Whenever students talk about their subjects in school, history is often perceived as among the most boring subject. The main reason of history has been considered as a boring subject is due to the traditional ways used by the history teachers in the class. The teacher-centered approach had made the students think that history is a vapid subject where they only need to memorize all the facts about a history event to achieve the learning outcomes. In this case, the using of technology approach in history learning process can provide students a new perspective on History Education. Technology is a useful tool that can stimulate students to generate historical thinking skills. The using of technology approach also encourage students to imagine a past event comprehensively. However, there are a lot of problems need to be solved such as the lack of facilities in schools and the skill deficiency among history teachers. Therefore, the purpose of this paper is to discuss the using of technology approach in stimulate student historical thinking skill. Besides, this paper will also discuss about the role of school and government in providing facilities and courses that train teacher with the skill needed. This is important to ensure that the technology approach can be applied effectively in history teaching and learning process.
{"title":"The Use of Technological Approach in Stimulate Students’ Historical Thinking Skill","authors":"Lau Yi Yi, M. Awang, A. Ahmad, S. Dahalan","doi":"10.32698/gcs.0170","DOIUrl":"https://doi.org/10.32698/gcs.0170","url":null,"abstract":"Whenever students talk about their subjects in school, history is often perceived as among the most boring subject. The main reason of history has been considered as a boring subject is due to the traditional ways used by the history teachers in the class. The teacher-centered approach had made the students think that history is a vapid subject where they only need to memorize all the facts about a history event to achieve the learning outcomes. In this case, the using of technology approach in history learning process can provide students a new perspective on History Education. Technology is a useful tool that can stimulate students to generate historical thinking skills. The using of technology approach also encourage students to imagine a past event comprehensively. However, there are a lot of problems need to be solved such as the lack of facilities in schools and the skill deficiency among history teachers. Therefore, the purpose of this paper is to discuss the using of technology approach in stimulate student historical thinking skill. Besides, this paper will also discuss about the role of school and government in providing facilities and courses that train teacher with the skill needed. This is important to ensure that the technology approach can be applied effectively in history teaching and learning process.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116415691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aminudin Mohamed Kassim, M. Awang, A. Ahmad, Anuar Ahmad
This paper aims to discuss the ecology of among the X, Y and Z generations and to discuss the application of appropriate learning methods to use based on generation differences. With the change of generations, the educators are having trouble in adapting the learning styles according to the differences in their ecology. The main focus of this paper is to explain the similarities and differences in learning ecology between generation group in order to identify the suitable learning style for each generation and increase student motivation to study. The discussion in this paper based on references to relevant articles and journals by focusing on the learning ecology or environment, the learning of generation group and the effect of learning style in generation group education. The theory referred to in this paper is taken from Bronfenbrenner's theory of ecology. This theory is focused on the chronosystem layer as it is more appropriate to be linked to the learning ecology of each generation. This theory also supported by Kolb’s theory of learning styles. The ecological factor results the difference in learning styles for each generation groups. For current generation, the learning ecology vary from the older generation as the influence in technology majorly resulting the difference in learning style. The results of this paper intended to help educators to adapt teaching methods for current generation.
