Challenges and Opportunities in Teaching and Learning of [email protected] 06 Noor Azli...

Challenges and Opportunities in

Teaching and Learning of Languages in the

Digital Age

INTERNATIONAL WORKSHOP, SEMINAR AND

INNOVATION (IWSI) 2019

A MALAYSIAN - INDONESIAN JOINT VENTURE

ORGANISED BY

ACADEMY OF LANGUAGE STUDIES

UNIVERSITI TEKNOLOGI MARA, CAWANGAN

PULAU PINANG

JUNE 25, 2019

Copyright © Academy of Language Studies,

Universiti Teknologi MARA, Cawangan Pulau Pinang, Malaysia

ALS, Published 2019

MORNING

VENUE

08.30 - 09.00 am Breakfast Laman Perdana

09.00 - 09.10 am Welcoming Speech by IWSI2019 Programme

Director

Bilik Perdana 1

09.10 - 09.55 am Keynote ( Speaker I) : Dr. Yohanes Gatot Sutapa Bilik Perdana 1

10.00 - 10.45 am Keynote (Speaker II): Mr. Lim Teck Heng Bilik Perdana 1

10.45 - 11.15 am Plenary Session I : Assoc. Prof. Dr. Hoe Foo Terng Bilik Perdana 1

11.15 - 11.45 am Plenary Session II : Dr. Regina Petronella Bilik Perdana 1

11.45 - 12.45 pm Parallel Sessions:

Workshop I - Mdm. Sabariah Muhamad

Workshop II - Mr. Rasaya Marimuthu

Bilik Perdana 1

Big Data Lab

AFTERNOON

13.00 - 14.00 pm Lunch Laman Perdana

14.00 - 14.30 pm IWSI : Setting up booth for IWSI Competition Laman Perdana

14.30 - 16.00 pm IWSI 2019 Innovation Competition Laman Perdana

16.00 - 16.30 pm Opening & Closing Ceremony of IWSI 2019

Montage Show

Laman Perdana

16.30 – 16.40 pm Welcoming Speech by the KPP of Academy of

Language Studies UiTM Pulau Pinang

Laman Perdana

16.40 – 16.50 pm Welcoming Speech by the Rector of UiTM Pulau

Pinang

Laman Perdana

EVENING

17.00 -17.30 pm Awards Ceremony

Tea

Laman Perdana

PROGRAMME SCHEDULE

2

Message from the Director of IWSI 2019

I would like to welcome our honorable guests, professionals and academicians from

universities, and colleges around Malaysia and Indonesia to the International, Workshop,

Seminar and Innovation 2019 (IWSI 2019) organized by Academy of Language Studies

Universiti Teknologi MARA Cawangan Pulau Pinang in collaboration with Teacher-

Training Education Facility, Universitas Tanjungpura, Indonesia.

With this one-day event, two keynotes, two plenary sessions, two workshops and

innovation competitions will be held in the vicinity of UiTM Cawangan Pulau Pinang. The

IWSI 2019 will serve as a platform for researchers to expand their researches into

innovations while becoming a venue for them to showcase their products, prototypes and

new ideas.

I am proud to announce that we have presenters from International and local joining this

event. Nevertheless, this event would not be a success without the support and

encouragement of the top management particularly, our UITM Cawangan Pulau Pinang

Rector, Associate Professor Ts. Dr. Mohd Hisbany Mohd Hashim and our Ketua Pusat

Pengajian, Dr. Rofiza Aboo Bakar and UNTAN counterpart. In addition, I would like to

extend my sincere thanks and gratitude to the committee who have persistently given their

full commitment to this event. I also wish all the participants all the best in the competition.

Thank you,

Farina Tazijan

Director

International, Workshop and Seminar 2019 (IWSI)

Academy of Language Studies,

Universiti Teknologi MARA, Cawangan Pulau Pinang

WELCOME

3

Message from the Head of Centre, Academy of Language Studies

UiTM Cawangan Pulau Pinang

We are gathered here once again in the third edition of academic collaboration between Universiti

Teknologi MARA, Cawangan Pulau Pinang, Malaysia and Universitas Tanjungpura, Indonesia which

is the International Workshop, Seminar & Innovation (IWSI) 2019. On behalf of the organizing

committee, I would like to welcome everyone to the event, and it is a great pleasure indeed to be able

to meet all of you through this meaningful event.

In our first joint venture event in 2017 which was held here in UiTM Cawangan Pulau Pinang, our

seminar was focused more on creativity in teaching and learning where we discussed and shared

numerous methods of creative teaching and learning inside and outside of a classroom. With the

continuous technological development and dynamic transformation, academicians also need to

transform the traditional way of teaching to cater the needs of generation Y and Z. Therefore, the

second edition of our joint venture (2018) in Universitas Tanjungpura, Pontianak, Indonesia, focussed

more on developing English language education in the digital era.

This year, themed “Challenges and Opportunity in Teaching and Learning of Languages in the

Digital Age”, IWSI 2019 provides a highly competitive platform for reporting the latest developments

and innovations in language teaching and learning in this digital epoch. I hope that all presenters and

participants can gain new insights and approaches in teaching and learning from this event. We also

hope that IWSI is not merely a gathering of minds but also a state of being as it also unites people of

similar interest.

Last but not least, I would like to express my gratitude and appreciation to our Rector, Assoc. Prof,

Ts. Dr. Mohd Hisbany Mohd Hashim, our Deputy Rector of Academic Affairs, Assoc. Prof, Ir. Dr.

Ahmad Rashidy Razali, Dr. Yohanes Gatot Sutapa Yuliana, and all UNTAN representatives for their

full support in organizing this event. I would also like to extend a special thank you to the organizing

committee for their utmost effort in making this event a reality.

Thank you

Dr. Rofiza Aboo Bakar

Head of Centre



WELCOME

4

Message from the Rector of UiTM Cawangan Pulau Pinang

I would like to start by expressing our appreciation to everyone here for joining us today at

the International Workshop, Seminar and Innovation (IWSI) 2019: A Malaysian-Indonesian

Joint Venture between Academy of Language Studies UiTM Cawangan Pulau Pinang and

Teacher-Training Education Faculty, Universitas Tanjungpura, Indonesia.

This is the second year after the signing of the MoU between Universiti Teknologi MARA

Cawangan Pulau Pinang and Teacher-Training Education Faculty, Universitas

Tanjungpura, Indonesia. I am truly happy that both parties are giving their utmost

commitment to realize all the efforts and programs planned. This active partnership is

crucial for UiTM to move forward and go internationally, in line with the mission and

aspiration of UiTM.

UiTM’s vision is to establish itself as a premier university of outstanding scholarship and

academic excellence, capable of providing leadership to Bumiputera’s dynamic involvement

in all professional fields of world-class standards in order to produce globally competitive

graduates of sound ethical standing.

