Malay Grammar

A study was conducted to identify the effects of using a virtual learning environment compared to using a typical conventional classroom environment in improving the moderate achievement of children for Malay grammar. A quasi-experimental design involved 56 Year Five children, divided into one control group (28 children) and one treatment group (28 children). The study also focused on the effects of the environment on the children's' interest based on their experiences. Questionnaire instrument was used, and quantitative analyses were conducted using pre-test and post-test and. The t-test results showed that there were significant differences between the control group and the treatment group. In conclusion, the virtual learning environment has significant effects on the achievement and interest of the children when compared to the other group that learned in a typical conventional classroom environment.

Current research points to the importance of native language literacy in the development of second language literacy. Knowledge and skills transfer across languages from the mother tongue to the second language. But such knowledge and skills will only transfer if they have been thoroughly learned.

Due to the low standard of Arabic proficiency among both English teachers and learners, literacy in Arabic is not made use of in developing literacy in English. In particular, the teaching of English could greatly benefit from the use of Arabic grammatical and phonetic concepts that are not sufficiently developed in English grammar and language. Only a select number of such concepts are reviewed in this paper to serve as indicators of the advantages to be gained by a deeper study and knowledge of Arabic language phonetics and grammar.

Thesis submitted in fulfillment of the requirements for the degree of Master of Arts June 2008 ACKNOWLEGMENT PRAISE BE TO ALLAH MOST GRACIOUS AND MOST MERCIFUL Special mention of thank to my husband Ahmad Ridza Bin ABD Aziz for his encouragement, love, and patient during the completion of this study and to my beloveds Muhammad Nabeel and Khalil Ghufran. You are my sunshine. My special acknowledgement conveyed to my supervisor, Prof. Madya Dr. Tengku Sepora bt. Tengku Mahadi for her kindly advice, support, guidance, inspiration and for her pleasant time spent to read and comment my thesis. Without her encouragement and guidance, this study is impossible to be completed. My appreciation is also extended to people at the Centre for Language and Translation for those who has provided a lot of assistance to finish this research. Last but not least, my deepest thank also goes to some friends of mine at USM who has shared joyful days and to library staff who are very kind in helping me during my study at the University Sains Malaysia. Their help and understanding mean a lot to make this study possible.

Malaysian teachers have been using Virtual Learning Environment (VLE) technology in their instructional activities since it was introduced by the Ministry of Education in 2012. This study aimed to measure Malaysian teachers’ level of intention to continue using VLE technology and investigate factors influencing teachers’ decision to keep using VLE into teaching and learning process. Implementing sequential explanatory design, we addressed 850 questionnaires and conducted interview with 10 teachers. After data screening procedure, only 643 questionnaires were usable and measurable in the data analysis. Fifty-one teachers answered the open ended question included in the questionnaire. We further asked questions adapted from the data analysis of the questionnaires to ten teachers. The results of the study informed that the overall mean score of teachers’ intention to continue using VLE is 4.21. This mean score indicated that the intention to continue using VLE technology among the Mala...

Kata kerja bersifat pemilikan merujuk sesuatu kepunyaan atau hak milik. Kategori kata kerja ini juga membawa maksud perpindahan sesuatu kepunyaan (hak milik) daripada seseorang kepada seseorang yang lain. Makalah ini akan memfokuskan penelitian terhadap kata kerja bersifat pemilikan dalam bahasa Melayu, iaitu kata milik, beri dan terima dengan berasaskan sudut pandangan konseptual (abstrak). Kajian ini menggunakan data yang diambil daripada Pangkalan Data Korpus Dewan Bahasa dan Pustaka sebagai contoh bahan kajian untuk dianalisis. Data dianalisis dengan menggunakan teori struktur konseptual (TSK) - Ray Jackendoff (2005, 2007 & 2011). Representasi semantik dalam TSK digambarkan dalam bentuk struktur konseptual dalam Fungsi [Keadaan] dan [Peristiwa] yang membawa rumus struktur konseptual MENJADI [x, y]. Hasil dapatan menunjukkan representasi struktur konseptual bagi kata kerja milik, beri dan terima direpresentasikan berdasarkan konstituen [MENJADIpemilikan], [GERAKpemilikan] dan [BE...