{"title":"The Learning Ecology of Generation X, Y And Z","authors":"Aminudin Mohamed Kassim, M. Awang, A. Ahmad, Anuar Ahmad","doi":"10.32698/gcs.0191","DOIUrl":"https://doi.org/10.32698/gcs.0191","url":null,"abstract":"This paper aims to discuss the ecology of among the X, Y and Z generations and to discuss the application of appropriate learning methods to use based on generation differences. With the change of generations, the educators are having trouble in adapting the learning styles according to the differences in their ecology. The main focus of this paper is to explain the similarities and differences in learning ecology between generation group in order to identify the suitable learning style for each generation and increase student motivation to study. The discussion in this paper based on references to relevant articles and journals by focusing on the learning ecology or environment, the learning of generation group and the effect of learning style in generation group education. The theory referred to in this paper is taken from Bronfenbrenner's theory of ecology. This theory is focused on the chronosystem layer as it is more appropriate to be linked to the learning ecology of each generation. This theory also supported by Kolb’s theory of learning styles. The ecological factor results the difference in learning styles for each generation groups. For current generation, the learning ecology vary from the older generation as the influence in technology majorly resulting the difference in learning style. The results of this paper intended to help educators to adapt teaching methods for current generation.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130828329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mohd Khaidir Othman, M. Awang, A. Ahmad, Anuar Ahmad
Malaysia is estimated to have over 32 million people today and 2 million of them are disabled. The biggest challenge for the disabled today is the competition for job opportunities once they finish school. Some of these group are fortunate to be able to pursue higher education such as colleges and universities and some are home-based parents. In-short, the social and career development of the disabled depend on the people closest to them such as parents and teachers. Parents and teachers have played an important role in the early development of the sociology of special education students to look for opportunities and shape their direction after school. They have to compete with normal people to attract employers to fill the position they offered. This concept paper is designed to identify issues and challenges faced by special education students with disabilities or learning problem categories in preparation before entering the job market in the face of this increasingly challenging era. The issues and challenges to be addressed are the confidence of the parents themselves, the mastery of skills by special education or disabled students, the opportunities offered, the confidence of potential employers, and competition with normal people. The survey will be conducted on the target geologists such as parents, special education teachers and prospective employers using quantitative methods. The study will be conducted in 22 schools at Masjid Tanah, Melaka integrated special education programmed respectively. Hopefully, the findings of this study will open up positive views from parents, special education teachers and prospective employers on the employment needs of the disabled in the face of today’s socioeconomic competition.
{"title":"Career Planning: Issues and Challenges for Special Education Students with Learning Disabilities","authors":"Mohd Khaidir Othman, M. Awang, A. Ahmad, Anuar Ahmad","doi":"10.32698/gcs.01102","DOIUrl":"https://doi.org/10.32698/gcs.01102","url":null,"abstract":"Malaysia is estimated to have over 32 million people today and 2 million of them are disabled. The biggest challenge for the disabled today is the competition for job opportunities once they finish school. Some of these group are fortunate to be able to pursue higher education such as colleges and universities and some are home-based parents. In-short, the social and career development of the disabled depend on the people closest to them such as parents and teachers. Parents and teachers have played an important role in the early development of the sociology of special education students to look for opportunities and shape their direction after school. They have to compete with normal people to attract employers to fill the position they offered. This concept paper is designed to identify issues and challenges faced by special education students with disabilities or learning problem categories in preparation before entering the job market in the face of this increasingly challenging era. The issues and challenges to be addressed are the confidence of the parents themselves, the mastery of skills by special education or disabled students, the opportunities offered, the confidence of potential employers, and competition with normal people. The survey will be conducted on the target geologists such as parents, special education teachers and prospective employers using quantitative methods. The study will be conducted in 22 schools at Masjid Tanah, Melaka integrated special education programmed respectively. Hopefully, the findings of this study will open up positive views from parents, special education teachers and prospective employers on the employment needs of the disabled in the face of today’s socioeconomic competition.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130378840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
History education has been labelled as a rigid, boring and least favoured subject amongst students especially primary and secondary school students. Classroom practice is said to lack consistency and often based on date’s conceptualization of the construct. Scholars have introduced variety of conceptual and practical approaches to attract student’s interest in learning history but this still lead to persistent confusion about the nature, purpose and significance of learning history. The purpose of this conceptual paper is to analyse the progress of history education in Malaysia, Finland and Republic of Turkey. We focus on the goals set by the curriculum, the common issues in learning history and the the method used in teaching and learning history in these countries. We aim to highlight the challenges at implementing the best history education curriculum in Malaysia, Finland and Republic of Turkey and where further study is needed.