With such vision, this collaboration is definitely a great platform for borderless and global

education in which both universities will get the chance to generate new knowledge and

ideas through various activities and projects involving the staff and students.

Finally, I would like to express my gratitude to Dr. Rofiza and Pn. Farina, as well as to all

the committee members who have been very committed in making this IWSI a success. I

would also like to thank the guests from Universitas Tanjungpura for their presence. I

strongly believe that with continuous support and commitment from both institutions this

partnership will continue to grow and become stronger.

Thank you

YBRS. PROF MADYA Ts. DR. MOHD HISBANY BIN MOHD HASHIM

Rector


WELCOME

5

Advisor : Dr. Rofiza Aboo Bakar

Programme Director : Farina Nozakiah Tazijan

Dep. Programme Director I

(Workshop)

: Noor Laili Mohd Yusof

Dep. Programme Director II (IID) : Noor Azli Affendy Lee

Secretary & Registration : Farhana Shukor

Rosmaliza Mohamed

Treasurer : Raja Rosila Raja Berahim

Event Management & Protocol

Assoc. Prof. Dr. Hoe Foo Terng

Melati Desa

Wan Noorli Razali

Syahirah Ramli

Rewards, Certificates & Jurisdiction

Dr. Rushita Ismail

Budiman Sabri Ahmad

Sabariah Muhammad

Lim Soo Giap

Promotion & Programme Book

Maizatul Akmal Mohd Mohzan

Ong Sheau Fen

Muriatul Khusmah Musa

Rasaya Marimuthu

Technical,Logistics & Multimedia

Nur Afiqah Ab Latif

Norhafizah Abdul Halil

Mohamad Sofwan Mohd Toher

Nazima Versay Kudus

Emily Jothee Mathai

Food & Sponsorship

Che Nooryohana Zulkifli

Hanani Ahmad Zubir

Editorial

Liaw Shun Chone

Dr. Mah Boon Yih

Isma Noornisa Ismail

Special Tasks

Err Ann Nah

Noraziah Mohd Amin

Nurul Nadiah Nabilah Abdullah

Ahmad Fadzli Abu Sahmha

Wan Muhammad Syahmi Norizan

COMMITTEE

6

NO. AUTHOR/S TITLE E-MAIL

01 Dr. Y. Gatot

Sutapa Y.

“High Order-Critical Thinking” in

Promoting TEFL for 4.0 Learners [email protected]

02 Lim Teck Heng Learning On The Go

[email protected]

03

PM Dr. Hoe Foo

Terng

Learning Mandarin Courseware

At Universiti Teknologi Mara

(Uitm)

Cawangan Pulau Pinang

[email protected]

04 Dr Regina

Petronella

The Use of Google Classroom in

English Language Teaching

Classes of Master Program

[email protected]

05 Noraziah Mohd

Amin1 and Wan

Noorli Razali

The Use of “Synonyms Now

Aptly Paired” (SNAP) for

Motivation in Learning English

Words: A Study of UiTM

Students’ Perceptions on a Card

Game

[email protected]

06 Noor Azli bin

Affendy Lee

Utilising Wix.com as e-Learning

Platform for Teaching English

[email protected]

07 Norra

Dilla,Desfianur

Ardhi and

Syarifah

Mawaddah

Voki As An E-Learning Media

To Improve Students’ Reading

Skill In Identifying Moral Values

In Narrative Text

[email protected]

08 Farina Tazijan, Dr.

Rofiza Aboo Bakar

and Dr. Nor Fazlin

Mohd Ramli

The Ontology of Transmedia

Narratives Design

[email protected]

[email protected]

09 Martina Elvisa,

Mildayanti, And

Razida

Optimizing Hot Potatoes 6

Platform to Improve Learners’

Vocabulary in Primary School

[email protected];

[email protected];

[email protected]

10 Antonia Densi

Mardia Sari,

Novelia Meida

Kusuma, Setio Rini

Try Aditya

The Use of Hello English in

Mobile Phone

To Enhance Students’ English

Vocabulary

In Pontianak Middle School

[email protected]

LIST OF ABSTRACTS

7

mailto:[email protected]



11 Nina Englis,

Hanita Oktaviani

and Atrianus Toni

Improving Students’ Vocabulary

Achievement By Using

Whatsapp To Junior High

School Students

[email protected]

12 Nurfianto, Dwi

Yulianto, Gimin.

Halimah Tusa

Diah

Mobile Skype: A Practice In

Developing Student’s Oral Skill

In Senior High School

[email protected]

13 Atikah Rain

Lesmiati , Tampil

Arindora

The Effectiveness of Using

Canva to Improve Students’

Speaking Skill and Creativity

[email protected]

[email protected]

14 Sabariah

Muhamad , Raja

Rosila Raja

Berahim , Ong

Sheau Fen , Lim

Soo Giap and

Noor Laili Mohd

Yusof

Video Clips as a Medium in

Learning

Japanese Language

[email protected]

15 Rasaya

Marimuthu , Liaw

Shun Chone ,

Nazima Versay

Kudus , Syahirah

Ramli and Lim

Teck Heng

Edmodo: A Worthy Alternative

for the Digital Teacher

[email protected]

16 Raja Rosila Raja

Berahim ,

Sabariah

Muhamad and

Farina Tazijan

Nozakiah Author

Guidance On Choosing Mobile

Applications To Assist Foreign

Language Learning

[email protected]

17 Suzana Ab. Rahim

, Mah Boon Yih

Zarina Suriya

Ramlan

Web-Based Instructional Tool

for Enhancing EET Speaking

Test Performance

[email protected]

18 Syahirah Binti

Ramli , Isma

Noornisa Binti

Ismail and

Farhana Binti

Shukor

Customizing Blended Learning

Materials for ELC 151

[email protected]

19 Agelyia a/p

Murugan

Education 4.0: The Future of

Learning at ESL Classroom by

Using Digital Storytelling &

[email protected]

8


Instagram

20 Ahmad Fadzli

Abu Sahmah ,

Wan Muhammad

Syahmi Norizan

and Nurul Nadiah

Nabilah Abdullah.

The Use Of “Quizlett” Learning

Tools For Vocabulary Learning.

A Study Of Uitm Student’s

Behavior Towards Interactive

Online Tools In French Class.