Malaysian teachers have been using Virtual Learning Environment (VLE) technology in their instructional activities since it was introduced by the Ministry of Education in 2012. This study aimed to measure Malaysian teachers’ level of intention to continue using VLE technology and investigate factors influencing teachers’ decision to keep using VLE into teaching and learning process. Implementing sequential explanatory design, we addressed 850 questionnaires and conducted interview with 10 teachers. After data screening procedure, only 643 questionnaires were usable and measurable in the data analysis. Fifty-one teachers answered the open ended question included in the questionnaire. We further asked questions adapted from the data analysis of the questionnaires to ten teachers. The results of the study informed that the overall mean score of teachers’ intention to continue using VLE is 4.21. This mean score indicated that the intention to continue using VLE technology among the Mala...

Kata kerja bersifat pemilikan merujuk sesuatu kepunyaan atau hak milik. Kategori kata kerja ini juga membawa maksud perpindahan sesuatu kepunyaan (hak milik) daripada seseorang kepada seseorang yang lain. Makalah ini akan memfokuskan penelitian terhadap kata kerja bersifat pemilikan dalam bahasa Melayu, iaitu kata milik, beri dan terima dengan berasaskan sudut pandangan konseptual (abstrak). Kajian ini menggunakan data yang diambil daripada Pangkalan Data Korpus Dewan Bahasa dan Pustaka sebagai contoh bahan kajian untuk dianalisis. Data dianalisis dengan menggunakan teori struktur konseptual (TSK) - Ray Jackendoff (2005, 2007 & 2011). Representasi semantik dalam TSK digambarkan dalam bentuk struktur konseptual dalam Fungsi [Keadaan] dan [Peristiwa] yang membawa rumus struktur konseptual MENJADI [x, y]. Hasil dapatan menunjukkan representasi struktur konseptual bagi kata kerja milik, beri dan terima direpresentasikan berdasarkan konstituen [MENJADIpemilikan], [GERAKpemilikan] dan [BE...

The standardization of spoken Malay has been mentioned in the corpus planning of Malay Language since 1956. The main issue surrounding the spoken form has always been the determining of the standard spoken form or sebutan baku. Before 1956, the Johor-Riau spoken variation was regarded as the standard based on the fact that the Johor-Riau area was the centre of Malay language and development then. In 1956, the 3 Malay Language & Literary Congress passed a resolution determining that the Johor-Riau spoken variation should cease to be regarded as the standard. More than 30 years passed before the Malaysian government formally announced their shift from regarding the Johor-Riau spoken variation as a standard replacing it with sebutan baku, and to be used by educators and the mass media. In 1993, Singapore’s Ministry of Education launched its standard spoken Malay Language program of Program Sebutan Baku Bahasa Melayu which is based on the Malaysian model. In the year 2000, the Malaysian...

Nowadays, teachers are having difficulty in integrating technology into the curriculum and instructions besides needing extra time to integrate it. The introduction of Frog VLE (Virtual Learning Environment) application in schools has raised the necessity to investigate teachers' perception where the implementation of Frog VLE is highly influenced by teachers' tendency of using the tool. Thus, the objectives of this study are to identify the teacher's perceptions to use the application as one of the tools for teaching and learning based on level of readiness, also, based on the main construct of Technology Acceptance Model (TAM) which include teachers' acceptance, perceived usefulness and perceived ease of use. This study also investigates the influence of the application towards teacher's perception. This study applied survey design using a questionnaire. The questionnaire was self-developed and is reliable with the reliability value of 0.98. Samples were select...

This study is intended to design, develop and evaluate teaching materials based on Frog Virtual Learning Environment (VLE Frog) for Mathematics subject on Pre-Number's topic. The development of this website was based on the ADDIE framework and comprising five phases; analyse, design, development, implement and evaluation. "Jom Belajar Matematik" website was obtained using the VLE Frog platform. Feedback regarding the use of the website was obtained using questionnaires and interviews. Ten special education teachers completed the questionnaires in one of the schools in Sepang. The descriptive and inferential analysis was used to test the research questions using the Statistical Package for the Social Sciences (SPSS) version 22.0. The findings show that there are the overall means of presentation style and content and language are at a very high level, while the overall mean of interest of special education teachers of Mathematics subject in teaching and learning based on "Jom Belajar Matematik" is high. The finding also shows that there is a significant relationship between the levels of interest of Special Education teachers in one of the secondary school in Sepang district based on age. The VLE Frog website of "Jom Belajar Matematik" is accessible at any time, and it is free of charge, via https://bea9604.1bestarinet.net/iklilkamarulzaman.

A study was conducted to identify the effects of using a virtual learning environment compared to using a typical conventional classroom environment in improving the moderate achievement of children for Malay grammar. A quasi-experimental design involved 56 Year Five children, divided into one control group (28 children) and one treatment group (28 children). The study also focused on the effects of the environment on the children's' interest based on their experiences. Questionnaire instrument was used, and quantitative analyses were conducted using pre-test and post-test and. The t-test results showed that there were significant differences between the control group and the treatment group. In conclusion, the virtual learning environment has significant effects on the achievement and interest of the children when compared to the other group that learned in a typical conventional classroom environment.

