analyzing the five advertisements from different
websites, the rhetorical principles and persuasive principles used in the
advertisements of smartphones were identified and explained. A further
research should be done on the examples of the Move 4 of Bhatia’s Move
Structures in Advertisement which is detailing the product. This is because the
types of details given are not similar in all the advertisements. A complete detail
of the product should be outlined in sub-moves.

38
Bibliography
Bolatito, O. (2012). Linkage between persuasion principles and advertising. New
Media and Mass Communication, 8.
Labrador, B., Ramon, N., Alaiz-Moreton, H., & Gonzalez, H.S. (2014). Rhetorical
structure and persuasive language in the subgenre of online
advertisements. English for Specific Purposes, 34, 38-47.
Mei, C. C. Y. (2015). Week 10 lecture notes: Academic and Research Genre.
(PDF).
Monsuwe, T.P., Dallaert, B.G. & Ruyter, K. D. (2004). What drives consumers
to shop online? International Journal of Service Industry Management,
15(1), 102-121.
Mustafa, F. Y., Kahar, R., Bunari, G., Zakaria, M.H., & Habil, H. (2012).
Persuasive elements in online direct response sales letter. Procedia
Social and Behavioral Sciences, 66, 391-401.
Pikas, B. & Sorrentino, G. (2014). The effectiveness of online advertising:
Consumer’s perceptions of ads on facebook. Journal of Applied
Business and Economics, 16(1).

39
 Tamil Words in English Poems by Malaysian Indian Writers:
Malachi Edwin Vethamani’s Complicated Lives

Uthaya Sankar SB
Chairman,
Kavyan
uthayasb@yahoo.com.my

ABSTRACT

Malaysian Indian writers are actively involved in producing creative writings –

poem, short story and novel – in Bahasa Malaysia (Malay), Tamil and English.
Despite the language differences and the general rules pertaining the
languages, many Indian writers seem to maintain Indian culture in their writings.
One unique example would be the use of Tamil words and phrases verbatim in
Bahasa Malaysia and English writings. This paper explores the use of Tamil
words and phrases in Malachi Edwin Vethamani’s debut collection of poems,
Complicated Lives (2016). This lecturer of Modern English Literature at the
School of English, University of Nottingham (Malaysia Campus) consciously
uses Tamil words and phrases, even though an English word or phrase would
have conveyed the same meaning. This paper aims to demonstrate the fact that
Malaysian Indian poets who have mastered English (or Bahasa Malaysia) would
still prefer to use certain Tamil words and phrases which carry some form of
emotional and cultural value.

Keywords: Malaysian Indian writers, English poems, Tamil words, Tamil

phrases, Indian culture.

40
Introduction
Malaysian Indian writers have been actively involved in producing creative
writings – poems, short stories and novels – in Bahasa Malaysia (Malay), Tamil
and English for more than 70 years. K. Vengadaratnam’s Karunakaran Allathu
Kathalin Matchi (1917) is the first Tamil novel, whereas V. Sinniah Pillai’s
Navarasa Katha Manchari (1930) is the first compilation of short stories in Tamil.
Nagalingam’s “Cerita Orang Yang Menerima Syukur” was published in 1932,
while Joseph Selvam, N.S. Maniam, A. Nagappan, P. Palaniappan and G.
Soosai wrote in Bahasa Malaysia in the 1960s and 1970s. Meanwhile, poetry
and short story writing in English by Malaysian writers started in the late 1940s;
with Cecil Rajendra being among the Malaysian Indian writers who emerged in
the 1960s.

As part of the postcolonial literature, Indo-Anglian literature refers to writings in

English by Indians whose native or mother tongue is not English. This term is
usually used to identify writers of Indian nation/citizen. The first Indian writer to
write in English is Bankim Chandra Chatterjee with his novel, Rajmohan’s Wife
(1864). Better known Indo-Anglian writers are Mulk Raj Anand who wrote
Untouchable (1935) and Coolie (1936); Raja Rao who authored Kanthapura
(1938); and R.K. Narayan who is well-known for Swami and Friends (1935), The
Bachelor of Arts (1937) and The Dark Room (1938).

Raghukul Tilak in R.K. Narayan: The Man-Eater of Malgudi – A Critical Study

(2004) emphasises: “It should also be remembered that mother-tongue, in the
sense of the language picked on the mother’s knee, is never the language of
literature; the language of literature is always an acquired language, a language
learned and mastered with painstaking effort.”

The term Indo-Anglian (not to be confused with Anglo-Indian) also refers to

writings by Indian diaspora, such as Salman Rushdie (British), V.S. Naipul

41
(Trinidad), Jhumpa Lahiri (American) and Kiran Desai (American). In that
context, Malaysian Indians writing in English could also be known as Indo-
Anglian writers. But the term or reference is hardly used among the Indian
diaspora in Malaysia. They are simply referred to as Malaysians writing in
English.

Among the Malaysian Indian poets included in In-Sights: Malaysian Poems

(2003) are Cecil Rajendra, M. Shanmughalingam, Leonard Jeyam, and
Charlene Rajendran. Poems by Paul Gnana Selvam, Leonard Jeyam, Priya
Kulasagaran, K.S. Maniam, Veena Pillai, Pretam Kaur, Cecil Rajendra, Charlene
Rajendran, Melizarani T. Selva, Murugasu Shanmughalingam, Shivani
Sivagurunathan, Malachi Edwin Vethamani, and T. Wignesan appear in Malchin
Testament: Malaysian Poems (2017). Additional names are listed in A
Bibliography of Malaysian Literature in English (2016): Branavan Aruljothi,
Vijaya Balan, Sudheer Chandra, Christopher Jesudason, KG Krishnan,
Sharanya Manivannan, Subashini Navarathnam, and Sashi Vadivale.

Even though these Malaysian Indian writers express themselves in English, it is

interesting to note that some of them consciously maintain and highlight Indian
culture in their poems. One unique example would be the use of Tamil words
and phrases verbatim in poems written in English.

Tamil Words in English Poems

There are various words in the English language with Tamil origin. According to
Gregory James (The Times of India, 21 January 2011), there are at least 107
words of Tamil origin in the Oxford English Dictionary. Noriah Mohamed and
Selvarani Subramuniam explore Tamil loan words in Bahasa Malaysia in Kata
Pinjaman Bahasa Tamil Dalam Bahasa Melayu (2015). Meanwhile, Chinese
Loan-Words in Malay and Indonesia (2009) records Russell Jones’s research in
Indonesia, Singapore, Malaysia and China.

42
This paper explores the use of Tamil words and phrases in their original form,
i.e. not yet accepted as English words. These words and phrases are usually
italicised since they are considered foreign words and phrases in English. Dr.
Malachi Edwin Vethamani uses Tamil words and phrases in at least 15 poems
in his debut collection of poems, Complicated Lives (2016), even though an
English word or phrase would have conveyed the same meaning to the English-
speaking audience in Malaysia and abroad.

A casual reading of Complicated Lives would clearly reveal the fact that Malachi
Edwin Vethamani, who has mastered English – and is Professor of Modern
English Literature at the School of English, University of Nottingham (Malaysia
Campus) – still prefers to consciously use certain Tamil words and phrases
which carry some form of emotional and cultural value.

Malachi Edwin Vethamani holds a Bachelor of Arts in English Literature, Diploma

in Education, and Master in Education in Teaching English as a Second
Language (TESL) from University of Malaya, and a doctorate in Literature in
English from University of Nottingham, England. His research areas include New
Literature in English, Malaysian Literature in English, Modern and Contemporary
Literature, New Englishes, and Malaysian English. Malachi Edwin Vethamani
was the president of the Malaysian English Language Teaching Association
(MELTA) (2001-2008), and vice president of the Asian Association of Teachers
of EFL (Asia TEFL) (2008-2013). He received the Chevening Award (1993-96),
the Fulbright Scholarship (2000), and the Asian Education Leadership Award
(2013). Born in Brickfields, Kuala Lumpur, Malachi Edwin Vethamani’s latest
publications include In-Sights: Malaysian Poems (2003), Complicated Lives
(2016), A Bibliography of Malaysian Literature in English (2016) and Malchin
Testament: Malaysian Poems (2017). He is also a monthly columnist in New
Sunday Times.

43
Tamil Words in Complicated Lives
Complicated Lives is a compilation of 82 poems in English. “Rising
Complications” consist of 19 poems; “Lives Complicated” comprise of 38 poems;
and “Complicating Lives” contain 25 poems. Out of the 82 poems, a total of 15
poems contain Tamil words and phrases verbatim. All the 15 poems are in the
“Rising Complications” section where the author recalls his childhood and
teenage days in Brickfields, Kuala Lumpur.

The first eight poems are collectively labeled “Mother” and the poet recalls his
memories of his mother. In “Beautiful Butterfly”, the poet talks about “a splendid
array of red, blue and green” sarees which belong to his mother. The word saree
is not italicised since “sari” or “saree” (ஸாாீ; சேலை; புடலை) has already
become a loan word in English (and Bahasa Malaysia). This poem – the first in
this collection – plays an important role as proof that the poet is not only happy
to write about his mother, but also about her sarees which turn her into “a
beautiful butterfly”. Even though Tamil words do not appear in this poem – except
for “sarees” – it clearly shows Indian/Tamil culture.

In “Maternal Moments”, the poet recalls “the mother / who once fed me / not just
as a child / but a grown man”. Amma (அம்மா) appears twice in this poem, while
Paati (பாட்டி) once. The poet could have easily used “mother” (which is used
four times in this poem) and “grandmother” to convey the exact meaning and
message, but he consciously uses the Tamil words “Amma” and “Paati”.

Midday lunches. Hurrying to work.

No one else home.
Except for Paati somewhere in the house.
Amma would laugh and tease.
I delighted completely in these moments.

44
It is interesting to note that when the poet recalls the happy memory (“at twenty”),
he automatically uses “Amma” as opposed to “mother”. The poet again uses
“Amma” when talking about his mother’s condition now, where “the Indonesian
maid is spooning her meal”.

The use of Amma is seen again in “Mother Doll” where it appears three times,
while “mother” is used twice. A closer inspection would reveal that “Amma” is
used when there is an emotional connection, while “mother” is used when
describing things in a matter-of-fact manner. “It is another Sunday visit / to
Amma’s house” clearly shows a closer emotional connection between the poet
and his mother, compared to “I see my mother freshly bathed and dressed, /
awaiting my brother to take her to church”. The code-switching between English
(“mother”) and Tamil (“Amma”) might perhaps reveal not only the poet’s
conscious mind, but also his subconscious creative thinking process.

The emotional connection of Amma as opposed to “mother” becomes clearer in

“Loss”. Even though the poem is not directly about his mother, the poet ends
with: “Lost is my mother we lovingly call Amma”. So, “mother” is just a general
term or common noun, whereas “Amma” is a proper noun. There is obviously
also emotional connection and different degree of connotation; just as we could
see in the use of “amma” and “taai” in Tamil poems.