[email protected]

21 Siti Nurleena Abu

Mansor, Mahanim

Omar, Siti Mariam

Saad

Introducing Ketingting Think as

an Educational Tool to Young

Generation

[email protected]

22 Rofiza Aboo Bakar

and Jazredal Aboo

Bakar

Specific Language Instructions

for Autistic Learners in

Swimming Classes

[email protected]

23 Noor Laili binti

Mohd Yusof

Rofiza Aboo Bakar

Assessing Distinguished Writing

Texts (ADiWT) in Relation to the

Common European Framework

of Reference (CEFR): The

Experience of a Malaysian

university

[email protected]

24 Rushita Ismail ,

Muriatul Khusmah

Musa and

Farhana Shukor

Using ThingLink in Integrated

Language Skills Reading Class

[email protected]

25 Noor Sahira Binti

Mansor

Noor Laili binti

Mohd Yusof

Undergraduates Perception of

the Top Seven Soft Skills

Needed in Presenting Ideas

[email protected]

26 Noor Laili binti

Mohd Yusof

Najwa binti Azis

Assessing Anxiety In English

Language Learning Among

Chemical Engineering Students Of

Uitmpp

[email protected]

27 Nazima Versay

Kudus

Enforcing Students’ Discussion

Process Using Systematic Table in

the English Language Classroom

[email protected]

28 Nazima Versay

Kudus and

Dr. Mohamad

Rashidi Pakri2

Incorporating Media Literacy via

Linguistics Approaches [email protected]

9

ABSTRACTS OF IWSI

10

KEYNOTE SPEAKER 1

01

“High Order-Critical Thinking” in Promoting TEFL for 4.0 Learners

Dr. Y. Gatot Sutapa Y. M.Pd Tanjungpura Universiti

.*corresponding author :[email protected]

Integrating high order-critical thinking to elaborate learning process systematically

in the era of 4.0 is a prospective asset for any reflective and productive English

language learners. Through digitalized literacy, contextual situations, roles of

techniques and authentic exercises, high order-critical thinking enable learners to

produce comprehensive communicativeness and provide the foundation of deciding

the forms of the language that match the functions and the roles of interlocutors, in

both oral and written activities. This may also reveal a deep-alive awareness to

achieve the objectives of English meaningful communication that include the

capability of demanding backed by evidence, deducing and inferring conclusions

from available linguistics terms, and solving problems by self-directed, self-

disciplined, self-monitored, and self-corrective thinking. Combining the techniques

of teaching with the critical thinking aspects, may bring some constructive and

applicable activities on collaborative interpretation, creative analysis, ongoing

assessment, technological innovation, and self-literacy that enable learners to

promote the use of English as a foreign language properly in real life situations.

Thus, by maximizing the critical thinking process, TEFL can be promoted

comprehensively.

11


KEYNOTE SPEAKER 2

02

Learning On The Go

Lim Teck Heng

Akademi Pengajian Bahasa,

Universiti Teknologi MARA, Cawangan Pulau Pinang,Malaysia

*corresponding author: [email protected]

Micro-learning is an approach used in the world of training and development to

refer to brief learning modules consisting of bite-sized learning activities that are

designed for quick consumption (Surge9, 2019). The learning materials designed and

used in micro-learning are generally short enough to capture and keep learners’

attention and are readily available as and when the learners need them. In this short

experiment, an attempt is made to use the concept of micro-learning in the learning

of English grammar outside the normal lecture hours. Students are provided with

bite-sized grammar lessons and exercises on a weekly basis via mobile network.

They are encouraged to use the learning materials in their own study time. At the

end of the experiment, students are asked to provide feedback on the materials used

as well as their opinions on this method of learning. Based on these feedbacks,

recommendations on the use of micro-learning in language learning are made.

Keywords: micro-learning; bite-sized learning; grammar; English language; m-learning

12

PLENARY 1

03

LEARNING MANDARIN COURSEWARE AT UNIVERSITI TEKNOLOGI

MARA (UiTM) CAWANGAN PULAU PINANG

Hoe Foo Terng


Universiti Teknologi MARA, Cawangan Pulau Pinang, Malaysia


There were about 15,313 UiTM students taking Mandarin as a third language in the

Mac – July 2018 semester. These Malays students did not have any basic knowledge

of Mandarin. Among the problems faced by these students was limited learning

time. At the same time the absence of language environment also prevented them

from enhancing their language proficiency in the target language. To overcome the

problem of limited learning time and aiming to help students learn Mandarin as well

as enhance their communication skills in a short period of time, lecturers from the

Mandarin Unit had tried out various teaching and learning methods such as WSD,

GATT, GAT and also published some Malay-Mandarin dictionaries. To further

utilize students’ non face to face learning time, online Mandarin learning website

and self-developed learning courseware were also developed. The use of courseware

had provided the students the language environment which was important for them

to build their ‘feeling & senses’ of the third language that they were learning.

Students could also improve themselves in the recognition of Chinese characters

after using the learning courseware. The self-developed learning courseware was

developed by UiTM Penang lecturers using Hot Potatoes 6. The courseware consists

of 5 sets of exercises: Match and Pair exercises for recognizing Chinese characters,

Drag and Drop exercises for Chinese words rearrangement, Read and Choose

exercises for comprehension, Read and Choose exercises for translation, and Read

and Choose exercises for question construction.

Keywords: Mandarin; learning courseware; limited learning time; e-learning; language

environment.

13

PLENARY 2

04

The Use of Google Classroom in English Language Teaching Classes of Master

Program

Regina

Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Tanjungpura,Jl. Prof. Dr. Hadari

Nawawi, Pontianak Kalimantan Barat


This article aims to describe the use of Google Classroom in English Language

Teaching Classes of Master Program of Teacher Training and Education Faculty of

Tanjungpura University in Pontianak. The study focuses on the importance and the

weaknesses of the application in the ELT classes. The methodology used is

descriptive with documentary study. Interview and questionnaires to both the

teachers and the students are also used to support the data. The findings show that

Google classrooms are primarily used to communicate the schedule, tasks, and

announcements to the students. The teachers also share their references for the

subjects and the semester plans in Google classrooms, so the students can check their

tasks and activities any time. They also know better what to be done in the near

future for the subjects. The students send their tasks or assignment through Google

classrooms and get feedback from the teachers also through Google classroom.

Google classroom helps teachers as well as the students to share any information

concerning the teaching learning activities for the class.

Keywords: Google Classroom; English Language Teaching; classes; Master Program.

14

05

The Use of “Synonyms Now Aptly Paired” (SNAP) for Motivation in Learning

English Words: A Study of UiTM Students’ Perceptions on a Card Game

Noraziah Mohd Amin1 and Wan Noorli Razali2

Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang, Malaysia. [email protected] [email protected]


A card game called, Synonyms Now Aptly Paired (SNAP) which consists of a few sets of

English word cards was given to 100 UiTM students to play during their English language

classes. The game was played by finding the right matches of the words based on their

similar meanings (synonyms). After the students had finished playing SNAP, each of them

was required to complete a questionnaire to indicate their perceptions towards the learning

tool with regard to their motivation to learn English words, words retention in their

memory, vocabulary expansion and their reflection on SNAP after utilizing it in learning

synonyms. The results revealed that the respondents in majority provided good perceptions

towards SNAP as they mostly expressed their trust in the function of SNAP as a supportive

learning device especially in discovering and learning new English words. To conclude, the

positive feedback supplied by the respondents to SNAP indicates that the use of SNAP is

basically favored by English learners. Despite this, the improvement of this device for it to

meet the needs of learners more extensively in their vocabulary acquisition should be

executed.