A study was conducted to identify the effects of using a virtual learning environment compared to using a typical conventional classroom environment in improving the moderate achievement of children for Malay grammar. A quasi-experimental design involved 56 Year Five children, divided into one control group (28 children) and one treatment group (28 children). The study also focused on the effects of the environment on the children's' interest based on their experiences. Questionnaire instrument was used, and quantitative analyses were conducted using pre-test and post-test and. The t-test results showed that there were significant differences between the control group and the treatment group. In conclusion, the virtual learning environment has significant effects on the achievement and interest of the children when compared to the other group that learned in a typical conventional classroom environment.

In the era of 21st century teaching and learning, technology has been widely used among educators especially in teaching of English Language. Many studies have proven that teaching through the use of technology such as media socials, video conferencing, Frog Virtual Learning Environment and other mediums help in increasing the knowledge and usage of the English Language. This paper aims to review challenges encounter by teachers when using Frog VLE in teaching English to English as a Second Language (ESL) learners particularly in primary and secondary schools in Malaysia. This paper reviews journal articles, books and other researches to identify the challenges in using technology especially the use of Frog VLE. The review of past studies has shown that challenges did occur during the implementation of Frog VLE. Thus, this paper puts forth a proposition that more research should be conducted on teachers’ perceptions towards the use of Frog VLE in classroom teaching. Add on sentence ...

Throughout history, a number of languages have achieved the status of learned language, i.e., a language included in the curriculum of an educational system without yielding any communicational benefi ts. In large parts of the Islamic world, Arabic was (and still is) such a learned language. Acquisition of the learned language took place through the memorization of texts, with instruction and/or translation in vernacular languages. The vernacular languages themselves were not deemed to be in need of grammatical description, which explains why grammars for them were late to be developed. The present paper focuses on Malay, the lingua franca of choice in Southeast Asia for both Muslim missionaries and British and Dutch colonial administrators, while serving as the auxiliary language in the Islamic curriculum. The fi rst grammars of Malay were published by the British and Dutch. Malay grammars written by native speakers did not make their appearance until the nineteenth century. Their main representative is Raja Ali Haji (d. probably 1873). In his Bustān al-kātibīn, he used the grammatical framework of Arabic grammar for a grammatical sketch of Malay, using in part the Malay terminology that had been developed in traditional education for the study of Arabic grammar and Qurˀānic exegesis.

The Frog Virtual Learning Environment (Frog VLE) is a virtual learning medium that is one of the main agendas in today's educational landscape especially in Malaysia. The main objective of using Frog VLE is to simplify and enhance teaching and learning process. This study evaluated the effectiveness of Frog VLE in primary school using the Technology Acceptance Model. The study was carried out using a quasi-experimental design involving two groups; one control group and a treatment group. The former used the chalk-and-talk approach, while the latter used the Frog VLE approach. We administered a structured questionnaire to a primary school in Malaysia to elucidate the students' perspective on the usage of Frog VLE in teaching and learning process. The mean score analysis and paired-t test were applied to the analysis, and the results showed that the majority of the students found that the Frog VLE tool is useful and effective for learning.

The use of Information Communication and Technology (ICT) in education has changed the way the teachers teach and the students learn. In Malaysia, Frog Virtual Learning Environment (VLE) has been used as a platform for the teachers and students to interact virtually. Student-Centred Leadership style believed make a change towards teachers' competency in integrating Frog VLE in teaching and Learning. Therefore, this study aims to identify the relationship between student-centred leadership and teachers' competency in integrating Frog VLE in teaching and learning. This study also would like to observe the significant differences between student-centred leadership and teachers' competency in terms of gender and years of teaching.

In most Islamic countries, language study used to focus on acquiring knowledge of Arabic grammatical theory. This was accomplished by studying Arabic grammatical treatises with instruction and/or translation in vernacular languages. The vernacular languages themselves were not deemed to be in need of grammatical description. This explains why grammars of the vernacular languages were late to be developed, and when they did, they followed the framework of the Arabic grammatical tradition. In the case of Malay, the first grammars to be published were written by Westerners who employed this lingua franca for their colonial interests. Malay grammars written by native speakers did not make their appearance until the 19th century. The present paper looks at the development in descriptions of Malay that reflect their dual source in Western linguistics and Arabic grammatical theory.