The Tamil word kudisai (குடிலே) appears 14 times in “Loss”. The poet writes:
“As I stare at this sad state building / I say to myself: / It’s such a kudisai”. A
simple Google search would bring us to the official page of Papanasam Kudisai,
where “kudisai” is explained to be “literally a hut thatched with leaves;
metaphorically a lifetime of commitment, austerity, discipline, faith and
fellowship”. In the poem, kudisai clearly refers to a hut, but the poet prefers the
Tamil word to evoke a deeper meaning that the Tamil word carries. Imagine
replacing kudisai with “hut” in the excerpt below:

45
We once lived in what some would have called a kudisai.
My fondest childhood memories are there at that kudisai.
My fiercest of nightmares are there at that kudisai, too.
Kudisai kudisai kudisai

The poem ends where “I think to myself: / Lost is the kudisai we once called
home, / Lost is my mother we lovingly call Amma.” There is an emotional
connection between kudisai and Amma, and this connection might not be of the
same degree between “hut” and “mother”.

In “Not Someone but Me”, the poet recalls the pain when visiting his mother who
has (presumably) lost her memory because of old age or dementia. Two
important Tamil words in this poem are Amma and Yaaroh (யாச ா). The same
degree of pain felt by the poet (Edwin, Eddie) could not have been conveyed if
a mere “mother/mum” and “someone” was used.

Amma, how are you?

How are you, Amma?
Amma, it’s me.
It’s Eddie, Amma.
Who am I, Amma?
A reply: Yaaroh
Say Eddie, Amma.
A reply: Yaaroh

The emotion and pain would have been diluted if “someone” was used instead.
A reader/listener who has no knowledge of Tamil might not understand the full
meaning, emotion and pain in the poet’s heart. It is not only that the poet has
become yaaroh to his mother, but the mother too has become yaaroh to him.

46
I wonder which is less painful.
Silence
or Yaaroh?

We’ve both become Yaaroh

to each other.

The last poem about the poet’s mother – “Our Prayer” – is about the prayer of
two brothers on seeing their mother being very ill, everyone – children,
grandchildren and great grandchildren – has gathered around her.

Dear Lord, thank you for Amma, my brother prays.

Thank you for keeping her in our midst.
Dear Lord, take Amma away from all her suffering, I pray.
Take her away from her pain and our pain.

There is also a poem about father in Complicated Lives. The poem does not
mention “father”, “dad” or “Appa” but the title itself speaks volume: “Appa”
(அப்பா). It is also interesting to note that the poet has dedicated Malchin
Testament: Malaysian Poems “For N. Vethamani, my father – taught me to love
languages and literature”.

In “Paati’s Pillows”, the poet is standing on the balcony and sees a cotton tree
at a distance. Thus, memories of Paati return to him.

My first cotton pillow

made with Paati’s loving hands.
Put your cotton pillows out in the sun,
they get fluffy, paati used to say.

47
Just as the case with poems about Amma, the poet automatically uses Paati
with passion, love and emotion. The same level of intimacy, love and emotion
could not have been conveyed – sent and received – if “mother” and
“grandmother” were used instead.

In English, “brother” refers to “a man or boy in relation to other sons and

daughters of his parents”. The poet could have easily used “elder brother” but
consciously chose “Annan” (அண்ணன்) as the title of another poem where he
recalls his relationship with his elder brother. Among the multiracial, multicultural
and multilingual Malaysians, “annen” and “anne” have become a norm;
something almost everyone uses it on a regular basis, regardless the true
relationship between them. But the Tamil word Annan, Anna or Annen carries a
very unique aura, love and closeness which is not found in “elder brother”.

A Typical Malaysian Indian Scenario

While looking into “One Christmas Morning”, it is worth mentioning that the poet
is a born Christian. Being a Tamil-Christian, his family values the Tamil/Indian
tradition and culture. Their Christmas is not complete without “the smells of
curries and ghee rice”. In this poem, we take a glimpse into the morning routine
of Paati, Amma, Annan and Appa on Christmas, before everyone gets “ready for
church, / a quick walk away” in Brickfields, Kuala Lumpur.

In “A Brickfields Christmas”, a more detailed account is given where the whole

family starts preparing since November. The scenario in this poem is a typical
preparation done by an average Indian family to welcome Deepavali or
Christmas. With some minor changes, this poem could perfectly fit the story of
a Tamil-Hindu family preparing for Deepavali. Appa, Amma, Sithi (ேித்தி), Paati,
Annan and Akka (அக்கா) are all present in this beautifully woven family scene.
Other common Indian dishes – palagaram (பைகா ம்), muruku (முறுக்கு),

48
achimuruku, chippi (ேிப்பி), neiyee oorunda (நெய் உருண்லட) – complete the
picture.

December descends on us.

Womenfolk, friends of
Amma, Sithi and Paati,
all aunties to us arrive.
Palagaram-making begins.
Muruku, achimuruku, chippi
and neiyee oorunda –
South Indian festive fare.
We wait at the side lines
like cats for scraps.

Any typical Malaysian Indian could relate to this scenario. If the Tamil words
were to be replaced with “mother”, “aunty”, “grandmother”, “sweets”, “cookies”,
“biscuits” etcetera, the whole uniqueness and its usefulness as a social-cultural
documentation would be lost altogether. The traditional way of making neiyee
orrunda for Christmas by Athai (அத்லத), Amma, Sithi, Paati and their friends is
recorded in “Those Grand Women folk”. By now, it is obvious that the poet not
only consciously uses Tamil words to make his poems more meaningful, but he
is also determined to preserve the Indian culture and Tamil language – besides
his memories – through these poems written in English.

Amma, bonda, vadai and dhal curry appear in “Boyhood Street Buffet” while Sithi
and the Scott Road Hindu temple emerge in “Still Brickfields”. Being a person
born in Brickfields, the poet also talks about “Brickfields gangsters / vigilante and
villain / kampung folks’ paiyen” in the poem aptly titled “Brickfields Gangsters”.
There is also a note at the end to explain paiyen (லபயன்) as a “Tamil word
which refers fondly to young men”.

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Conclusion
It is obvious that despite the language differences and the general rules
pertaining the languages, Malachi Edwin Vethamani clearly seems to maintain
Indian culture in his poems written in English. One unique example is the use of
Tamil words and phrases verbatim, as seen in his debut collection of poems,
Complicated Lives. This poet consciously uses Tamil words and phrases, even
though an English word or phrase would have conveyed the same meaning. This
establishes my (the researcher’s) observation that Malaysian Indian poets (and
other creative writers) who have mastered English (or Bahasa Malaysia) would
still prefer to use certain Tamil words and phrases which carry some form of
emotional and cultural value. It is recommended that more poems, short stories
and novels written in English and Bahasa Malaysia by Malaysian Indian writers
be analyzed to get a better understanding of the conscious inclusion of Tamil
words and phrases in non-Tamil creative writings.

Bibliography
Bernice Chauly & Sharon Bakar. (2011). Readings from Readings: New
Malaysian Writing. Kuala Lumpur: Word Works Sdn Bhd.
Chauly, B. (2012). Readings from Readings 2: New Writing from Malaysia,
Singapore and Beyond, Kuala Lumpur: Word Works Sdn. Bhd.
Krishanan Maniam. (1993). Cerpen Tamil dan Melayu: Perbandingan Tema dan
Struktur, Kuala Lumpur: Dewan Bahasa dan Pustaka.
Malachi Edwin Vethamani. (2003). In-Sights: Malaysian Poems. Petaling Jaya:
Maya Press Sdn. Bhd.
Malachi Edwin Vethamani. (2016). A Bibliography of Malaysian Literature in
English, Petaling Jaya: Maya Press Sdn Bhd.
Malachi Edwin Vethamani. (2016). Complicated Lives. Petaling Jaya: Maya
Press Sdn. Bhd.
Malachi Edwin Vethamani. (2017). Malchin Testament: Malaysian Poems.
Petaling Jaya: Maya Press Sdn. Bhd.

50
Noriah Mohamed & Selvarani Subramuniam. (2015). Kata Pinjaman Bahasa
Tamil Dalam Bahasa Melayu. Kuala Lumpur: Dewan Bahasa dan
Pustaka.
Raghukul Tilak. (2004). R.K. Narayan: The Man-Eater of Malgudi – A Critical
Study. New Delhi: Rama Brothers India Pvt Ltd.
Russell Jones. (2009). Chinese Loan-Words in Malay and Indonesia. Kuala
Lumpur: University of Malaya Press.
Sababathy Venugopal. (1999). Malaysian Tamil Novels before Independence.
Kuala Lumpur: University of Malaya Press.
Uthaya Sankar SB. (2011). “Speaking in Tongues: The Kavyan Writers”, paper
presented at the World Tamil Writers Conference, Singapore.

51
 Chapter 5

IMPACT ON ENVIRONMENTAL GLOBALIZATION PORTRAYED IN INDHRA

SINHA’S NOVEL THE ANIMAL’S PEOPLE

S. Ananthan
Department of English and Foreign Languages,
Bharathiar University,
Coimbatore.Tamil Nadu, India.
ananthbhu@gamil.com

R. Saravana Selvan
Department of English and Foreign Languages,
Bharathiar University,
Coimbatore.Tamil Nadu, India.

ABSTRACT

Globalization is a process that increasing the international trade and

organization. There are number of definitions are there for globalization but we
can’t define exactly what it is, initially the term has been used in the field of
economics and world trade, but after the 90s, Growth of the globalization has
been multiplied, and development of globalization has been increased
enormously. Globalization placed a vital role in all the discipline. When we talk
about this term in literature, which is different from others and also it is
maintaining some unique place. Environmental globalization which is increases
the global uniformity and connectedness in the language, regulations and
practices of environmental management. It is one of many dimensions of
globalization, the best known of which is economic globalization (Gills 2004).

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This article focuses on environmental impact which is portrayed in the view of
globalization.

Keywords: Environmental Globalization, Indhra Sinha, The Animal’s People.

Introduction
In this world, people to live peacefully every human needed environment, saving
the environment is very essential; alternatively, we are spoiling the environment
by the way of globalization and industrialization. The growth of the Globalization
has been increased in western countries, but here the growth of globalization
overcomes the western countries, globalization may give advantages, at the
same time the effect of the globalization plays major role which may be equal or
beyond that. These all the major roles depicted in Indhra Sinha’s The Animal’s
People. Who is well known Indian writer, the novel was published in the year of
2007 and got many literary prizes for his prestigious work, this novel is based on
real life incident and fictionalized the 1984, Union Carbide Gas disaster in
Bhopal, India. This novel clearly explains about the industrialization and
globalization by which, what are the impacts faced.

Discussion
This novel starts with narrator whose name called ‘Animal’ because, his spine
twisted forward by the chemical toxin spills. Actually we will call a human only
those who have two legs and walk by them. Apart from that we don’t consider
as a human being. Likewise the narrator ‘Animal’ who also human being, but
who walks by four because the environment spoiled him and by the business
dwellers for the purpose of wealth. The narrator recalls his pathetic incident like
he was “six when the pains began, … [a] burning in my neck and across the
shoulders” (2007, 14) The “pain gripped my neck and forced it down,” as if “a
devil… with red hot tongs” was molding his spinal column into a permanent bow,
he recalls: “Further, further forward I was bent” and “when the smelting in my

53
spine stopped the bones had twisted like a hairpin, the highest part of me was
my arse” (15).

Animal’s body is twisted by the leakage of industrial heat into living bodies, a
metallurgical fever that softens and recasts the vertebrae’s structure from the
inside out. This posture represents a new kind of ‘factory life’: it is not a matter
of long hours of repetitive labor producing a ‘burning in the muscles’ but of the
factory living as a chemical prosthetic, traveling within Animal, touching and
burning his hidden interior, neurological, and genetic self.