Keywords: SNAP, synonym, vocabulary, motivation, word retention

06

Utilising Wix.com as e-Learning Platform for Teaching English

Noor Azli bin Affendy Lee1

Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang, 13500

Permatang Pauh, Pulau Pinang, Malaysia


Web-based learning is used nowadays as another option to face-to-face education. As a tool

in the learning process, e-learning systems provide learning opportunities that are free from

the constraints of place and time and at the same time support new teaching and learning

approaches. This paper aimed to propose the use of Wix.com as a viable tool to create e-

learning platforms for university students in learning English language. Based on the need

to introduce students to blended learning, a website was developed using Wix.com for

diploma students studying English courses in a Malaysian university. The early design of

the learning platform was influenced by the preferences and needs of 479 students who

responded in an earlier survey in 2018. Among them are the inclusion of YouTube materials

to expose students to real life materials of English language and a variety of language games

such as murder mysteries and puzzles. Comments made by lecturers and students after

using the blended learning platform appeared positive, especially for the stories (reading

and video) and language games sections. However, there is a need to further develop other

sections such as writing and speaking due to the still limited content.

Keywords: web-based learning; Wix; English language learning

15





07

VOKI As An E-Learning Media To Improve Students’ Reading Skills in

Identifying Moral Values in Narrative Text

Norra Dilla, Desfianur Ardhi and Syarifah Mawaddah

(A PRE EXPERIMENTAL RESEARCH TO YEAR-9 STUDENTS OF JUNIOR HIGH

SCHOOL)Reading is an interactive process in which readers construct a meaningful

representation of a text using effective reading strategies. Reading experience is not just

being gotten from reading books in the library or other sources. Today, students are lazy to

go to library for reading. They are feeling bored and not interested to read. Nowadays,

Reading habits are changing due to technological development. The students prefer to read

through their gadgets more than the printed books. However, reading narrative text

requires a deep comprehension and involving the higher order thinking skill in the term of

identifying the moral value of the text. Moreover parallel to curriculum demand, students

are expected to not only generate high intellectual but also good character, so that teacher

should not only reckon with the materials when they are teaching, but also with the

studentsâ€™ character. From the previous tests held by the teacher in identifying the moral

value of the text, many students have failed to comprehend message from the texts.Because

nowadays students tend to read through the gadgets not through the books therefore, the

teacher must do innovation either in material, methods, strategies, or media. Therefore, the

teacher chose VOKI as learning media due to its easiness to be accessed by students by

download the application through the android phones in the play store. With Voki, it is

expected that students are more engaging to the teaching learning process, showing more

interest in the learning process, and improving the level of their reading pace. Finally with

Voki it is expected that the studentsâ€™ skill of reading narrative text will be improved as

well as engaged the reading habits among students, in order to have more understanding

about the moral value of the texts.

16

08

The Ontology of Transmedia Narratives Design

Farina Tazijan1, Dr. Rofiza Aboo Bakar2 and Dr. Nor Fazlin Mohd Ramli 3

1,2Akademi Pengajian Bahasa, Universiti Teknologi MARA, Cawangan Pulau Pinang, Malaysia;

3Akademi Pengajian Bahasa, Universiti Teknologi MARA Shah Alam, Malaysia

[email protected], [email protected] ,[email protected]


Transmedia narratives are stories told across multiple platforms. Popular examples of such

stories are like Star Wars, Marvel, The Walking Dead, 13 Reasons Why and Harry Potter.

These are some examples of transmedia narratives that evolve from books to movie screens

to merchandise and social medias. Writers of transmedia narratives develop expansive

narratives and innovative using different technologies to share the stories, grow audiences

and create stories which involved community of fans. It is important to identify the key

aspects and the many different elements that went into transmedia narratives. As such this

paper shares the ontology of transmedia narratives from various researchers across this

field. It answers the research question of how transmedia narrative designers and

developers are able to tell effective stories across multiple media platforms. The ontology

provides a framework that links together the diverse elements of narrative, user

engagement, and interaction designs. The design provides three key factors to create

effective story using the transmedia approach.

Keywords: Transmedia Narratives, stories, design, key factors, framework

17



09

Optimizing Hot Potatoes 6 Platform to Improve Learners’ Vocabulary in Primary

School

Martina Elvisa, Mildyaanti and Razida

Tanjungpura Universiti

[email protected]; [email protected]; [email protected]


Digital technology is an important requirement for teaching learning activities in the era of

4.0 industrial revolution and it also becomes the curriculum expectations, including general

ICT capability. Hot Potatoes 6 platform can be used as a pedagogical instrument to help

foreign language learners in improving their vocabulary. Consequently, this present study

aims to improve EFL learners’ vocabulary through optimizing Hot Potatoes 6 platform. The

population is students in grade four (9-12 years old) at primary school Bina Mulia

Pontianak. To conduct the study, the researcher formed two classes namely HotPot class

(experimental group) and Non-HotPot class (control group). Data were collected through

class observation, questionnaires, interview, and test –to assess the learners’ vocabulary in

both experimental and control group. The mix method was applied in order to display

qualitative and quantitative data. The intended result from this study can be first to help

teachers in motivating EFL learners to learn and improve their vocabulary. Second, it will

help EFL learners in HotPot class performed well in vocabulary exercises than non-HotPot

class. Hopefully, learners’ curiosity to go to the next level of the exercise will motivate them

to improve their vocabulary.

Keywords: digital technology; Hot Potatoes 6; vocabulary; software; mix method

10

The Use of Hello English in Mobile PhoneTo Enhance Students’ English

VocabularyIn Pontianak Middle School

Antonia Densi Mardia Sari, Novelia Meida Kusuma, Setio Rini Try Aditya

Tanjung Pura University, Jalan Hadari Nawawi, Pontianak, Indonesia

*corresponding author:[email protected]

This research aims to find out whether application in mobile phone can enhance students’

vocabulary skill and how far application in mobile phone can improve students’ vocabulary

skill. There are also chapters to help sort objects according to the concepts taught in the

application. In practice, the skill level of the learner is first will be determined by a pretest.

The application is on the Android platform named Hello English. Hello English is tested in

two different schools. The approach used in this research is a classroom action research. The

action research was conducted in two cycles, every cycle consisted of four steps; planning,

implementing, evaluating, and reflecting. By using Hello English, hopefully the students get

stimulus about certain vocabulary so they can easily construct and generate ideas into daily

conversation.More research will be needed in the young field of Hello English in order to

suggest the right direction to effective language learning.

Keywords: Application, Mobile phone, Hello English, Vocabulary, Middle School

18






11

Improving Students’ Vocabulary Achievement By Using Whatsapp To Junior

High School Students

Nina Englis, Hanita Oktaviani and Atrianus Toni

Faculty of Teacher Training and Education, Tanjungpura Univesity, Prof Hadari Nawawi Street,

Pontianak, Indonesia.