Integrating Information and Communication Technology (ICT) in the classroom is vital in this 21st education system. This includes teaching music with technology to help develop interests in students towards music education subject. Frog VLE (Virtual Learning Environment) is one of the efforts taken by the Ministry of Education with YTL Corporation under the 1 Bestarinet program to provide contemporary learning style by using internet and Chromebook in the classroom. Starting from 2011, Music period in Malaysia Public School is only 30 minutes after being cut down from 60 minutes a week in the new Standard-based Music Curriculum (KSSR). In an effort to promote learning after school, virtual learning is an option for student to continue their study in Music. They then could learn through selected materials such as Youtube, pictures, games in VLE after their music class. They could even share their ideas or thought with their peers in the virtual learning environment while being monitored by the teacher. In this action research, Malaysian Chinese Folk Songs was used to develop a Kodaly based framework for class teaching in Malaysia. The framework was developed by melodic analysis in 3 Malaysian Chinese Folk Songs. Then the students are required to ask their parents and grandparents on what they know about the songs to create their site in the VLE environment. In groups, the students then present it to the class at the end of lesson. This lesson highlight experiential, cooperative and collaborative learning style while keeping the students engage with their study of Music and own culture after school.

Abstrak Makalah ini mengupas ciri sintaksis dan jenis binaan kata kerja bersiri dalam bahasa Melayu khususnya yang terdapat dalam dialek Kedah dan dialek Melaka. Kata kerja bersiri dapat didefinisikan secara kasar sebagai struktur yang mempunyai dua atau lebih kata kerja berentetan KK1 KK2 seperti: [FN KK1 (FN2) KK2 (FN3)] tanpa kehadiran sebarang penanda koordinat atau subordinat secara ketara. Berdasarkan definisi ini enam kategori kata kerja bersiri telah dihasilkan. Sifat kata kerja bersiri juga telah diperincikan. Baker (1989) mengemukakan beberapa jenis kata kerja bersiri yang dapat dianggap sebagai kata kerja bersiri semu khususnya yang berbentuk [FK KK KN KK KN]. Antara kata kerja bersiri yang Baker tidak kategorikan sebagai kata kerja bersiri termasuklah yang berbentuk [FK KK KK KN KPen] seperti kata kerja bersiri gerak. Walau bagaimanapun, makalah ini ingin membuktikan bahawa kata kerja bersiri gerak wujud dalam bahasa Melayu khususnya dalam dialek Melayu Kedah. Tiga ujian diagnostik seperti ujian penafian, ujian pengekstrakan argumen dan ujian intonasi memperlihatkan perbezaan antara kata kerja bersiri yang berbeza tingkah lakunya berbanding dengan kata kerja dalam ayat sematan.

Konstruksi ayat soal dalam dialek membentuk satu fenomena yang sangat menarik. Kata soal yang sama di dalam suatu ayat soal boleh mempunyai dua posisi yang berbeza, iaitu di awal ayat atau di akhir ayat dalam dialek Melayu Utara. Oleh yang demikian, satu kajian lapangan telah dijalankan di Daerah Baling. Berpandukan analisis deskriptif ke atas data dialek Melayu Utara di Baling, Kedah, kajian ini mendapati kata soal bila boleh mempunyai kedua-dua posisi, iaitu di awal dan di akhir ayat. Posisi di awal ayat dikenali sebagai posisi in situ manakala posisi di akhir ayat dikenali sebagai posisi bergerak. Posisi in situ amat bertentangan daripada bahasa baku bahasa Melayu. Sehubungan dengan itu, kertas kerja ini akan menghuraikan kata soal bila melalui analisis sintaksis berpandukan kerangka Program Minimalis (Chomsky, 1995) untuk menjawab persoalan dari segi posisi sebenar kata soal tersebut. Analisis sintaksis mendapati bahawa KOMP sememangnya mempunyai [uwh] yang kuat tetapi kekuatan berkenaan tidak mampu mewajibkan kata soal tersebut bergerak ke posisi skop dalam dialek Melayu Utara. Sebaliknya, analisis ini telah mendakwa bahawa posisi Spek FKOMP di hadiri oleh Op (operator kosong) pada posisi Spek FKOMP untuk menyemak fitur [uwh] yang kuat pada KOMP'. Kehadiran Op pula menghalang pergerakan kata soal argumen ke posisi skop. Analisis ini mendapati bahawa kata soal yang in situ atau bergerak tidak menjadi masalah untuk menyemak kesemua fitur sebelum Cetusan untuk menandakan suatu ayat soal itu Volume 11(1) 2011 ISSN: 1675-8021 gramatis. Oleh yang demikian, fenomena dua posisi yang berbeza untuk kata soal bila adalah fenomena yang spesifik bahasa bagi dialek Melayu Kedah. Katakunci: kata soal, dialek kedah, in situ, subjek, sintaksis.