The metamorphic discharge of chemical heat from factories to bodies described

in Animal’s People is not merely metaphorical. Sinha’s novel is, after all, a finely
fictionalized account of a very real and ongoing thirty year old industrial disaster
in Bhopal, India. From December 1984 until today, a pesticide factory owned by
Union Carbide and Dow Chemical (US-based multinational petrochemical and
biotech companies) has leaked into that city tons of toxic chemicals. Between
3,000 and 6,000 people suffocated from the initial airborne exposure to Methyl
Iso-Cyanate (MIC), and the people of Bhopal also continue to experience
disproportionately high rates of ‘birth defects’, cleft palates, all manner of
tumorous growths, severe eye pain, respiratory problems, and neurological
disorders. Including 25,000 subsequent deaths, most of the 100,000 to 200,000
people suffering from serious ongoing ailments have become sick due to a
massive seepage of MIC from the unsecured factory into the city’s groundwater.
Union Carbide, the Indian government, and Dow Chemical have all refused to
recognize the presence or health effects of MIC in Bhopal’s water supply, despite
a wealth of evidence. Key elements of what was once considered a mutually
beneficial project for economic development, the factory, the chemicals, and the
people of Bhopal have now been abandoned by their corporate benefactors,
their national government, and the legal systems in India and the United States.
Even though the factory is closed, this abandonment makes it no less

54
operational within the terrain and bodies of Bhopal. And yet, troublingly, as Rob
Nixon points out in Slow Violence and the Environmentalism of the Poor, “in an
age that venerates instant spectacle, slow violence (like the ongoing spill in
Bhopal) is deficient in … recognizable special effects” (2011, 6). Where
“chemical and radiological slow violence is driven inward, somatized into cellular
dramas of mutation,” it is difficult to reproduce that familiar “narrative
containment, imposed by the visual orthodoxies of victory and defeat.” Indeed,
Animal is keenly aware of his readers’ desire to understand the spill as a familiar
narrative, as Dow and the Indian government have, to visualize it as a completed
event that took place on a single, tragic night. “So strangers in far off countries
can marvel,” Animal argues, “you have turned us Khaufpuris into storytellers, but
always the same story … that night, always that fucking night”(5). Throughout
the novel, then, Animal negotiates with the demands for spectacle placed on him
by his international readership. Addressing that readership, Animal states, “I will
call you Eyes. My job is to talk, yours is to listen” (14). Calling for ‘Eyes’ to listen,
Animal interrupts the visual logic that would take his narration as the ‘same story’
of ‘that night’, as his framing constructs a synesthetic readership whose textual
sensorium must be rewired. If the slow violence of the chemical spill cannot be
seen through the image of a single explosion on a single night, then the ongoing
diffusion of chemicals into living bodies the neurological metamorphosis
produced by chemical violence must be conveyed as a confusion of the senses.

In this negotiation with his audience, Animal presents his own non-normative
body as a complex visual cue for the slow violence affecting his community.
Knowing that his narration “becomes a picture and (that his audience’s) eyes
settle on it like flies,” Animal directs his own gaze inward.

I’m looking right now at my feet, which are near the hearth, twisted they are, a
little bent to one side. Inside of left foot, out of right, where they scrape the ground
the skin’s thick and cracked. In gone times I’ve felt such hunger, I’d break off

55
lumps of the dry skin and chew it. Want to see? Okay watch, I am Bing down to
my heel, feeling for horny edges, I’m sliding the thumbnail under. There, see this
lump of skin, hard as a pebble, how easily it breaks off, mmm, chewy as a nut.
(13).

As Animal’s feet enter the visual frame, they appear turned over, ‘twisted’, ‘bent’,
‘inside … out’, ‘scraped’, ‘cracked’, ‘lumpy’, ‘dry’, ‘horny’, ‘hard’, and ‘chewy’. in
fact, Animal’s highly embodied description of his feet involves not only how they
look but also how they feel and taste, and his relationship to his feet is directly
connected to his bent spine, which brings his feet into close contact with his
nose, mouth, and eyes. Establishing a kind of intimacy, Animal asks readers if
they “want to see” him eat a piece of his heel; he directs the viewers’ eyes to
“see this lump of skin” that he holds out like a “pebble.” As the visual field narrows
to this focal point, Animal promptly swallows the pebble, and the Eyes are forced
to follow the lump of skin into the darkness of Animal’s digestive tract, “mmm.”
While Animal’s posture clearly manifests the invisible chemicals that have
smelted his community together he stands out from and also stands in for the
toxicity that has pervaded the community he also keenly directs his audience’s
gaze toward the inside of his body, where the cellular drama rages on.

Conclusion
Animal’s posture provides an approach to the Bhopal disaster from a different
line of sight, one ordinary and overturned. The “world of humans is meant to be
viewed from eye-level,” he points out, but “lift my head I’m staring into someone’s
crotch” (2). Animal “knows which one hasn’t washed his balls, (and) can smell
pissy gussets and shitty backsides whose faint stenches don’t carry to your
nose”. Even as his posture helps represent the physical afflictions of overlooked
Bhopalies, it also gives Animal access to the smells of abject materiality that
cannot be viewed from eye level or from the perspective of the “human world.”
Animal’s synesthetic descriptions accentuate the bodily processes of digestion

56
and genital sexuality, but in so doing he knocks up against the “world of humans”
as it is “meant to be seen.” In other words, the visual logic that frames the
chemical spill as “the same story” of “that night” is held in place by a “world of
humans” that can only see, and be seen, from “eye-level.” The size, shape, and
meaning of material violence is thus circumscribed by a “world” system that
prescribes what is “meant to be seen” as human, and what is meant to be
ignored as nonhuman. Thus we can see the impact on environmental
globalization through the voice of the narrator. all the new inventions and
technologies for the benefit of people. If it does not to spoil the common people,
it would be very grateful. So the impact on environmental globalization is the
muffled voices of the Bhopal people.

Bibliography
Eckerman, I. (2005). The Bhopal Saga: Causes and Consequences of the
World’s Largest Industrial Disaster. Hyderguda, India: Universities
Press.
Everest, L. (1986). Behind the Poison Cloud: Union Carbide’s Bhopal Massacre.
Chicago: Banner.
Nixon, R. (2011). Slow Violence and the Environmentalism of the Poor.
Cambridge, MA: Harvard University Press.
Sinha, I. (2007). Animal’s People. London: Simon and Schuster.
Sinha, I. (2009). “Katie Price vs. Animal Spice.” Khaufpur: City of Promise, April
16, www.khaufpur.com/katiepricevsanimalspice.html.
Snell, H. (2008). “Assessing the Limitations of Laughter in Indra Sinha’s Animal’s
People.” Postcolonial Text 4, no. 4: 1–15.

57
 Chapter 6

Effective Lesson Planning for Language Classes of Contemporary Curriculum

V.M. Subramanian
Dept. of Linguistics, Bharathiar University
Coimbatore-641 046
vmsuman@rediffmail.com

ABSTRACT

A carefully planned lesson plan helps the teacher to enter the classroom with
considerably more confidence. Learners receive adequate knowledge and
opportunity only when they are exposed to the right subject environment and it
provides a better hope for classroom learning. Contemporary classes are highly
equipped with advanced smart tools and devices whereas the demand from the
learners also high. Curriculum has a lot of teaching methods with different
teaching situations, and no single plan can serve as a model for all situations. A
well planned lesson that suites the needs and interest of the learners only
receives positive scores whereas the rest of them ends up with poor recognition
among the learners. Present paper is an attempt to incorporate the best
available smart tools and strategies in contemporary classrooms especially for
language learning activities. This paper tries to create lesson plans with
possibilities of using software such as windows, android and apple, all available
smart classroom tools, books and other materials. Lesson plans provided in this
paper are made with a view of great motivation and practice to the students and
great guidance for language teachers.

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Keywords: Lesson Planning, Mobile Applications, Online Learning, Smart
Classroom, Smart Phones

Introduction
Lesson plans are integral part of teaching process through which a teacher is
able to create a full-fledged teaching with confidence and comfort. Planning
ahead to identify a course of action that can effectively reach goals and
objectives is an important first step in any process, and education is no exception
(Barroso & Pon, 2004). Teachers can concentrate the lesson plan when it is
made in accordance with the needs of the curriculum through which the
explanation and implementation is made easier and thereby the students are
getting a concrete learning input. Lesson plans are not one single idea to meet
out a particular class at the particular point of time rather it is prepared in
accordance with the previous learning of the students. A good lesson plan
begins with a review of previously learned material and method. New material is
then introduced, followed by opportunities for learners to practice and be
evaluated on what they are learning. Lesson plans always have the following
three step process firstly presentation; this initial process introduces new
information, clarifies learner comprehension of the new material, and ascertains
the tasks that the learners will make it in the recreation practices. Second stage
involves practices through which the learners get more opportunities and thereby
they get priorities and possibilities of arriving newer knowledge and experience.
The third step is evaluation that helps the teacher to test and assess how well
they understood the lesson and to assess how good their recreation skills are in
relation with their learning. Since the influence of technological advancements
is occupying almost every field of contemporary world so do teaching learning
systems. Present paper attempts to identify the possibilities of inculcating
scientific and technical instruments in lesson planning activities. A special focus
is made on introducing new ideas and methods to incorporate the electronic
mobile devices currently available today. However the implementations of the

59
ideas in regular teaching learning activities are limited due to several constraints
such as availability of the mobile devices, materials, networking, time and cost
and limited possibilities of providing language lessons.

Integrating electronic devices in language teaching learning activities

Present curriculum has sophisticated facilities in a way of making the teaching
learning process more interesting, motivational, inspiring and knowledge
aspiring. Modern smart classrooms are well equipped with audio-visual
equipment, smart board, PA system, cordless mike, interactive projector,
interactive LED panel, digital camera, printers and software with online access.
These devices are used in the classrooms mostly for collective learning,
knowledge sharing and acquiring and concentrates on the teacher’s / trainer’s
teaching plan. Smart classrooms provide better opportunities for learners to get
a comprehensive understanding of things where the chalk and talk method is
unable to cater. It is very obvious that students learning through computer
assisted language (CALL) classrooms outwit of those learning through
traditional methods. Moreover the students get motivated easily and show
greater interest to learn things through computer assisted tools. A new
dimension of integrating electronic devices are mobile computing devices such
as mobile phone, tablets, phablets, palmtops and e-readers. It is believed that
these small electronic devices are affordable and have easy access. Mobile
electronic devices have more convenience than that of other traditional
computers; especially mobile phones have a speciality that it is a kind of wear of
present learners. Levy & Hubbard (2005), argue that CALL as considered here
does not include simply the canonical desktop and laptop devices we label
computers. It also includes the networks connecting them, peripheral devices
associated with them and a number of other technological innovations such as
PDAs (personal digital assistants), mp3 players, mobile phones, electronic
whiteboards and even DVD players, which have a computer of all sorts
embedded in them.

60
Survey of electronic mobile devices used by present students’ generation
Ninety-three percent of students access the Internet every day and 73% of
students use the mobile phone to access the Internet, according to a Student
Online Behaviour Report by HT Digital and IMRB. Students use mobile phones
for several purposes other than making calls and sending messages depends
on the features available in the smart phones (Alfawareh & Jusoh, 2014).
Smartphone usage includes making calls, checking email and website pages,
sending text messages, reading document to, taking pictures, browsing Internet,
downloading software, listening to music, taking video, watching TV, watching
movies, use as an alarm clock and use as a watch. Studies have found out that
adults tend to check their smart phones at least every 30 minutes. According to
a survey by software services firm TCS (Tata Consultancy Service), about 70
percent students today own smart phones with a larger user base in smaller
cities than the metropolitan cities. Mobile phones are getting universal
recognition among the students and thereby the comprehensive communication
needs are fulfilled.