*corresponding author: [email protected].

The use of mobile messaging applications is increasingly widespread among the

new generation of students in Indonesia. They use michat , line, WhatsApp and the

other messaging applications. This study aimed to improve students’ vocabulary

achievement by using WhatsApp of VII C students of SMPN 19 Pontianak in the

academic year 2018/2019. The writer used classroom action research to 19 male and

11 female students in one cycle. The writer sent vocabulary instructions

electronically for 2 meetings. The multiple choice test was conducted after each

meeting. The results showed that 63,33 % of the students can improve their

achievement in the second meeting. It means that the use of WhatsApp in teaching

vocabulary can improve students’ achievement. Referring to the writer’s experience

in conducting the action research, the writer offers a suggestion. It is suggested that

WhatsApp can be used by English teachers as an alternative application to improve

students’ vocabulary achievement. Keywords : messaging application; whatsapp; achievement; action research; multiple choice;

12

Mobile Skype: A Practice in Developing Student’s Oral Skill in Senior High

School

Nurfianto, Dwi Yulianto, Gimin. Halimah Tusa Diah


The low proficiency of oral skill is perceived as the lack of practice committed by the

students. The lack of opportunities, time, and spaces to use the language both inside and

outside the classroom to interact with others makes the situation even more challenging for

English teacher. This research aimed at examining the use of Mobile Skype as the media for

encouraging the students to speak and develop their oral skill. This research only examined

the posttest of both control and experimental groups. Quasi experimental design was used

in this research where there were 20 high school students involved as the experimental

group and the other 20 students belong to control group. The findings showed the mean

score of control group was 59.85, standard deviation and median were 12.027 and 63.00. The

experimental group mean score was 65.70 where standard deviation was 67.05 and median

was 10.974. The T-test showed that the t-value>t-table (6.369>2.093). It means that the Null

Hypothesis (H0) is rejected so it could be concluded that the use of Mobile Skype is effective

to improve the students’ oral skill. The students’ interest toward the use of this media was

also categorized as good.

Keywords: Mobile Skype; developing oral-skill

19


13

The Effectiveness of Using Canva to Improve Students’ Speaking Skill and

Creativity

Atikah1, Rain Lesmiati2, Tampil Arindora3

Teacher Training and Education Department, Tanjungpura University, Prof. Dr. H. Hadari Nawawi

Street, Pontianak, Indonesia

*corresponding author: [email protected] ² [email protected]

Smartphone has been growing rapidly in these recent times and is considered to be

potentially valuable as new source for learning. One of the application in smartphone that

can be used as source for learning is Canva application. Canva is an application that can

assist both teachers and students to design variety of tasks. It offers professional looking

graphics to choose from and inspire creativity to go with classroom blogs, students' reports

and projects. Related to this, this ongoing research aims to investigate the effectiveness of

using Canva to improve students' speaking skill and creativity. The research is a quasi

experimental research with pretest-posttest control group design. The data will be collected

by using pretests and posttests. The data then will be analyzed into a quantitative data. The

result is expected that Canva application can be effective to improve students' speaking skill

and creativity.

Keywords: Canva, application, speaking skill, creativity

14

Video Clips as a Medium in Learning Japanese Language

Sabariah Muhamad1, Raja Rosila Raja Berahim2 , Ong Sheau Fen3 , Lim Soo Giap4 and Noor

Laili Mohd Yusof 5

Akademi Pengajian Bahasa, Universiti Teknologi MARA, Cawangan Pulau Pinang, Malaysia


This paper navigates the educational role of You Tube in developing speaking, listening and

pronunciation skills. You Tube as a video clip server provides enormous authentic materials

in various languages which can be curated as language learning resources. The finding of

this research will signify the emerging role of YouTube phenomenon in a foreign language

learning environment. Therefore, a quantitative survey had been administered where a set

of questionnaires were distributed before and after the learning session to gather

respondents’ responses and interviews were conducted to find in-depth responses from

participants. The perceived experiences using YouTube to learn Japanese language from

participants were analysed for their perception in learning a new foreign language through

technological advancement besides their personal preferences. Findings suggest that

multiple factors may influence participants’ experience. The impacts of the findings were

highlighted for future studies.

Keywords: You Tube; video clip; foreign language learning ; Japanese language

20


15

Edmodo: A Worthy Alternative for the Digital Teacher

Rasaya Marimuthu1, Liaw Shun Chone2, Nazima Versay Kudus3 , Syahirah Ramli4 and Lim

Teck Heng5

1,2,3&4Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang, Malaysia


Edmodo, also known as the facebook of education has become an increasingly popular

online educational tool in institutions of higher learning. It provides a multitude of virtual

tools that facilitate both individual autonomous learning as well as group collaborative

learning. This particular study has researched to what extent has Edmodo (EL) benefitted

the students of a higher education institution in terms of their academic performance in

comparison to another online learning facility (IL), and the traditional classroom approach

(TL). The final course grade of the respondents in the study from these three groups were

compared after they had completed the semester long English for Report Writing (EWC661)

course. Besides, a student online learning satisfaction survey was also conducted at the end

of the course. Results clearly showed that the respondents from the EL group performed

significantly better in their course assessment. The EL group had also responded more

favourably than the IL group with regards to their online learning experience through the

survey. The findings of this study quite affirmatively establishes the fact that Edmodo is

capable of providing an engaging, effective and resourceful option for the students to be

involved in fruitful learning in the digital age.

Keywords: Edmodo; online learning; educational networking sites; autonomous learning;

collaborative learning

16

Guidance On Choosing Mobile Applications To Assist Foreign Language

Learning

Raja Rosila Raja Berahim1, Sabariah Muhamad2 and Farina Tazijan3

Akademi Pengajian Bahasa, Universiti Teknologi MARA, Cawangan Pulau Pinang, Malaysia

*corresponding author:1 [email protected]

Mobile learning is gaining high momentum and popularity. There are many applications

made available over the internet as learning through devices has proof to be one of the

effective ways of learning foreign language. Ready accessible applications from the beginner

usage to advance level are available over the internet thus, making learning foreign

language easy. With the abundance of applications over the internet, users might be

confused on choosing which application works the best. Therefore, this paper seeks to find

the criteria of mobile applications that helps users to choose applications by adopting

Fernando Rosell-Aguilar (2017) framework catered for foreign language learning. Five

applications that are readily available and tailored made to suit the teaching of foreign

languages are being assessed. From this, it is hope that foreign language learners will have

the guidance on choosing mobile applications.

Keywords: mobile application language learning; foreign language learning; creative teaching;

applications; guidance

21


17

Web-Based Instructional Tool for Enhancing EET Speaking Test Performance

Suzana Ab. Rahim1, Mah Boon Yih2 Zarina Suriya Ramlan3

English Language Department, Dr2, Associate Prof Dr3,

Universiti Teknologi MARA, Cawangan Pulau Pinang, West Malaysia1, 2, Universiti Teknologi

MARA Shah Alam, West Malaysia3.