Konstruksi ayat soal dalam dialek membentuk satu fenomena yang sangat menarik. Kata soal yang sama di dalam suatu ayat soal boleh mempunyai dua posisi yang berbeza, iaitu di awal ayat atau di akhir ayat dalam dialek Melayu Utara. Oleh yang demikian, satu kajian lapangan telah dijalankan di Daerah Baling. Berpandukan analisis deskriptif ke atas data dialek Melayu Utara di Baling, Kedah, kajian ini mendapati kata soal bila boleh mempunyai kedua-dua posisi, iaitu di awal dan di akhir ayat. Posisi di awal ayat dikenali sebagai posisi in situ manakala posisi di akhir ayat dikenali sebagai posisi bergerak. Posisi in situ amat bertentangan daripada bahasa baku bahasa Melayu. Sehubungan dengan itu, kertas kerja ini akan menghuraikan kata soal bila melalui analisis sintaksis berpandukan kerangka Program Minimalis (Chomsky, 1995) untuk menjawab persoalan dari segi posisi sebenar kata soal tersebut. Analisis sintaksis mendapati bahawa KOMP sememangnya mempunyai [uwh] yang kuat tetapi kekuatan berkenaan tidak mampu mewajibkan kata soal tersebut bergerak ke posisi skop dalam dialek Melayu Utara. Sebaliknya, analisis ini telah mendakwa bahawa posisi Spek FKOMP di hadiri oleh Op (operator kosong) pada posisi Spek FKOMP untuk menyemak fitur [uwh] yang kuat pada KOMP'. Kehadiran Op pula menghalang pergerakan kata soal argumen ke posisi skop. Analisis ini mendapati bahawa kata soal yang in situ atau bergerak tidak menjadi masalah untuk menyemak kesemua fitur sebelum Cetusan untuk menandakan suatu ayat soal itu Volume 11(1) 2011 ISSN: 1675-8021 gramatis. Oleh yang demikian, fenomena dua posisi yang berbeza untuk kata soal bila adalah fenomena yang spesifik bahasa bagi dialek Melayu Kedah. Katakunci: kata soal, dialek kedah, in situ, subjek, sintaksis.

Konstruksi ayat soal dalam dialek membentuk satu fenomena yang sangat menarik. Kata soal yang sama di dalam suatu ayat soal boleh mempunyai dua posisi yang berbeza, iaitu di awal ayat atau di akhir ayat dalam dialek Melayu Utara. Oleh yang demikian, satu kajian lapangan telah dijalankan di Daerah Baling. Berpandukan analisis deskriptif ke atas data dialek Melayu Utara di Baling, Kedah, kajian ini mendapati kata soal bila boleh mempunyai kedua-dua posisi, iaitu di awal dan di akhir ayat. Posisi di awal ayat dikenali sebagai posisi in situ manakala posisi di akhir ayat dikenali sebagai posisi bergerak. Posisi in situ amat bertentangan daripada bahasa baku bahasa Melayu. Sehubungan dengan itu, kertas kerja ini akan menghuraikan kata soal bila melalui analisis sintaksis berpandukan kerangka Program Minimalis (Chomsky, 1995) untuk menjawab persoalan dari segi posisi sebenar kata soal tersebut. Analisis sintaksis mendapati bahawa KOMP sememangnya mempunyai [uwh] yang kuat tetapi kekuatan berkenaan tidak mampu mewajibkan kata soal tersebut bergerak ke posisi skop dalam dialek Melayu Utara. Sebaliknya, analisis ini telah mendakwa bahawa posisi Spek FKOMP di hadiri oleh Op (operator kosong) pada posisi Spek FKOMP untuk menyemak fitur [uwh] yang kuat pada KOMP'. Kehadiran Op pula menghalang pergerakan kata soal argumen ke posisi skop. Analisis ini mendapati bahawa kata soal yang in situ atau bergerak tidak menjadi masalah untuk menyemak kesemua fitur sebelum Cetusan untuk menandakan suatu ayat soal itu Volume 11(1) 2011 ISSN: 1675-8021 gramatis. Oleh yang demikian, fenomena dua posisi yang berbeza untuk kata soal bila adalah fenomena yang spesifik bahasa bagi dialek Melayu Kedah. Katakunci: kata soal, dialek kedah, in situ, subjek, sintaksis.