Thus mobile phones are such a powerful device which is part and parcel of
students community all over the world and this provides a new thought language
planners there by using this device language lessons can be planned
meticulously and when the students start using mobile phones for learning
purposes the amount of diversion and unwanted surfing and junk message flirts
will be reduced to a considerable level. Valk, Rashid & Elder (2010), analysed
evidences of mobile phone-facilitated mobile learning in contributing to improve
educational outcomes in the developing countries of Asia by exploring the results
of five m-learning pilot projects that took place in the Philippines, Mongolia,
Thailand, India, and Bangladesh.

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Android mobile phone and language teaching features
Android's user interface is mainly based on direct manipulation, using touch
gestures that loosely correspond to real-world actions, such as swiping, tapping
and pinching, to manipulate on-screen objects, along with a virtual keyboard for
text input (Wikipedia). Android has an active community of developers and
enthusiasts who use the Android Open Source Project (AOSP) source code to
develop and distribute their own modified versions of the operating system,
through which a large number of innovations are being created time to time and
better user interface modules help users with increased interest in application
utilisation. The rapid growth in access to mobile phones around the world, Africa
and Middle East regions in particular, have a potential of improving teaching,
learning and institutional efficiencies to enable national education system
transformation (UNESCO, 2012).

Language teaching plans through android phones

The fundamentals of teaching language include teaching the students the four
basic skills of language (LSRW) along with usage of language in real-time
situations. The curriculum needs to plan teaching students the following
components in order to pave the way for the learners as better language users.
Mobile devices allow the learners to interact with each other, in both formal and
informal learning contexts. For example, a teacher can encourage students to
speak about their daily work which can be recorded and sent to the teacher.

62
 talking books
audio player
mobile broadcasts
phone calls

Listening
voice recoding
speaking e boooks
text to speech
online pages
voice systhesizer reading
writing

text messages
online text chat

Figure 1: Integrating language skills into mobile apps

Android / smart mobile phones almost have all features of desktop computers
through which teaching plans and modules can be well incorporated. Moreover
mobile phones can well intimate the time limitations to the learners even they
are away from classroom. Practitioners may move between different locations
even then learning occurs in isolated contexts. Teaching plans can be well
organised with the available features of the smart phones provided the plans are
systematically evaluated and updated.

Special applications are already made and being used in smart phones but they
are task based applications not planned for a special group of learners. Subject
and content wise applications also available via online that provides mostly the
basic ideas to meet the needs of the general audience rather than a specific
expertise over any lesson. In the UK, Anspear has developed English learning
materials for mobile phones. The content is organised into themes related to
English culture, featuring exercises for practising vocabulary, spelling, word

63
associations, speaking and listening, reading and writing, and grammar in
context. Through rich multimedia the software presents game-based activities to
a user, recording progression and manually uploading achievements at regular
intervals to the company’s servers. Learning is a step by step process which
needs utmost care and evaluation so do developing applications for such new
mobile computing systems.

Limitations of mobile phone teaching learning

Smart phones have become an integral part of intermediate and higher learning
students’ life, however they have a variety of functions leading both positive and
negative impacts. Mobiles are made for communication with fellow human being
through wireless technology and now they are in different avatars. This paper
provides a positive note on inculcating smart phones in curriculum planning for
the reason that the initiator is the teacher in it. A fine balanced lesson plan
between didactic and aesthetics through mobile technology will get success
among higher level learners. Moreover when the smart phones are utilised in
serious learning process the unwanted usages are limited thus learning activities
eliminate misuse of mobile phone activities.

Conclusion
Smartphone is an innovative device which has a multifaceted usage catering to
the needs of younger generations in a highly sophisticated manner. Higher
education learners can make use of the Smartphone systems for convenient
learning provided a good utility plan is necessary. Popularly known social
applications such as WhatsApp, Twitter, Instagram, Facebook, Facetime, Skype
and WeChat have a deep influence over the young learners in one way or other.
A careful design to use these applications in a limited group environment will
provide better solutions among the learners with logical, creative,
comprehensive and inclusive language potentials.

64
Bibliography
Barroso, K. & Pon, S. (2004). Effective Lesson Planning. Adapted from CALPRO
Professional Development Module, AIR: Sacramento, CA.
Brown, H.D. (2001). Teaching by principles: An interactive approach to language
pedagogy. Beijing: Foreign Language Teaching and Research Press.
Davies, G., & Hewer, S. (2012). Introduction to new technologies and how they
can contribute to language learning and teaching. Module 1.1 in Davies
G. (ed.), Information and Communications Technology forLanguage
Teachers (ICT4LT), Slough, Thames Valley University [Online].
Retrieved from http://www.ict4lt.org/en/en_mod1-1.htm
Hsu, L. (2012). English as a foreign language learners’ perception of mobile
assisted language learning: a cross national study. Computer Assisted
Language Learning, 1, 1-17.
Mork, C.-M. (2014). Benefits of using online student response systems in
Japanese EFL classrooms. JALTCALL Journal, 10(2), 127-387.
Thomas, M., & Reinders, H. (2010). Deconstructing Tasks and Technology.
Task-based language learning and teaching with technology. London:
Continuum, International Publishing Group.
Woodcock, Ben, Andrew Middleton & Anne Nortcliffe. (2012). “Considering the
Smartphone Learner: An Investigation into Student Interest in the Use
of Personal Technology to Enhance their Learning.” Student
Engagement and Experience Journal, 1, 1-15.
Yordanova, K. (2007). "Mobile learning and integration of advanced
technologies in education," In the Proceedings of International
Conference on Computer Systems and Technologies-
CompSysTech'07, IV, 23-1, IV. 23-5.

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 Chapter 7

International Tourists Safety and Security Concern Threats during Vacations in

Semporna, Sabah

T. Logeswaran
Ethnography and Development Research Unit,
Faculty of Humanities, Arts and Heritage,
Universiti Malaysia Sabah, 88400 Kota Kinabalu, Sabah
logesttm@gmail.com

Jabil Mapjabil
Ethnography and Development Research Unit,
Faculty of Humanities, Arts and Heritage,
Universiti Malaysia Sabah, 88400 Kota Kinabalu, Sabah

ABSTRACT

The safety and security issue of tourists is the most important factor in any stable
tourism industry. This aspect has been identified as five global forces that would
drive the tourism industry in the new millennium. Research also found that safety
and security concern had relationship between genders. In Sabah tourism
industry context, especially in Semporna district occurrence of few incident such
as kidnapping case in Pom-pom and Mabul Island indirectly result in decline of
tourists’ arrival. Evidently tourists are worried about safety and security aspect
during vacation here. Hence this paper will examine the threats that may become
international tourist safety and security concern during vacations in Semporna,
Sabah. A sample of 191 respondents was selected from international tourists
and interviewed using a questionnaire towards achieving the objective of the

66
study. The findings show that the safety and security threats concern among
international tourists are important as it plays role in destination selection.
Therefore, the safety and security aspect should be improved by the
stakeholders in order to attract more international tourists to Semporna. This will
help to create more jobs opportunities and generate incomes in the future.

Keywords: Safety, Security, Tourism, Threats, Semporna

Introduction
Hunter-Jones argues “Although there are many reasons for a successful tourism
product, such as the quality of service, a ‘good time’, beautiful scenery, and/or
interesting encounters, all these factors require a safe and secure destination.
Safety and security of tourists have become a more important concern to tourism
industry mainly to the tourists and tourism stakeholders. Particularly, after an
increase in general incidences of political instability, local war and terrorism from
1970 onwards and culminating in the attack on the World Trade Centre on
September 11, 2001.

Industry of tourism cannot avoid the negative impacts and consequences

resulted from any safety and security incidents. The perception of safety and
security is a major determinant when travellers make their decision about visiting
a place (Rittichainuwat & Chakraborty, 2009). One of the recent that happened
at Reina nightclub, Istanbul, Turkey on past January 2017 where 39 people were
killed by a gunman and remaining 70 people were injured. This clearly will raise
the safety concern and a bad impression among the tourists who would want to
visit the country.

Safety and Security in Tourism Industry

Evidences gathered from many parts of the world demonstrate that safety,
tranquility and peace are necessary for the prosperity of tourism industry (Pizam

67
& Mansfeld, 1996; Sonmez & Graefe, 1998). The issues of safety and security
in tourism industry has caused tremendous changes in the tourism sector. The
issues that are affecting tourism industry are crime, terrorism, food safety, health
issues and natural disasters. Due to these issues, some of the tourist attraction
site has seen less tourist activities for the past few years.

According to Wan Shawaluddin & Ramli (2008), the concept refers to the
absence of security threats to an entity in the context of a country. Ahmad Nazrin
Aris & Zainab Khalifah (2009) state that to achieve that level, it is not only limited
to the adequacy of basic needs and free of diseases but it also must include
security from the threat of terrorism as well as safe from natural disasters.
Definitions of safety, security and risk are overlapping and confusing. According
to Sonmez & Graefe (1998a), tourist safety concern is a parallel concept to risk.

Previous studies have examined the relationships between risk perceptions and
a number of variables, such as past experience (Lepp & Gibson, 2003;
Weinstein, 1987), gender (Carr, 2001; Kozak et al., 2007; Matyas et al., 2011),
age (Floyd & Pennington-Gray, 2004), and income (Floyd & Pennington-Gray,
2004). Risk perceptions have been found to be influenced by age (Floyd &
Pennington-Gray, 2004; Gibson & Yiannakis, 2002). In addition, most of the
literature have found females are more risk averse than males (Lepp & Gibson,
2003; Matyas et al., 2011; Pizam et al., 2004), although some studies have
determined the opposite (Carr, 2001). However, research suggests that
demographics alone are not significant predictors of risk perceptions (Sönmez
& Graefe, 1998a).

Safety and security incidence occurred in Semporna such as kidnapping incident

in Pom-Pom and Mabul island. It is undeniable that safety and security is one of
vital aspect in providing more quality in tourism and the ability to ensure the
safety of tourist at any time will help to improve image of the destinations. In

68
connection with that, this paperwork will examine about international tourists
safety and security threats that become their concern during vacations in
Semporna, Sabah.

Methodology
This is a part of actual study of the researcher about level and factor of concern
of international tourist during vacation in islands in Semporna. This study is using
quantitative approach through questionnaire distribution to the respondents. A
total set of 91 questionnaire distributed to the respondent that are mainly
international tourists. Data for this study are presented in frequency table and
cross tabulation using SPSS.

Study Area
This research is carried out in Semporna, Sabah. Semporna is a district located
in the south-eastern part of the state of Sabah (Figure 1). This district consists
of 49 islands. Semporna is the gateway to many scuba diving and snorkelling
activities (SIPD, 2006). The islands in Semporna are Mabul Island, Sipadan
Island and others. Semporna covers an area of 442 square miles or 113,412
hectares (282, 880 acre). Its estimated population in 2010 is 135,000 people
based on the census from the Statistics Department.