.*corresponding author: [email protected]

The objective of this digital innovation in English language teaching (ELT) is to design and

develop a web-based instructional (WBI) tool to assist students in their preparation for the

speaking component of English Exit Test (EET). The scope of this product is aligned closely

to Common European Framework of Reference for Languages (CEFR) proposed to the EET

test-takers in Universiti Teknologi MARA (UiTM) Penang Branch initially. This WBI tool is

created by following a thoeretical-and-pedagogical framework namely WeCSI, which is a

modified version of an award-winning e-framework called Web-based Cognitive Writing

Instruction (WeCWI). WeCSI is an acroym that stands for Web-based Cognitive Speaking

Instruction that focusses on the processes of watching, discussion, and speaking through a

digital platform to foster interactions among learners, learners to instructor, and learnees to

contents. To measure the feedback from the users for this innovation, an adapted unified

theory of acceptance and use of technology (UTAUT) formulated by Venkatesh was applied

apart from the prepared tasks of EET speaking test. Speaking task 1 up to task 3 comprise 4

different sets, by which the students can easily access at the order or instructions of their

instructors. The instructors also can benefit from this tool since the test-takers’ audio

recordings have been uploaded and are retrievable via the embedded hyperlink. The

findings suggest that there is definitely a fervent need for the test-takers to use such facility

in preparing them for their spoeaking test as well as honing their speaking skills. In

conclusion, if the test-takers can optimise and maximise their potentials via the use of this

WBI tool, they will be able to obtain a better grade in their EET speaking component.

Keywords: WBI, EET; CEFR; WeCSI; UTAUT; speaking tasks

22


18

Customizing Blended Learning Materials for ELC 151

Syahirah Binti Ramli1, Isma Noornisa Binti Ismail2 and Farhana Binti Shukor3

Academy of Language Studies Department, Universiti Teknologi MARA, Cawangan Pulau Pinang,

Pematang Pauh, Pulau Pinang, Malaysia.


The dynamic transformation emerging from the forth industrial revolution (4IR) has also

influenced the education field. Blended learning was introduced to cater to the needs of

generation Z by integrating technological advancement and e-learning in their studies. This

paper aims to ease lecturers teaching Integrated Language Skills II (ELC 151) in finding the

suitable blended learning materials tailored to the scheme of work and syllabus of the

course. ELC 151 is designed to help students become confident and independent readers.

The course is a 3-credit hour with a combination of face-to-face lectures, students own

learning time, and six blended learning classes. Since there are no extensive guidelines on

the blended learning tasks, we aim to provide a database of guidelines, links, materials and

suggested activities that can be done during the six blended learning weeks. By having this

database, the lectures do not have to surf or browse for suitable online activities or notes

based on the weekly schedule. They can simply refer to the database and choose the ideal

links to be given to the students. By doing this, they can save time and fully utilised the

blended learning task to serve its purpose.

Keywords: blended learning; database; forth industrial revolution (4IR); English language studies;

e-learning

19

Education 4.0: The Future of Learning at ESL Classroom by Using Digital Storytelling &

Instagram

Agelyia a/p Murugan

Universiti Sains Malaysia


Education 4.0 has been strongly advocated by some educationalists as to cater the needs of

the fourth industrial revolution where man and machines align to enable new possibilities.

This is the new vision for learning where it encourages and exposes the students to

personalize and project based learning that gives them unlimited confidence in collaborating

and managing time and skills when dealing with project based assignments. This study

focuses on group projects at ESL classroom where it is assessed as part of on-going

assessment of the subject called English For Professional Purposes at AIMST University. To

give more opportunities for the students to explore and integrate e-study tools into their

projects, the lecturer modified the assessment to Digital Storytelling and uploaded their

videos at Instagram. The purposes of uploading into Instagram are to encourage the

23


students to be more creative and exposed themselves to the public academically as well as

give ideas for ESL teachers on new methods in Education 4.0. Digital storytelling is one of

the innovative pedagogical approaches that can engage students in deep and meaningful

learning. 150 students took part in this project and their attitude and perspectives were

taken into considerations. Data were collected through a questionnaire which was

distributed through Survey Monkey. The findings of this study suggested that Digital

Storytelling is a powerful tool of the learning activities that creates engaging and exciting

learning environments.

Keywords: digital storytelling, instagram, esl classroom, project based- learning, education 4.0

20

The Use Of “Quizlett” Learning Tools For Vocabulary Learning. A Study Of Uitm

Student’s Behavior Towards Interactive Online Tools In French Class

Ahmad Fadzli Abu Sahmah1, Wan Muhammad Syahmi Norizan2 and Nurul Nadiah

Nabilah Abdullah.

Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang, Malaysia.

[email protected]/, [email protected]/, [email protected]

*corresponding author : [email protected]

Quizlet a popular online education platform introduced in 2007, is the fastest growing US

education site with over 36 million average monthly visits. In 2016, it introduced a new

feature called Quizlet Live. Team based learning game randomly groups students into teams

to compete against each other in a positive, fun yet competitive environment compared to

other games which might embarrass lower level learners. Using their computer or mobile

devices, teams race to match all the vocabulary terms with their definitions, and the first

team to match all the vocabulary wins. A minimum of 4 students need to go to quizlet live

webpage to join the games. As students join, the system will randomly groups students into

teams of 3 or 4 students. The game enforces students for an initial communication stage as

they need to find their other team members which were randomly grouped. After the

teacher starts the game, each group will receive a different question and only one student

per team has the correct answer displayed on their device. However, one wrong answer will

send the team back to the start. Immediately after the game ends, quizlet live displays a

review to highlight which vocabulary frequently matched incorrectly, providing feedback

on which terms to review for the next class. To conclude, quizlet live brings fresh energy

into the classroom, not only aiding students to enhance their vocabulary skills, but also learn

teamwork and communication skills as well. It motivates student to learn thereby increasing

the effectiveness of their classroom participation.

Keywords: Quizlet, vocabulary, motivation, participation, groups

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mailto:[email protected]/

mailto:[email protected]/

21

Introducing Ketingting Think as an Educational Tool to Young Generation

Siti Nurleena Abu Mansor1, Mahanim Omar, Siti Mariam Saad

Department of Computer and Mathematical Sciences, Universiti Teknologi MARA,

Cawangan Pulau Pinang, 13500 Permatang Pauh, Pulau Pinang.


In this era, smart phones are the latest fads among the younger generation to preoccupy

them with modern entertainment, distraction, e-learning and technology to pass their time.

However, there is one element that seems to be missing from most of those modern

technologies, which is human interaction, whether personal or physical. Ketingting game is

a traditional game that is not only entertaining but also beneficial for mental and physical

development. Motivated by Learning is Fun, 'Ketingting Think' has been innovated that

blend the concept of heritage, learning and playing. This game could act like a manipulative

and educational tool to add vibrant and creativity in learning. Through a new compelling

shape and colours, 'Ketingting Think' is hoped to aroused curiosity and interest among the

youngsters.