{"title":"Curriculum of History Education in Malaysia, Finland and Republic of Turkey: A Comparative Literature Analysis","authors":"Mahira Mayadi, M. Awang, A. Ahmad, Anuar Ahmad","doi":"10.32698/gcs.0173","DOIUrl":"https://doi.org/10.32698/gcs.0173","url":null,"abstract":"History education has been labelled as a rigid, boring and least favoured subject amongst students especially primary and secondary school students. Classroom practice is said to lack consistency and often based on date’s conceptualization of the construct. Scholars have introduced variety of conceptual and practical approaches to attract student’s interest in learning history but this still lead to persistent confusion about the nature, purpose and significance of learning history. The purpose of this conceptual paper is to analyse the progress of history education in Malaysia, Finland and Republic of Turkey. We focus on the goals set by the curriculum, the common issues in learning history and the the method used in teaching and learning history in these countries. We aim to highlight the challenges at implementing the best history education curriculum in Malaysia, Finland and Republic of Turkey and where further study is needed.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130219742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The education system is currently undergoing various changes towards its goal of making it more quality and national. Educational change represents a process of developmental change consisting of three phases such as adoption, implementation, and institutionalization (continuation, incorporation). The purpose of the change is to go through a situation of uncertainty and expose the organization to a variety of risks and threats. But if they do not make the changes they already have, the stability and comfort of an organization will face the greatest challenge in the global market. The objective of this concept paper, field of educational change and distinguished it in five domains such as curriculum development, school improvement, effectiveness, teacher research and teacher development. In this concept paper, few issues have discussed on Education Structure, Education Access, Equity Education and Instructor. The implication is that globalization's impact on the education system has forced schoolchildren to effectively manage change and continue to seek strategies for improvement. Besides that ,change, new skills and knowledge must be acquired so that the individual does not fall into disrepair. It requires an understanding of the importance of individual level changes to ensure success.
{"title":"Managing Educational Changes and School Leadership: Issues and Challenges","authors":"A. Revathy, P. Govindasamy, Bity Salawana","doi":"10.32698/gcs.0195","DOIUrl":"https://doi.org/10.32698/gcs.0195","url":null,"abstract":"The education system is currently undergoing various changes towards its goal of making it more quality and national. Educational change represents a process of developmental change consisting of three phases such as adoption, implementation, and institutionalization (continuation, incorporation). The purpose of the change is to go through a situation of uncertainty and expose the organization to a variety of risks and threats. But if they do not make the changes they already have, the stability and comfort of an organization will face the greatest challenge in the global market. The objective of this concept paper, field of educational change and distinguished it in five domains such as curriculum development, school improvement, effectiveness, teacher research and teacher development. In this concept paper, few issues have discussed on Education Structure, Education Access, Equity Education and Instructor. The implication is that globalization's impact on the education system has forced schoolchildren to effectively manage change and continue to seek strategies for improvement. Besides that ,change, new skills and knowledge must be acquired so that the individual does not fall into disrepair. It requires an understanding of the importance of individual level changes to ensure success.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129946049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Muhammad Zulfiqar Mat Lui, M. Awang, A. Ahmad, Asmahani Muhthar
History education is always been a problem to the student. Most of them think that history is boring subject. Overall, history is not a favorite subject among the students because there are too many facts to remember and some of them could not even understand the terms used in the history subject. Other than that, the students also fail to answer the general knowledge and critical thinking questions. The scholar makes a lot of research regarding the issue and problems and able to construct theories for history education. This paper is discussing about constructivism approach to increase the knowledge and appreciation in history among secondary students. By using the constructivist approach , it will able to help the students to learn history much better and the teacher could transform their way of teaching to make the lesson more interesting and fun.