Figure 1: Study Area

(Source: Google Maps, 2016)
69
Findings And Discussion
Table 1 shows the majority of respondents were male (50.4%) while 49.2% were
female. 34.5 % of respondents were between the age ranges of 21 to 30 years
old closely followed by 23% who were in between the age range of 31 to 40
years old. Majority of the respondents were single (78%). The majorities of the
respondents were graduated from college or university and holds either
bachelor’s degree, masters or doctorate. From the survey, it was also noted that
the mainstream of the participants were from private sector (38.2%).
Profile Criteria n %
Gender Male 97 50.4
Female 94 49.2
Age Below 20 years 8 4.2
21-30 years 120 62.8
31-40 years 44 23
41-50 years 10 5.2
Above 50 years 9 4.7
Marital status Single 149 78
Married 42 22
Education Primary 6 3.14
Secondary 21 11
Higher 160 83.76
Informal 4 2.1
Occupation Private sector 73 38.2
Public sector 32 16.8
Business 26 13.6
Own work 13 6.8
Housewife 4 2.1
Retired 8 4.2
Student 16 8.4
Others 19 9.9
Table 1: Respondent demography profile
(Source: Fieldwork, 2016)
70
Based from the respondent visit characteristics in Table 2 below, most of the
respondents stay overnight at hotel/resort in islands (89%) followed by 83.2% of
respondents who visit for first time. 88.5% of respondents came here for
tour/vacation. Most of the respondent came by own (79.6%) followed by travel
agents (16.2%). The majorities of the respondents came with their pairs (45%).
Majority of the respondents stay for 3-4 days (40.3%) at there. 57.59% of the
respondents that visit here are through internet. This 191 respondents had given
answer that they all have been to islands in Semporna. From the island, 92.2%
had visited Mabul and Sipadan islands compared to other islands.

Visit
Criteria n %
Characteristics
Trip to Semporna Daily trip 21 11
Overnight at hotel/resort in
170 89
islands
Frequency of visit First time visit 159 83.2
to Semporna Not the first time 32 16.8
Main purpose of Tour/vacation 169 88.5
visit Visit relatives/friends 5 2.6
Business 1 5
Works 4 2.1
Courses/seminar/conferences 2 1
Others 10 5.2
Way of trip Own 152 79.6
management Travel agents 31 16.2
Company/departments 6 3.1
Others 2 1
Type of visits Own 52 27.2
Pairs 86 45
71
 Groups 38 19.9
With family 15 7.9
Durations of 1-2 days 32 16.8
staying 3-4 days 77 40.3
5-6 days 43 22.5
7 days and above 39 20.4
Friends/relatives 11 5.76
Sources of Tourism agency 25 13.09
information Guidebooks, brochure and
13 6.81
travel magazines
Newspaper 10 5.24
Tourist information centre 22 11.52
Internet 110 57.59
Have you been to
islands in Yes 191 100
Semporna
Islands Mabul and Sipadan 176 92.15
Tun Sakaran Marine Park 6 3.1
Others (Pom-Pom ,
9 4.7
Kapalai,etc.)
Table 2: Respondent visit characteristics
(Source: Fieldwork, 2016)

Cross Tabulation between Threats That Become Tourist Concern with Gender
In this part the respondents had to choose three threats that become their
concern during visit to islands in Semporna. Researcher then use cross
tabulation analysis to make comparison between threats that become tourist
concern and gender.

72
 Threats that become tourist concern Male Female

27 37
Concerned about diseases infection
42.2% 57.8%
30 29
Concerned about food poisoning
(50.8%) (49.2%)
Concerned about accident 53 49
(during boat boarding, sea recreation activities etc.) (52%) (48%)
27 19
Concerned cheated by tourist agent
(58.7%) (41.3%)
52 52
Concerned about safety from kidnapped
(50%) (50%)
50 52
Concerned about safety from blackmailed or robbed
(49%) (51%)
4 13
Concerned about safety from raped
(50.8%) (49.2%)
15 14
Concerned about safety from murdered
(51.7%) (48.3%)
Concerned about safety and security on the way to 21 14
the island (60%) (40%)
Concerned about safety and security provided by 21 13
resorts/hotels in the islands (61.8%) (38.2%)
Table 3: Crosstab analysis between threats that become tourist concern and
gender
(Source: Fieldwork, 2016)

From Table 3, the first concern for male respondents is safety and security
provided by resorts/hotels in the islands (61.8%) whereas for women
respondents is about diseases infection (57.8%). Based on researcher’s
observation, lack of safety devices like CCTV and alarm system in islands

73
resorts is not implemented and less safety staff especially on morning and
afternoon mostly in resort hotspot area. Because of this, it raises concern among
male respondent because they want a safe and secure environment around
them. Based on indirect interview most of the women fear about diseases that
carried by vector like rats or malaria infected mosquitoes. There are incidents
where tourists get infected from Ebola, SARS, and Chikungunya during their
holiday. So, this make them concerned especially when they are in resort in
islands or town areas.

The second most concern for male respondents is safety and security on the
way to the island (60%) while female respondents more concerned about food
poisoning (49.2%). Incident like boat colliding and drowning had occurred to the
tourists. Latest incident that happened on the way to Mengalum Island Sabah
where the tourist boat that carry 28 Chinese tourists and three crew sunk
because of strong wind and big waves (Malaysia Kini, 2017). Lack of safety
jackets in some of the boats also makes tourist concern because it can cause
tourist drowning and this will result to death. Unhygienic condition of some food
shops, causes women to worry about the condition of food prepared, which may
cause diarrhea. The survey of 2,000 adults revealed that 30% of them in Spain,
followed by 15% in Turkey and 13% in Egypt had been ill because of food
poisoning (Daily Mail, 2015).

The third most concern shows male respondents concerned from cheated by
tourist agent (58.7%). They stated that the tour packages are expensive. Due
they are foreign tourists and their currencies are high especially from European
and American countries some of the tourist agent take this opportunity to
increase the tour package price. As much as 50% female respondents
concerned about safety from kidnapped. Mostly of tourist kidnapping incident
happened on the island. This is clearly evident that the number of tourist arrivals
in Malaysia decreased significantly especially in December 2014 which tourist

74
arrival decreased by 12.8 percent, or 358 720 number of arrivals compared to
tourist arrivals in November 2014 (Tourism Malaysia, 2015).

For the less concern 42.2% of male respondents choose concerned about
diseases infection. It seems that male respondent did not take concern about
diseases infection. 38.2 % of female respondents choose concerned about
safety and security that provided by resorts/hotels in the islands. For the female,
this shows that they are not concerned about safety and security that provided
by resorts/hotels in the islands.

Conclusion
There are many threats that can become concern to tourists and may influence
them in choosing a travel destination. Safety and security is a crucial factor in
development of a destination, region or a country. Once a destination is
perceived to be risky by the tourist, it will have serious implications on the growth
and development of tourism industry of the specific destination.

The local governments, authorities, tourism ministry, NGO, travel agents and the
communities in Semporna should be responsible to take steps in improving the
safety and security and by combating the crime in the tourist destinations. This
could bring back the positive image of that particular destination, attract more
tourists in coming years.

Bibliography
Ahmad Nazrin Aris Hj. Anuar, Zainab Khalifah (2009) Kepentingan program
bandar selamat sebagai asas keselamatan industri pelancongan di
Bandaraya Johor Bahru. Jurnal Teknologi 51 (E), 123-137.
Carr, N. (2001). An exploratory study of gendered in young tourist’s perception
of danger within London. Tourism Management, 22(5), 565-570.

75
Daily Mail (2015). No wonder holidaymakers stick with the Full English! Spain
tops list of destinations where Britons have been struck down by food
poisoning. (Accessed on 14 Mac 2017).Taken from:
http://www.dailymail.co.uk/travel/travel_news/article-3089265/Spain-
tops-list-places-tourists-suffered-food-poisoning.html#ixzz4bdBf9n7V
Floyd, M.F., Gibson, H., Pennington-Gray, L., & Thapa, B. (2004). The effect of
risk perceptions on intentions to travel in the aftermath of September
11, 2001. Journal of Travel & Tourism Marketing, 15(2-3):19-38.
Gibson, H., & Yianakkis, A. (2002). Tourist roles: Needs and the lifecourse.
Annals of Tourism Research, 29(2):358-383.
Kozak, M.,Crotts, J.C., & Law, R.(2007). The impact of the perception risk on
international travellers. International Journal of Tourism Research, 9(4):
233-242
Lepp, A., & Gibson, H. (2003).Tourist roles, perceived risk and international
tourism. Annals of Tourism Research, 30(3):606-624
Malaysia Kini (2017).Tragedi bot karam di Sabah: Tekong dipenjara 6 bulan
(Accessed on 14 Mac 2017).Taken from:
http://www.malaysiakini.com/news/371401.
Mansfeld, Y. & Pizam, A. (2006). Tourism, security and safety: from the theory
to practice, Butterworth-Heinemann.
Matyas, C., Srinivasan, S., Cahyanto, I., Thapa,B., Pennington-Gray, L. &
Villegas, J. (2011). Risk perception and evacuation decisions of Florida
tourists under hurricane threats: A stated preference analysis. Natural
Hazards, 59(2):871-890.
Pizam, A. & Mansfeld, Y.(eds) (1996). Tourism, Crime and International Security
Issues, Chichester and New York:Wiley.
Pizam, A., Jeong, G.H., Reichel, A., van Boemmel, H.,Lusson, J. M. Steynberg,
L.,… & Montmany, N. (2004). The relationship between risk-taking,
sensation-seeking, and the tourist behavior of young adults: A cross-
cultural study. Journal of Travel Research, 42(3):251-260.

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Rittichainuwat, B. N. & Chakraborty, G. (2009). Perceived travel risks regarding
terrorism and disease: The case of Thailand. Tourism Management,
30, 410-418.
.Semporna Islands Project (Project Darwin) (SIPD) (2006). Management Plan
for the Semporna Islands Park, Semporna Islands Project, Sabah.
Sonmez, S.F., & Graefe, A.R. (1998a) .Influence of terrorism risk on foreign
tourism decisions. Annals of Tourism Research. 25(1); 112-144.
Tourism Malaysia Official Corporate Website,
http://corporate.tourism.gov.my/research.asp?page =facts_figures,
taken on January 2016.
Wan Shawaluddin Wan Hassan, Ramli Dollah (2008). Isu-isu keselamatan
Sabah dan impak kepada Malaysia. Jati 13. [Cited June 14,
2013].Taken from: http://jatidseas.um.edu.my /filebank/published
_article/437/049%20%20068%20%20Wan%20Sharwaluddin.pdf.
Weinstein, N.D. (1987). Unrealistic optimism about suspectibiliy to health
problems: Conclusions from a community-wide sample. Journal of
Behavioral Medicine, 10(5): 481-500.

77
 Chapter 8

Factors Affecting Students’ Speaking Performance in English Language

G. Hemavathy
Unit of General Studies,
Kuala Langat Community College,
Banting, 42700 Selangor.
henanvathy32@gmail.com

ABSTRACT

Language is a tool for communication. We communicate with others, to express

our ideas, and to know others ideas as well. Without speech, we cannot
communicate with one another. The aim of this research is to identify the factors
which affect students’ speaking performance in English language in Kuala
Langat Community College. A descriptive quantitative design was used to
conduct this research. The research instrument used was adapted
questionnaires. Those were distributed to 100 students. The data were analysed
using Excel program and studied in order to determine the main factors affects
students’ speaking performance in English language as well as the speaking
problems encounter by the student. Based on the research findings some
recommendations were made. At the end of the research discusses these
findings and make implications for increasing students’ opportunity to acquire a
higher level of speaking performance in English language in Kuala Langat
Community College.