Keywords: Educational tool, Ketingting, innovation, outdoor/indoor activity, traditional game

22

Specific Language Instructions for Autistic Learners in Swimming Classes

Rofiza Aboo Bakar1and Jazredal Aboo Bakar2

1Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang, Pulau

Pinang, Malaysia 2Muslim Swimming and Sports Academy, Pulau Pinang, Malaysia


Autism is a neuropsychological disorder and is typified by problems in social interaction,

communication skills and motor performance. It is generally agreed that swimming is

useful for autistic learners as it can enhance their social integration and muscle strength.

However, although swimming can be useful, teaching it to autistic learners can pose

challenges to swimming teachers as most swimming teachers’ knowledge about and

experiences in instructing autistic learners are limited. This article, thus, first outlines the

characteristics of autistic learners, and types of communication and social interaction

impairment that differentiates them from other normal learners. By understanding the

characteristics of the autistic learners and their communication and social interaction

challenges, this article then suggests some specific language instructions that are based on

receptive and expressive language theories for swimming teachers to use with and

consequently help their autistic learners learn swimming.

Keywords: autistic learners; communication challenges; social interaction impairment; specific

language instructions.

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23

Assessing Distinguished Writing Texts (ADiWT) in Relation to the Common

European Framework of Reference (CEFR): The Experience of a

Malaysian university

Noor Laili binti Mohd Yusof Rofiza Aboo Bakar

Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang.13500

Permatang Pauh Seberang Perai, PenangMALAYSIA


The Twenty-first century will be gayer with the advent of the Common European

Framework of Reference (CEFR) for the learning, teaching and assessment of English

Language in the Malaysian Education system. There have been revitalised calls for the

utilisation of the CEFR model in language testing and second language acquisition from

foundation to tertiary level. ADiWT was initiated to describe the features of language that

L2 learners employ in completing the writing tasks as defined by the CEFR scales. For this

purpose, L2 learners writing scores were recorded from university undergraduates who are

undergoing English language classes for academic purposes by using a communicative L2

writing tasks. The text produced were assessed for their proficiency on a standard six-point

scales. The strengths and weaknesses of the writing skills were highlighted for future

references. Consequently, a special profile was built based on the assessed features of the

fluency of the written texts. The possible reasons for this result are discussed.

Keywords: CEFR, writing text, language testing

24

Using ThingLink in Integrated Language Skills Reading Class

Rushita Ismail1, Muriatul Khusmah Musa2 and Farhana Shukor3

Academy of Language Studies, Universiti Teknologi MARA, Cawangan Pulau Pinang, Malaysia


In motivating students to become lifelong readers, extensive reading is incorporated in

Integrated Language Skills: Reading (ELC151) syllabus. Students are assigned two or more

stories to be read and discussed in personal reading log task. During mid and end of

semester, written responses of these stories are graded. Engaged in the search for free

digital tool in teaching extensive reading, the authors discovered ThingLink, a friendly and

versatile digital tool that provides students with the ability to transform the story that they

read into any interactive graphic image. The authors would like to propose of using

ThingLink in conducting lessons in teaching extensive reading whereby students in groups

of 5 or more may give their feedback on the characters, plot, values and overall impression

of the story in the form of multiple links on a featured image where short video, sound, text,

weblinks and images are embedded. It is believed that the use of ThingLink in reading class

does not only enable students to utilize their personal strengths collaboratively but will

make them more enthusiastic in student- driven learning experience which consequently

heightened their reading interests outside classroom.

Keywords: integrated, reading, thinglink, digital tool, reflective

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mailto:%[email protected]

25

Undergraduates Perception Of The Top Seven Soft Skills Needed In Presenting

Ideas

Noor Sahira Binti Mansor Noor Laili binti Mohd Yusof

Academy of Language Studies Universiti Teknologi MARA, Cawangan Pulau Pinang 13500

Permatang Pauh Seberang Perai, Penang


This study was carried out to determine the importance of having soft skills in presenting

ideas and rank them accordingly for human capital development. Following the urge of the

Malaysian Ministry of Higher Education in cultivating the said soft skills to

undergraduates of Institutes of Higher Learning in Malaysia, a total of 50 respondents from

Faculty of Civil Engineering in Universiti Teknologi MARA (UiTM) Cawangan Pulau

Pinang were randomly selected to share their perceptions. On top of that, two Civil

Engineering students were chosen as the subjects for observation, and three lecturers were

approached as interviewees for the study. A set of questionnaire was designed to assess

their perceptions of the seven soft skills elements which comprise communication skills,

critical thinking and problem solving skills, team work, lifelong learning and information

management skills, entrepreneurship skills, ethics, and professional moral and leadership

skills. The complete findings of the study points that soft skills do affect the performance of

Civil Engineering students in presenting ideas.

Keywords: soft-skills, undergraduates ,presenting ideas, perception

26

Assessing Anxiety in English Language Learning among Chemical Engineering

Students of UiTMPP

Noor Laili binti Mohd Yusof ,Najwa binti Azis

Academy of Language Studies Universiti Teknologi MARA , Cawangan Pulau Pinang,Malaysia


Anxiety can be classified as an emotional factor in foreign language acquisition especially in

speaking which affect learning abilities and numerous studies have associated anxiety to

language learning. By using Horowitz et al’s 1986 Foreign Language Classroom Anxiety

Scale (FLCAS) and Cohen Oxford & Chi’s 2001 Language Strategy Survey (LSS), the study

determines the contributing factors of anxiety among the learners of English as a second

language. Apart from that, the researchers also investigate the relationship of anxiety level

and learners’ academic achievement besides gauging the seriousness of it. Therefore, 32

respondents had been selected randomly as the sample group for the study from Chemical

Engineering Course in Universiti Teknologi MARA Pulau Pinang (UiTMPP). In assessing

anxiety in English Language learning, a set of questionnaire had been administered besides

a few interview sessions and behaviour observation to collect data. The collected data were

used to provide a descriptive and correlational analysis to address the research questions.

The results highlight the contributing factors of anxiety among the English language

learners besides revealing the direct correlation of anxiety and learners’ academic

performance.

Keywords: language learning,English as a second language,anxiety

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27

Enforcing Students’ Discussion Process Using Systematic Table in the English

Language Classroom

Nazima Versay Kudus



According to Hanover Research Report (2014) which has analysed on six major educational

frameworks worldwide, among the common denominators that cut across these frameworks

are collaboration and teamwork, creativity and imagination, critical thinking and problem

solving. The mentioned skills heavily concern with the ability to conduct meaningful

discussions. However, in the teaching of Integrated English Skills II (ELC151), students face

problems during speaking component. In the first part, Task A, they are assessed on their

ability to do individual presentation while in Task B, they are to discuss the ideas presented

earlier in Task A. It was in Task B (group presentation) that they lack the ability to conduct a

cohesive and a coherent discussion despite having learnt the mechanics of discussion.