{"title":"Constructivism Approach to Increase the Knowledge and Appreciation in History among Secondary Student","authors":"Muhammad Zulfiqar Mat Lui, M. Awang, A. Ahmad, Asmahani Muhthar","doi":"10.32698/gcs.0177","DOIUrl":"https://doi.org/10.32698/gcs.0177","url":null,"abstract":"History education is always been a problem to the student. Most of them think that history is boring subject. Overall, history is not a favorite subject among the students because there are too many facts to remember and some of them could not even understand the terms used in the history subject. Other than that, the students also fail to answer the general knowledge and critical thinking questions. The scholar makes a lot of research regarding the issue and problems and able to construct theories for history education. This paper is discussing about constructivism approach to increase the knowledge and appreciation in history among secondary students. By using the constructivist approach , it will able to help the students to learn history much better and the teacher could transform their way of teaching to make the lesson more interesting and fun.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"2017 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121464217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Angelica Nurainie Awang, M. Awang, A. Ahmad, S. Dahalan
History lessons are often associated with traditional and static methods of teaching and learning. Therefore, this concept paper attempts to highlight the ways of multimedia aspect that can be used as a research material and interesting transformation for the field of History. Teaching and learning History can use four techniques, namely tutorials, exploration, communication and applications. These four techniques can use Portal and Forum Rules, You-tube, CD-ROMs, History databases, word processing, presentations and using virtual libraries. Information and communication are intimately connected with one another. The diversity of these multimedia-based techniques is an extension of its application in all fields and everyday life, especially in the education system. Electronic learning introduced in schools is one of the most relevant transformations and creates encouraging interaction between students and teachers and among students themselves. Multimedia-based teaching and learning is one of the latest trends to enhance interactive skills among students and erode the perception of some who say that learning history is passive and boring. Multimedia directly encourages students to find out more information than what's in the textbook. More interesting pictures or images and sounds can steal students' attention and can encourage students to research, explore and increase their knowledge and understanding.
{"title":"The Transformation of Multimedia-Based Teaching and Learning History Encourage Interactive Students in Primary School","authors":"Angelica Nurainie Awang, M. Awang, A. Ahmad, S. Dahalan","doi":"10.32698/gcs.0180","DOIUrl":"https://doi.org/10.32698/gcs.0180","url":null,"abstract":"History lessons are often associated with traditional and static methods of teaching and learning. Therefore, this concept paper attempts to highlight the ways of multimedia aspect that can be used as a research material and interesting transformation for the field of History. Teaching and learning History can use four techniques, namely tutorials, exploration, communication and applications. These four techniques can use Portal and Forum Rules, You-tube, CD-ROMs, History databases, word processing, presentations and using virtual libraries. Information and communication are intimately connected with one another. The diversity of these multimedia-based techniques is an extension of its application in all fields and everyday life, especially in the education system. Electronic learning introduced in schools is one of the most relevant transformations and creates encouraging interaction between students and teachers and among students themselves. Multimedia-based teaching and learning is one of the latest trends to enhance interactive skills among students and erode the perception of some who say that learning history is passive and boring. Multimedia directly encourages students to find out more information than what's in the textbook. More interesting pictures or images and sounds can steal students' attention and can encourage students to research, explore and increase their knowledge and understanding.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128466296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Siti Nurazmira Yusoff, Mohd Mahzan Awang, Abdul Razaq Ahmad, Anuar Ahmad
Education in Malaysia is now in the phase of applying 21 st century learning that desperately needs thinkers who are capable of thinking creatively, innovatively and can generate new ideas and ideas to enable them to complete globally. To that end, education today provides students with the opportunity to go through the process of learning based on their own experiences so that it can be applied to daily learning, especially in the classroom. One of the effective teaching methods is to use the Flipped Classroom learning method, which is a method of transferring lectures, which requires students to first understand concepts in a particular topic through self-study before teachers can teach them and facilitate them. The flipped classroom learning methods also requires a flip-flop in conventional classroom learning strategies and methods in which teachers first provide the task of asking their students to complete the task before engaging in the learning activities. This flipped classroom learning has the ability and potential to influence how students learn in the effective implementation of the learning process. This learning process gives students the opportunity to focus, demonstrate the ability to create and at the same time work on better ideas. Therefore a flipped classroom learning process can attrack and excite students’ interest in learning using their own experiences or knowledge. In addition, the learning process in the classroom can be fully utilized to carry out collaborative activities and strengthening students individually. As a result, this method will have a positive impact on students in receiving knowledge more easily, enjoyably and effectively. Therefore, teachers need to be smart in developing their learning strategies to produce students who are creative, innovative and able to generate new ideas.