Keywords: communicative competence, factors affect speaking, students’

speaking performance, students’ speaking problems, speaking competence

78
Introduction
In this era of globalization, to grab golden opportunities in life speaking
confidently in English turn out to be the vital key. Students, who has the ability
to speak English fluently will find some great opportunities to attain success in
life and without it, may go through a tough time to survive. In English language
proficiency, speaking is main components which highly significant to obtain by
students. Rebecca (2006) states that:

Speaking is the first mode in which children acquire language, it is

part of the daily involvement of most people with language activities,
and it is the prime motor of language change. It also provides our
main data for understanding bilingualism and language contact.
(Rebecca, 2006)

Even though students realize the importance of speaking when learning

language, most students are not finding themselves comfortable with it,
language learning can be made interactive and interesting with the appropriate
activities. Speaking is a vital process of constructing meaning because learners
should know how to produce specific points of language such as grammar,
pronunciation or vocabulary. In addition, they should also understand when, why
and in what ways to produce language spontaneously, open-ended and
evolving.

As a result, a lot of students are reluctant to speak in English. Students do not

feel the same in learning a foreign language as acquiring a first language,
especially for communicative purpose. Most of the students, who learned
English many years, face difficulties to speak because there are factors greatly
affect them.

79
Students at college level are less active in using English to speak. In other words,
they cannot communicate in English fluently. They are always feared of making
mistakes, shy, and some even feel backdated in using the target language to
communicate. Therefore, it is essential for language teachers to identify the
factors leading speaking performance among students at Kuala Langat
Community College.

Objective of the study

The objective of this study is to find out the factors that affect students’ speaking
performance in English Language, at Kuala Langat Community College. This
study seeks to investigate and answer the following questions.
i. What are the factors that affect students’ speaking performance in
English language?
ii. What are the problems that the students at Kuala Langat Community
College come across when they learn to speak English?

What is understood by speaking?

Mc Kay (2008) declares speaking is not merely opening mouth and say words
and sentences; however, it incorporates a cultural background of a target
language which is spoken to get meaningful interaction. Furthermore, speaking
is one of productive skills where this viewpoint becomes a parameter of effective
teaching and learning in classroom (Richard, 2008). Speaking seems to be the
most important skills of all the four skills. When listeners understand the act of
created words by the speaker then it is characterized as a speaking expertise.

Therefore, the students need to endeavour so hard to have a fluent speaking.

The significant goal of all English language teaching should be to give learners
the ability to utilize English viably, precisely in communication (Davies & Pearse,
1998). Yet, numerous teachers have tried to carry on innumerable activities to
have their students practice their speaking such as group presentation, peer

80
conversation, and also debate by raising a specific issue (Hidayat & Herawati,
2012). In all the above explained, conditions speaking always a headache for
most of the people. In spite of the fact, the fear of speaking is common, studies
show that ability to speaking can be upgraded by improving speaking skills. Take
every single day to converse in English; the most significant way is to practice
every day. Practice makes perfect. In general, speaking is ‘the activity of giving
speeches and talks’ (Collins Co-build English for Advanced Learners, 2001).

What is Communicative Competence?

The first who used the term communicative competence was Campbell & Wales
(1970) in their article “The study of Language Acquisition” they allude to it as
competence 2. However, their explanation was not clear.. So, the term
communicative competence (CC) was coined by Dell Hymes (1972, 1967), a
sociolinguist who was persuaded that Chomsky’s (1965) thought of competence
was excessively constrained. Both has fully, clearly and explicitly defined the
concept of communicative competence. So, Hymes referred to CC as the aspect
of our competence that empower us to convey and decipher messages and to
negotiate meanings interpersonally within specific contexts.

In an attempt to clarify the concept of communicative competence, Widdowson

(1983) made a distinction between competence and capacity. He has defined
communicative competence kind of knowledge of linguistic and sociolinguistic
conventions. He comprehended the ability to utilize knowledge as means of
creating meaning in a language. In any case, to him ability is not one of the
component of competence. Regardless it remains “a dynamic constrains for
continuing creativity (Widdowson, 1983).

In Canale & Swain (1980) and Canale’s (1983) defines communicative

competence as a system of knowledge and skill needed for communication.
Knowledge refers to the (conscious and unconscious) individual knowledge on

81
language and the aspects of language use. According to them there are four
unique components or subcategories;

a. Grammatical Competence: encompasses “knowledge of lexical items

and rules of morphology, syntax, sentence-grammar, semantic, and
phonology”
b. Discourse Competence: the complement of grammatical competence in
many ways. It is ability we have to connect sentences in stretches of
discourse and to form a meaningful whole out of a series of utterances.
Discourse means everything from simple spoken conversation to lengthy
written texts.
c. Sociolinguistic Competence: knowledge of socio-cultural rules of
language and of discourse. This type of competence “requires an
understanding of social context in which language is used: the roles of
participants, the information they share, and the function of the
interaction.
d. Strategies Competence: a construct that is exceedingly complex. Both
have described strategic competence as “the verbal and non-verbal
communication strategies that may be called into action to compensate
for breakdown in communication due to performance variables or due to
insufficient competence.”

Unlike Hymes, Canale and Swain or even Widdowson, Savignon (1972, 1983),
linguistic competence must adapt itself to the total informational input, both
linguistic and paralinguistic. According to many other theoreticians, the nature of
communicative competence is not static but dynamic, it is more interpersonal
than intrapersonal and relative rather than absolute. Due to this, as well as to
the controversial use of the term competence, Taylor (1988) proposed to replace
the term to communicative proficiency. For the similar reasons Bachman (1990)
suggested using the term communicative language ability incorporate the

82
meanings of both language proficiency and communicative competence. In
short, it is the way how language is used for the purpose of achieving a particular
communicative goal in a specific situational context of communication.

The Importance of English Speaking Competence

It is obvious that English is a main language needed by many people all over the
world since it has a great impact in so many aspects of life such as education,
tourism, economic, etc. The importance of learning English is not only in written
form but also how it can be used especially in daily life since it has been a mean
of communication used by people around the world (Lathifah, 2015). It is
supported by Ingram & Sasaki (2003) who say that mastering English speaking
can bring people to be able to communicate with other people from different
countries, so that English Speaking becomes an important skill to learn and
develop.

Considering the importance of English speaking, the students had better to pay
attention on how to deal with elements in a language particularly English. In this
case, Hemerka (2009) points out three important elements that the students
need to figure out in order to have a good English speaking as follows structural
view which is contained with the structural aspects is closely related to how
meaning is transferred. Functional view is related to how the form of language
is used in communicative way. Lastly relating forms to meanings to speak
spontaneously with balancing the structural and functional views.

Factors Affecting Speaking Performance

Students’ speaking performance can be affected by various factors. According
to Ur, (1996), even inhibition also cause difficulty in speaking, students’ fear of
making mistakes, reproach, or shyness. Students’ speaking performance can be
affected by the affective factors, performance circumstances, listening ability,
conceptual/ topical knowledge, and feedbacks.

83
a. Affective factors - The factors include emotion, feeling, mood, manner,
attitude, etc. Edinne (2013) confirmed all these factors especially, motivation,
self –confidence and anxiety affects the input and output of the second language.
Karshen (1982) claims that it is also a type of psychological barrier which
prevents language learners from engaging comprehensible input entirely. One
of the most important influences on language learning success or failure is
probably the affective side of the learner (Oxford, 1990).

b. Performances Circumstances - Speaking task performed by the students

falls under a variety of conditions. Nation & Newton (2009) believe that
performance conditions that can affect speaking performance including time
pressure, planning, the standard of performances and the amount of the support.

c. Conceptual/ Topical Knowledge - Niebling et.al. (2008) defines as the

subjects’ data and ideas that students should learn. In other words, students
understanding of relevant information where empowers them to use the
language by referring to the world which they live. Bachman & Palmer (1996)
states not everyone can perform certain test task, it depends individual prior
knowledge, and those who possess may be easier compare for those who do
not. They believe that topical/conceptual knowledge influences on speaking
performances.

d. Listening ability - Doff (1998) states speaking skills cannot be developed

without established listening skills. To have a fruitful conversation, students must
comprehend what is said to them, when two people communicate, one speaks
the other responds through listening process. In reality, every speaker plays both
role as listener and speaker. Either speaker or listener cannot respond to each
other if he/she cannot understand what is said. So, it shows both listening and
speaking closely related to each other.

84
e. Feedbacks - It is believed most of the students want and expect
feedbacks from the teachers during their performances. Feedback is any
reaction from an instructor in regard to a student’s performance or behaviour
(Reynolds, 2006). The instructor may react in verbal, composed or gestural.
However, the feedbacks for all speaking performances will not be the same way,
it may be various. Harmer (1991) emphasises that the teacher decides about
how to react to students’ performance will depend upon the process of the
lesson, the activities, the type of mistakes made and the particular student who
is making that mistake. When teachers correct each and every time there is
problem, then both conversational flow and the purpose of the speaking will be
ruined. The purpose of feedback in the learning process is to enrich students’
performance definitely not to put a hurdle on it. Baker & Westrup, (2003) suggest
teachers should always correct students’ mistakes positively as well as
reassurance.

Speaking Problems
The first and foremost is inhibition. Whenever students try their level best to
speak in a foreign language in the classroom they always feel withdrawn, too
much worrying about making mistakes but cannot bear criticism or losing
respect. Littlewood (2007) states that a foreign language classroom can create
inhibitions and anxiety. According to Tsiplakides’, students experience anxiety
due to the negative feedback they receive from their classmates. As a student,
they need to have positive attitudes towards learning a language. Rubin &
Thompson (1994) defines attitude as one of the key factors that influences
success or failure for language learners. Students with positive mentality will
always succeed in their goal. On the other hand, students with negative attitudes
tend to drop themselves out from learning a language. Obviously, they will lose
the importance of learning.

85
Secondly, students have no motivation to express themselves. Cheery (2015:5)
explains motivation as “the process that initiates, guides, and maintains goal-
oriented behaviours. Motivation is what causes us to act, whether it is getting a
glass of water to reduce thirst or reading a book to gain knowledge. Students
have the desire to learn the language but it is just not enough, they also need
great compliments for their effort to reach their goal. This motivation will upturn
the students’ confidence to which trust the capability of themselves in language
learning. Brown (1994) defines confidence as the expression of “an attitude of
agreement or disagreement, and point out the, believes in himself to be
proficient, important, prosperous and worthy. Avoid taking risks to consume
communicative competence in the target language, because will lead them to
feel deeply feeble or to drop out of the class. So, self –esteem of the learners is
essential to be worried in the language classroom. However, this implies more
to students’ personality. Personality determines the feel of comfort zone. If the
students are able to express themselves better at the given skills with
comfortable circumstances, then the willingness to participate in the classroom
and in daily life communication will increase. But then again, if the learners don’t
feel it, they tend to show less interest in the language learning. In short, all above
can influence their involvement in language learning such as in speaking class.