Students do not utilise their turn-takings well by applying the appropriate mechanics.

Instead, most of them simply repeat the points of their individual presentation in their

group discussion. In Task B, the tasks of listening, preparing arguments and participating in

discussion which occur almost simultaneously can be daunting to them and as a result they

lost track of the flow of the discussion. To assist the students, the author devises a systematic

table with specific sub-sections and steps where students can track, prepare and respond to

the flow of discussion. This is still an on-going project, but the results produced thus far has

shown quite a promising result where students are able to perform better utilising the points

they have prepared in the specific sections.

Keywords: 21st century skills, Hanover Research Report, turn-taking strategies, coherent discussion,

cohesive discussion

28

28

Incorporating Media Literacy via Linguistics Approaches

Nazima Versay Kudus1 and Dr. Mohamad Rashidi Pakri2


School of Humanities, Universiti Sains Malaysia, Malaysia


Recent statistics in both Malaysia (Nielson, 2017) and Indonesia (Statistica Global Consumer,

2018) states that among the largest group of consumers who purchase online are those in the

age group of 18-24. As such, the best way to educate our youth particularly the

undergraduates with media literacy is by incorporating it during English language

classroom. Centre of Media Literacy (2010) notes that media literacy is a 21st century

approach to education which provides framework to “access, analyse, evaluate and create

messages” from both print and digital forms. The objective of this paper is to exhibit how

analytical examination of samples of advertisements in Malaysia and Indonesia can be done

by using the appropriate linguistic approaches such as stylistics, discourse analysis,

pragmatics and semiotics. These analytical abilities can teach students to become more

critical of the text producers’ goals and point of view which in turn educate them to be smart

consumers of products and information.

Keywords: media literacy, stylistics, discourse analysis, pragmatics, semiotics

29

EDITORIAL

TITLE

AUTHOR(S)

1 IWSI-2019-001 The Use of Hello English in Mobile Phone To

Enhance Students’ English Vocabulary In

Pontianak Middle School

Antonia Densi Mardia Sari,

Novelia Meida Kusuma,

Setio Rini Try Aditya

2 IWSI-2019-002 The Use of “Synonyms Now Aptly Paired”

(SNAP) for Motivation in Learning English

Words: A Study of UiTM Students’

Perceptions on a Card Game

Noraziah Mohd Amin,

Wan Noorli Razali

3 IWSI-2019-003 The Effectiveness of Using Canva to Improve

Students’ Speaking Skill and Creativity

Atikah, Rain Lesmiati,

Tampil Arindora

4 IWSI-2019-004 Introducing Ketingting Think as an

Educational Tool to Young Generation

Siti Nurleena Abu Mansor,

Mahanim Omar, Siti

Mariam Saad

5 IWSI-2019-005 Mobile Skype: A Practice In Developing

Student’s Oral Skill In Senior High School

Dwi Nurfianto, Gimin

Yulianto, Halimah Tusa

Diah

6 IWSI-2019-006 Using ThingLink in Integrated Language

Skills Reading Class

Rushita Ismail, Muriatul

Khusmah Musa, Farhana

Shukor

7 IWSI-2019-007 Customizing Blended Learning Materials for

ELC 151

Syahirah Binti Ramli, Isma

Noornisa Binti Ismail,

Farhana Binti Shukor

8 IWSI-2019-008 Guidance On Choosing Mobile Applications

To Assist Foreign Language Learning

Raja Rosila Raja Berahim,

Sabariah Muhamad, Farina

Tazijan

9 IWSI-2019-009 The Ontology of Transmedia Narratives

Design

Farina Tazijan, Dr. Rofiza

Aboo Bakar, Dr. Nor Fazlin

Mohd Ramli

IWSI 2019 INNOVATION

COMPETITION (PARTICIPANTS)

30

10 IWSI-2019-010 Improving Students’ Vocabulary

Achievement By Using Whatsapp To Junior

High School Students

Nina Englis, Hanita

Oktaviani and Atrianus

Toni

11 IWSI-2019-011 The Use Of “Quizlett” Learning Tools For

Vocabulary Learning. A Study Of UiTM

Students’ Behavior Towards Interactive

Online Tools In French Class.

Ahmad Fadzli Abu

Sahmah, Wan Muhammad

Syahmi Norizan, Nurul

Nadiah Nabilah Abdullah

12 IWSI-2019-012 Voki As An E-Learning Media To Improve

Students’ Reading Skill In Identifying Moral

Values In Narrative Text

Norra Dilla, Desfianur

Ardhi, Syarifah Mawaddah

13 IWSI-2019-013 Utilising Wix.com as e-Learning Platform for

Teaching English

Noor Azli bin Affendy Lee

14 IWSI-2019-014 Education 4.0: The Future of Learning at ESL

Classroom by Using Digital Storytelling &

Instagram

Agelyia a/p Murugan

15 IWSI-2019-015 Optimizing Hot Potatoes 6 Platform to

Improve Learners’ Vocabulary in Primary

School

Martina Elvisa, Mildayanti,

And Razida

16 IWSI-2019-016 Web-Based Instructional Tool for Enhancing

EET Speaking Test Performance

Suzana Ab. Rahim, Mah

Boon Yih, Zarina Suriya

Ramlan

17 IWSI-2019-017 Assessing Anxiety in English Language

Learning among Chemical Engineering

Students of UiTMPP

Noor Laili binti Mohd

Yusof, Najwa binti Azis

18 IWSI-2019-018 Undergraduates Perception Of The Top

Seven Soft Skills Needed In Presenting Ideas

Noor Sahira Binti Mansor,


Yusof

19 IWSI-2019-019 Assessing Distinguished Writing Texts

(ADiWT) in Relation to the Common

European Framework of Reference (CEFR):

The Experience of a Malaysian university


Yusof, Rofiza Aboo Bakar

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LAYOUT : IWSI 2019

Laman Perdana UiTM Cawangan Pulau Pinang

Vendor

Booth 2

2

Stage

Participants Seating

Booths For IWSI 2019 IID Competition

PA System

LCD

Dining Table

(Participants)

VIP Dining

Table

VIP Dining

Table

Dining Table

(Participants)

Dining Table

(Participants)

Dining Table

(Participants)

Dining Table

(Participants)

Dining Table

(Participants)

FOO

D

Vendor

Booth 4

4

Vendor

Booth 3

3

Vendor

Booth 1

1

VIP Seating

Banquet chairs (10-16 units)

Aquarium

11

1

4

15 16 20 13 14 11 12

6 7 8 9 10

17 18

BOOTH

PENGGERAI 1

3 5 2

19

BOOTH

PENGGERAI 1

ATM MACHINE

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