{"title":"Flipped Classroom Teaching Methods Influencing Learning Methods among School Students","authors":"Siti Nurazmira Yusoff, Mohd Mahzan Awang, Abdul Razaq Ahmad, Anuar Ahmad","doi":"10.32698/gcs.01103","DOIUrl":"https://doi.org/10.32698/gcs.01103","url":null,"abstract":"Education in Malaysia is now in the phase of applying 21 st century learning that desperately needs thinkers who are capable of thinking creatively, innovatively and can generate new ideas and ideas to enable them to complete globally. To that end, education today provides students with the opportunity to go through the process of learning based on their own experiences so that it can be applied to daily learning, especially in the classroom. One of the effective teaching methods is to use the Flipped Classroom learning method, which is a method of transferring lectures, which requires students to first understand concepts in a particular topic through self-study before teachers can teach them and facilitate them. The flipped classroom learning methods also requires a flip-flop in conventional classroom learning strategies and methods in which teachers first provide the task of asking their students to complete the task before engaging in the learning activities. This flipped classroom learning has the ability and potential to influence how students learn in the effective implementation of the learning process. This learning process gives students the opportunity to focus, demonstrate the ability to create and at the same time work on better ideas. Therefore a flipped classroom learning process can attrack and excite students’ interest in learning using their own experiences or knowledge. In addition, the learning process in the classroom can be fully utilized to carry out collaborative activities and strengthening students individually. As a result, this method will have a positive impact on students in receiving knowledge more easily, enjoyably and effectively. Therefore, teachers need to be smart in developing their learning strategies to produce students who are creative, innovative and able to generate new ideas.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117132483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Museum is an institution that is deemed as the most effective place to spread knowledge. Through this method, students' ability to reflect on history, or known as skills of historical thinking (KPS) will increase tremendously. Students are encouraged to think in a sense that is critical and analytical through the aforementioned thinking ability. This proposal will focus on the aspect of introduction to museum and KPS, as well as the complication that arise among students in learning History subject in schools. This proposal will also discuss on the role of museums in embedding KPS in teaching and learning processes.
{"title":"Learning at The Museum Will Enhance the Skills of Historical Thinking (KPS) Students","authors":"Faiz Zahiruddin, M. Awang, A. Ahmad, S. Dahalan","doi":"10.32698/gcs.01104","DOIUrl":"https://doi.org/10.32698/gcs.01104","url":null,"abstract":"Museum is an institution that is deemed as the most effective place to spread knowledge. Through this method, students' ability to reflect on history, or known as skills of historical thinking (KPS) will increase tremendously. Students are encouraged to think in a sense that is critical and analytical through the aforementioned thinking ability. This proposal will focus on the aspect of introduction to museum and KPS, as well as the complication that arise among students in learning History subject in schools. This proposal will also discuss on the role of museums in embedding KPS in teaching and learning processes.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115248535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper discusses the use of sing-along teaching technique for enhancing English vocabulary development for marginalized community. This paper highlights the importance of sing-along environment for in calculating the student’s interest and attention to learn English vocabulary. This is due to past studies that students or pupils will be more motivated to learn something in enjoyable environment especially in learning English vocabulary. The specific aim is to identify on how effectiveness when using songs in teaching vocabulary for English subject. The empirical studies show sing-along teaching technique for enhancing English vocabulary development for marginalized community helps the pupils to be more motivated in learning English.
{"title":"Instilling Literacy Through Sing-Along Teaching Technique for Enhancing English Vocabulary Development for Marginalized Community","authors":"Erlisa Ennie, Anuar Ahmad, M. Awang, A. Ahmad","doi":"10.32698/gcs.0185","DOIUrl":"https://doi.org/10.32698/gcs.0185","url":null,"abstract":"This paper discusses the use of sing-along teaching technique for enhancing English vocabulary development for marginalized community. This paper highlights the importance of sing-along environment for in calculating the student’s interest and attention to learn English vocabulary. This is due to past studies that students or pupils will be more motivated to learn something in enjoyable environment especially in learning English vocabulary. The specific aim is to identify on how effectiveness when using songs in teaching vocabulary for English subject. The empirical studies show sing-along teaching technique for enhancing English vocabulary development for marginalized community helps the pupils to be more motivated in learning English.","PeriodicalId":179859,"journal":{"name":"Proceedings of the THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY - ICOSH2 2019","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114832503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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