Finally, use mother tongue in classroom especially in English classroom. Harmer

(1991) proposes some reasons why students use mother-tongue in class. Firstly,
students use the mother-tongue in a situation where they were given a topic they
are not linguistically armed for discussing. This situation happens due to the
students lack exposure in English language. So, the use of mother-tongue is
more comfortable especially to say anything about the topic, using mother
tongue is natural for the students. In addition, if the instructor does not support
the students to utilize the target language then some students might substitute
mother tongue as the option. Teachers should stop using students’ mother
tongue, because it creates the comfort zone to the student.

86
Methodology
Based on the design of this research, the study will be carried based on
questionnaires. The questionnaires used for this study have been adapted from
Factors Affecting Students’ Speaking Performance at Le Thanh Hien High
School by Nguyen Hoang Tuan & Tran Ngoc Mai (2015). On thirteen March,
hundred sheets of questionnaire were delivered to Kuala Langat Community
College students.

Results and findings

In order to answer, “What factors affect your speaking performance?”, clustered
bar can be described as follows:

listen to english song 1

time allowed for perform a speaking task 24
listening ability 44
topical knowledge 37
anxiety 15
confidence 45
motivation to speak 35
listeners' support 27
pressure to perform well 29
time for preparations 47

0 10 20 30 40 50

Figure 1: What factors affect your speaking performance?

When the students were asked to choose, the factors affecting their speaking
performance among factors listed, only some of them with forty seven percent
viewed time for preparation the most influential factor. Forty five percent of the
students said that confidence affected their speaking performance. Forty four
percent of them thought that their listening ability could influence their speaking
performance. Topical knowledge was thought to be an affecting factor with thirty

87
seven percent of the students. Thirty five percent of them agreed that motivation
to speak could affect their speaking performance. Nearly twenty nine percent
viewed the pressure to perform well in speaking performance. While twenty
seven percent admit that listeners’ do support during speaking performance and
twenty four percent agreed that time do allows to perform a speaking task.
Fifteen percent of them feel anxiety affects their speaking performance. Only a
small number of the students which is one percent thought that listening to
English song could affect their speaking performance.

In order to answer “Which problems do you encounter in learning speaking

skill?”, clustered bar can be described as follows:

38
You are shy
40
You use Bahasa Melayu
44
You speak very little or not all
You have no motivation to express 19
yourselves
33
You cannot think of anything to say
23
You are fearful of criticism or losing face
68
You are worried about making mistakes

0 10 20 30 40 50 60 70 80

Figure 2: Which problems do you encounter in learning speaking skill?

When being asked about which problems they encountered in speaking skills,
majority sixty eight percent of the students highly agreed that they were worried
about making mistakes when performing English speaking task. Forty four
percent of the students admit that they spoke very little or not at all. Forty percent
of the students said that they often used “Bahasa Melayu” in speaking classes.

88
Thirty eight percent of the students were shy of the attention that their speech
attracted when taking part in speaking activities. Thirty three percent of the
students reported that they could not think of anything to say. Twenty three
percent of the students agreed that they were fearful of criticism or losing face.
Only nineteen percent of the students claimed that they had no motivation to
express themselves in speaking class.

Summary
The findings and limitations found in this study provide recommendations for
both teaching in practice and further studies in this area. In speaking
performance, instructors need to provide an ample time effectively for the
speaking task. If the time given is too limited, students will feel stressed in
interacting with each other. If the time provided is too long, students may feel
bored. It is inevitable that time allocation for a particular task also varies among
different groups of students. To budget the proper length of time for each task
or for level of students, it would be a good idea to try it out or use it with several
groups of students. This can be done as a classroom research (an action
research) and kept as records. It is useful for teachers to plan a good lesson as
well. In this way, the flexibility of time for each speaking task can be arranged
more effectively.

Conclusion
In conclusion, in order to be confident, those students should stop thinking about
the language as difficult to learn. They should stop thinking what others think on
their performance in English speaking. They should practice the speaking skills
as much as they can regardless of mistakes. Practice makes perfect. Even, no
one is perfect and they should think that mistake is not bad or negative. In fact,
as mentioned before, people learn from their mistakes. Finally, students should
make it a habit to utilize the English Language inside and outside the classroom
instead of Bahasa Melayu.

89
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 Chapter 9

Brain Theories in Application:

An Example from a Differentiated Classroom

Muhammed Hashim K T
Bharathiar University,
Coimbatore
hashgrace@gmail.com

ABSTRACT

In many countries, the secondary school classrooms are so heterogeneous that

the teacher often fails to maintain the balance. Differentiated Instruction can
improve the situation as it is backed by educationists and psychologists.
Differentiation approach proposes a rethinking of the structure, management
and content of the classroom. This model has enormous scope in the diverse
Indian classrooms. This paper attempts a brief explanation of the theoretical
background of Differentiated Instruction and the description of a sample lesson.

Keywords: Brain Theories, Classroom, Teaching and Learning

Introduction
A major hindrance faced in making our secondary school classrooms student-
centred is their heterogeneity. The classrooms are so heterogeneous due to
various reasons. Students differ not only in their intelligence, but they are
different socially and culturally. Each learner comes to school from different
personal and cultural contexts and with varying degrees of academic skill

94
development. Each pupil has the right to be taught in a way that meets his or her
individual learning needs (Bigio, 2010).

Differentiated Instruction is an educational approach that is gaining ground in

many countries. This model proposes a rethinking of the structure, management
and content of the classroom, inviting participants within the learning context to
become engaged in the process, to the benefit of all (Subban, 2006).

Theories behind Differentiation

Multiple theories can be related to Differentiated Instruction. Among these, three
dominant theories are quoted and referred to by majority of the researchers and
exponents. They are Lev Vygotsky’s Zone of Proximal Development (ZPD),
Howard Gardner’s Multiple Intelligences and Robert Sternberg’s Three
Cognitive Styles of Learning.

Vygotsky (1978), discusses the idea of ZPD in his seminal work Mind in Society.
A child’s ZPD is that point in learning experience that is slightly more challenging
than what he or she can do alone. He establishes that, for optimal learning to
occur, students must work at a level that is just beyond that which they can do
independently. It is the responsibility of the teacher to create learning situations
aligned with an individual’s zone of proximal development and to provide support
for success at that new level of challenge, the core of Vygotsky’s theory is the
belief that teachers cannot teach all children equally and they must determine
which students are ready for which lesson.

The second major underpinning of differentiation model is Howard Gardner’s

Multiple Intelligences theory. Gardner (1993) has established that people have
different intelligences and learn in many different ways. He underlined eight
intelligences such as Linguistic, Logical/Mathematical, Visual/Spatial, Bodily /
Kinaesthetic, Musical, Naturalist, Interpersonal, and Intrapersonal. He argued

95
(as cited by Armstrong, 2003) that traditional ideas about intelligence employed
in educational and psychological circles for almost a hundred years required
reform. In particular, he suggested that the concept of “pure” intelligence that
can be measured by a single IQ score is seriously flawed.

Sternberg (1997) propounded three major thinking styles – analytical, creative,

and practical. When students are matched to instruction suited to their learning
preferences, they achieve significantly better than comparable students whose
instruction is not matched to their learning preferences. In a study conducted in
1997 of about 200 high school students at a Yale University Summer Psychology
Programme, Sternberg and his research associate Grigorenko found consistent
positive relations between preferred style and performance (Grigorenko &
Sternberg, 1997).

Basic Features and Methods

A basic feature of differentiated classroom is that students are seen engaged in
it. The curriculum should be designed to engage students and it should have the
ability to connect to their lives and positively influence their levels of motivation.
For this, the teachers are required to know their students, their strengths and
social backgrounds. Knowing students well allows teachers to figure out their
strengths, thereby helping them to move forward (MacGillivary & Rueda, 2001).

Teachers develop teaching materials in a way that all students within a

classroom can learn effectively regardless of differences in ability and students
are provided with different ways to acquire content or to make sense of ideas.
As Bigio (2010) puts it, differentiation is a proactive approach to instruction. It
requires the teacher to have sufficient knowledge of the pupils, plus the ability to
plan and deliver suitable lessons effectively, so as to help all pupils individually
to maximise their learning, whatever their individual situation.

96
A significant component of differentiated classroom is flexible grouping which
accommodates students who are strong in some areas and weaker in others.
Students in a within-class grouping achieve significantly more than students not
learning in small groups. They also have more positive attitudes about learning
and score stronger on self-concept measures (Lou & Abirami et al, 1996). The
grouping is done on the basis of assessment. Differentiated Instruction is, in fact
rooted in assessment. Assessment is no longer predominately something that
happens at the end of a unit to determine “who got it”. It routinely takes place as
a unit begins to determine the particular needs of individual in relation to the
unit’s goals (Tomlinson, 2001).

The Indian Scenario

Differentiated Instruction has not yet been discussed much in India. The typical
Indian classroom is characterized by students sitting through hour-long teacher
monologues. Of course, technology has started making life easier for both
students and educators. But catering to the taste of pupil is still a remote dream.
The National Policy on Education (1992) has recognized that “teachers should
have the freedom to innovate, to devise methods of communication and activities
relevant to the needs and capabilities of the students and the concerns of the
community”.

Conclusion
There must come an urgent shift in the way we handle our large-sized
heterogeneous classrooms. Even an entry-level implementation of
differentiation techniques will bring about positive changes in our classrooms.
No doubt, Differentiated Instruction has enormous scope in Indian classrooms
where student diversity and ability differences are more prevalent than in many
other countries.

97
Sample Differentiated Lesson:
Method used: TIERING
Here, decision on how to differentiate is based on language proficiency. This
level of proficiency might be determined through class tests or one-on-one
conferencing. From there, the teachers can review the material and the task
required for their 'high proficiency' students and tier the activity to meet the 'low
proficiency' students at the appropriate level.

What is Tiering?
Tiering of lessons/activities is an important way to allow students to work with
the same concept and essential ideas but at different levels of complexity,
number of steps and levels of independence. By developing activities along a
continuum of complexity or abstractness, the teacher is allowing students to
work on similar concepts, but in such a way as to be accessible to low performing
students and more challenging for high ability students.

Base Activity:
Students will read the unannotated and complete Robert Frost poem "Mending
Wall" and then write a paragraph on the use of symbols in the poem.
Differentiated Activity Designed for 'Low Proficiency' Students:

# Content: The teacher distributes an annotated version of the poem. Unfamiliar

words/phrases are glossed. The students often do not have enough language
or context understanding to select the correct definition from a dictionary.

# Process: The video presentation of the poem is projected in the class by the
teacher. The students get multi-level opportunity to comprehend the poem. They
will then work on the writing with a partner or in a small group of 3/4 students.

98
# Product: The students will concentrate on the meaning of symbol in the poem
by writing several sentences which will be supported through the use of sentence
starters.

Tiered Assignment:
The poem is about two neighbours who disagree over …………………….
.......................................................................................................... Not only
does the wall act as a divider in separating properties, but also acts as ………...
..............................................................................................................................
......................................................................................................... In the
narrator's view, barriers lead to ............................................................................
Thus, the wall in this poem is symbol of ..............................................................
..............................................................................................................................
................ based on discrimination of race, gender and religion.

Bibiliography
Armstrong, T. (2003). The Multiple Intelligences of Reading and Writing: Making
the Words Come Alive. Alexandria, VA. ASCD.
Bigio, K. (2010). Differentiation 3 -7. www.kathybigio.com
Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences (10th
anniversary ed.). New York: Basic Books.
Government of India. National Policy on Education (1992).
Grigorenko, E. & Sternberg, R. (1997). Styles of Thinking Abilities and Academic
Performance. Exceptional Children, 63, 295-312.
Lou, Y. & Abrami, P. et al. (1996). Within-Class Grouping: A Meta Analysis.
Review of Educational Research, 66, 423-428.
MacGillivary, L. & Rueda, R. (2001). Listening to Inner City Teachers of English
Language Learners: Differentiating Literary Instruction. Education
Research and Development Centers Program. [online].
http://www.ciera.org/library/archive/2001-05/0105McRueda.html.

99
Sternberg, R. (1997). What Does It Mean to Be Smart? Educational Leadership,
55(7), 20-24.
Subban, P. (2006). Differentiated Instruction: A Research Basis. International
Education Journal, 7, 935-947.
Tomlinson, C. (2001). How to Differentiate Instruction in a Mixed-Ability
Classroom? (2nd ed.). Alexandria, VA: ASCD.
Vygotsky, L. (1978). Mind in Society. Cambridge, MA: Harvard UP.

100
 Chapter 10

Teachers' Perception Using Maths E-Gadgets as Teaching Aids in the Subject

of Mathematics by Learning and Facilitating

N. Thesok Kumar
District Education Office of Larut,
Matang and Selama, Taiping, Perak
thesok19@gmail.com

S. Mutharasan
District Education Office of Larut,
Matang and Selama, Taiping, Perak
mutharasan33@gmail.com

ABSTRACT

This research was carried out to investigate the effectiveness of using Maths E-
Gadgets. Maths E-Gadgets is an innovation to facilitate the process of learning
and facilitating (LnF) teachers in the use of teaching aids in the subject of
Mathematics. This case study used a cross sectional survey method using a
standardized questionnaire provided in the Google Form. Quantitative Data
gathered through the questionnaire which is divided into 10 items to identify
teachers' perception of the use of Maths E-Gadgets. The data collected is
analysed by specifying min score. A descriptive method is used to describe the
study as a whole. Respondents have to answer the questionnaire prepared on
the Likert Scale. As a result of the research findings, found the mean Score for
a 10 items questionnaire are in 3.00-4.00. Mathematics teachers’ "Strongly
Agree" Likert Scales for each item questionnaire given. Hence, this proven to be

101
that the Maths E-Gadgets are suitable as teaching aids in the subject of
Mathematics.

Keywords: Maths E-Gadgets, teaching aids, learning and facilitating.

Introduction
The educational system is always dynamic. Therefore, it is always facing many
changes in line with 21st Century Learning. A variety of preparations and
planning needs to be done in learning and facilitating (LnF). In an era of
technology nowadays, the LnF process not only focused on the use of textbooks,
teachers ' teaching methods through the use of Whiteboard and Marker alone,
even more than that including the use of a technology that provides interactive
learning to nurture student interest (Noor Azlan Nurdalina, 2014).

Through the techniques and methods of teachers only have yet to LnF to ensure
the occurrence of effective learning process without going through teaching aids.
In Mathematics, teaching aids plays an important role towards get understanding
of the concept in the process of teaching other than intended to attract students
(Lai K.L., Khaw A.H. & Seah A. S., 2005).

We are very concerned as an Education Officer of School Improvement

Specialist Coaches(SISC) onwards Mathematics teachers who are seeking
teaching aids to launch the process of LnF subject Mathematics at primary and
secondary school. Starting in 2017, innovation Maths E-Gadgets are introduced
to facilitate the process of LnF Mathematics teachers in the use of teaching aids
in line with Mathematics syllabus. It helps teachers to stimulate the students to
study and improve the quality of the LnF in school. Maths E-Gadgets have been
provided in the form of a compact disc.

102
Problem Statement
Teaching aids produced on the basis of modern technology can be used in
practice in learning and facilitating (LnF). Therefore, the field of technology also
plays an important role that became the site of a strong foundation in education
today. Advances in technology create equipment teaching effect in conveying
knowledge and skills performed by the teachers and also to accelerate the
learning process among students (Fadzli & Ranjit Singh, 2013).

Teacher should be well versed in the most effective setup and optimize
resources for achieving the objectives of the planned teaching. The quality of a
lessons focused pupils are highly dependent on the effectiveness of teachers
choose and use appropriate teaching aids. Mathematics teachers have revealed
a variety of teaching methods that focus students but still have problems in terms
of the provision of the teaching aids correspond Mathematics syllabus.

In observation Education Officer of SISC, the use of teaching aids not practice
or culture in LnF of Mathematics. Among the reasons why they rarely use
teaching aids: -

• insufficient teaching aids.

• lack of time.
• no place to store the material systematically.
• existing teaching aids is incompatible with syllabus.
• less skilled in using teaching aids.
• financial resources are not sufficient to order a teaching aids.
• don't know construction materials or modified materials.

Innovation Idea
In 2014, we as an Education Officer of School Improvement Specialist Coaches
(SISC) has many strive to make modules based on the syllabus of Mathematics

103
in order to facilitate teachers to provide training strengthening according to the
topical. In addition, we done search and download many applications from the
web can teachers be able to provide creative learning and facilitating (LnF) and
to attract the attention and interest of students in the subject of Mathematics.

The result of our coaching to Mathematics teachers of since 2014 to 2016 in

schools of Larut, Matang and Selama district showed teaching aids not practice
or culture in the classroom on a number of factors and problems is given in the
problem statement. Thus, the same thing has also been raised in National
Education Dialog. When we propose interventions to overcome the problem by
giving the teaching aids as a result of our collection, it attracts to all education
officers and want our teaching aids are shared.

Therefore, to make sharing with creative and innovative ideas we plan entitled
innovation Maths E-Gadgets. It has been available in the form of a compact disc.
Since starting January 2017, Maths, E-Gadgets are already shared by the
Mathematics teachers to all over Malaysia schools. We believe and have
confidence the idea innovation Maths E-Gadgets are able to facilitate the
process of LnF in the use of teaching aids in line with Mathematics syllabus.

Methodology
This case study used a cross sectional survey method using a standardized
questionnaire provided in the Google Form.

i. Objectives
The objectives of the study were to review the effectiveness of the use of Maths
E-Gadgets in the subject of Mathematics by learning and facilitating (LnF) in
schools.

104
ii. Focus
The focus of innovation involves all teachers of Mathematics using in Malaysia
using Maths E-Gadgets.

iii. Samples
Total of 76 Mathematics teachers’ questionnaire responses have been provided
in the Google Form.

iv. Hypothesis Question

Do Maths E-Gadgets as teaching aids effective in the subject of Mathematics by
learning and facilitating (LnF) in schools?

v. Instruments
Quantitative Data gathered through the questionnaire which is divided into 10
items to identify teachers' perception of the use of Maths E-Gadgets in learning
and facilitating (LnF) in the subject of Mathematics.

vi. Data Analysis

The data collected is analysed by specifying min score. A descriptive method is
used to describe the study as a whole. Respondents have to answer the
questionnaire prepared on the Likert Scale has 4 intervals as follows: -

Score Min Score Likert Scale Code

1 0.00-0.99 Strongly Disagree SD

2 1.00-1.99 Disagree D

3 2.00-2.99 Agree A

4 3.00-4.00 Strongly Agree SA

Table 1: Likert scale and code

105
Content of Maths E-Gadget
Maths E-Gadgets have been provided in the form of a compact disc. The content
in Maths E-Gadgets are made up of: -

Figure 1 Main Content of Maths E-Gadget

Figure 2: Examples of Materials in Maths Module

106
Figure 3: Examples of Materials in Maths Software

Figure 4: Examples of Materials in Maths Worksheet

107
Figure 5: Examples of Materials in Maths Power Point

Figure 6: Examples of Materials in Interactive Maths

Figure 7: Examples of Materials in Recreational Maths

108
Figure 8: Examples of Materials in Thinking Block

Figure 9: Examples of Materials in Times Table

Figure 10: Examples of Materials in Teaching Aids

109
 Figure 11: Image of Maths E-Gadget and Covers

Research Finding
Table 2 shows the results of Google Form used to identify teachers' perception
using Maths E-Gadgets as teaching aids in the subject of Mathematics by
learning and facilitating (LnF) in schools. Found 76 respondent has answered a
questionnaire consisting of 10 items.

No. Items Scale

Min Code
The use of "Maths E-Gadgets" can help to: 1 2 3 4

1 Save time for preparation of teaching 0 0 4 72 3.95 SA

aids.
2 Preparation of teaching aids 0 0 2 74 3.97 SA
appropriate in the Mathematics
syllabus.
3 Planning learning and facilitating 0 0 4 72 3.95 SA
(LnF) are creative and innovative.
4 Greater use of ICT in the learning and 0 0 5 71 3.93 SA
facilitating (LnF).

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 5 Sources reference to the 0 0 16 60 3.79 SA
Mathematics teacher.

6 Increase understanding of students 0 0 15 61 3.80 SA

about Mathematics concept.
7 Enhance the interest of students 0 0 10 66 3.87 SA
towards the learning of Mathematics.
8 Increase the involvement of students 0 0 12 64 3.84 SA
in the learning and facilitating (LnF).
9 Nurture curiosity of students. 0 0 8 68 3.89 SA

10. Improve the quality of Mathematical 0 0 9 67 3.88 SA

subject.

Table 2: The Result of Teachers' Perceptions Using Maths E-Gadgets

Discussion
As a result of the research findings, found the mean Score for a 10 items
questionnaire are in 3.00-4.00. Based on table 2, respondents view Mathematics
teacher "Strongly Agree" Likert Scales for each item questionnaire given. Hence,
this proven to be that the Maths E-Gadgets are suitable as teaching aids in the
subject of Mathematics. Closely related to 21st Century Learning, it's in line with
a focus on teaching students with manipulation of effective teaching aids.
Although teachers have a very positive perception of the use of Maths E-
gadgets, practice or culture the use of such teaching aids in the classroom
should be encouraged.

The use of multimedia materials from E-Gadgets such as Maths Software,

Macromedia Flash Player and Power Point Slides should be optimized its use in
the process of learning and facilitating (LnF) in schools. These teaching aids can

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provide a clearer picture and attracted the interest of students in the subject of
Mathematics. A method of computer simulation proved to help build better
understanding in tracing a rather abstract concept among students. (Fadzil &
Ranjit Singh, 2013).

Last but not least, our opinion that Maths E-Gadgets as teaching aids need to
share on all Mathematics teacher in Malaysia even surround of the world in order
to improve the quality of Mathematics by learning and facilitating (LnF) in
schools.

Bibliography
Christopher Lu Wei Wang (2009), The Effect Of The Use Of Visual Teaching
Aids In Teaching The Subject Of Science Year Three, Case Study,
Institute of Teacher Education Campus Batu Lintang.
Fadzli & Ranjit Singh (2013), The Extent Of The Use Of Teaching Aids Among
Teachers The Head Of Primary School Mathematics Committee, Case
Study, Institute of Teacher Education Campus Tuanku Bainun.
Lai K.L., Khaw A.H. & Seah A. K. (2005), Satu Kajian Mengenai Penggunaan
Bahan Bantu Mengajar Dalam Pengajaran Pembelajaran Matematik Di
Sekolah Rendah, Case Study, Institute of Teacher Education Campus
Batu Lintang.
Noor Azlan & Nurdalina (2014), The Use Of Teaching Aids Among Trainee
Teachers UTM To Teach Mathematics, Case Study, Faculty Of
Education, University of Technology, Malaysia.

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