TEACHERS’ AND LEARNERS’ PERCEPTIONS TOWARDS THE USE OF FROG VLE IN THE

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TEACHERS’ AND LEARNERS’ PERCEPTIONS TOWARDS THE USE OF FROG VLE IN THE

TEACHING AND LEARNING OF READING COMPREHENSION

BY

SITI NOOR FARHANA BINTI ZAIPUL BAHARI

A dissertation submitted in fulfilment of the requirement for the degree of Master of Human Science in

English Language Studies

Kulliyyah of Islamic Revealed Knowledge and Human Sciences

International Islamic University Malaysia

AUGUST 2015

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ABSTRACT

The development of ICT provides many useful and effective tools such as wikis, blogs, synchronous and asynchronous communication. The Malaysian Ministry of Education (MOE) has introduced an internet integrated application, Frog Virtual Learning Environment (Frog VLE) in 2013 that allows teaching, learning, collaboration and administration to take place. After a year and a half of its implementation, this study attempts to understand the perceptions of Malaysian primary school teachers and learners towards an Internet integrated application, Frog Virtual Learning Environment (Frog VLE) application in reading comprehension lessons at SK (1) Selayang Baru (Malaysia), using the Technology Acceptance Model (TAM) framework. The sample consisted of two ESL teachers and 50 intermediate to advanced Year 6 ESL pupils. A mixed method was employed in analysing the triangulated data collected using questionnaires, interviews and observations.

Subsequently, the data obtained from the questionnaire were analyzed quantitatively and the data from the interviews and observations were reported descriptively. The findings of the study reveal that both teacher and learner respondents perceived Frog VLE as a useful tool and easy to use. The findings also suggested that all respondents had positive attitudes towards using it and look forward to using Frog VLE more often in the future. However, results also indicate that their actual usage was limited due to limited ICT facilities available at the school and home. Based on the findings, the study recommends that ESL educators adopt Frog VLE to teach reading comprehension as well as other English language skills.

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ABSTRACT IN ARABIC

MOE (Frog VLE)

(Frog VLE) TAM

Frog VLE

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion; it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a thesis for the degree of Master of Human Sciences (English Language Studies)

....………..………

Engku Haliza Engku Ibrahim Supervisor

I certify that I have read this study and that in my opinion; it conforms to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a thesis for the degree of Master of Human Sciences (English Language Studies)

..………..………..………

Maimunah Abdul Kadir Examiner

This dissertation was submitted to the Department of English Language and Literature and is accepted as fulfilment of the requirement for the degree of Master of Human Sciences (English Language Studies)

……….….………....…

Zahariah Pilus

Head, Department of English Language and Literature

This dissertation was submitted to the Kulliyyah of Islamic Revealed Knowledge and Human Sciences and is accepted as fulfilment of the requirement for the degree of Master of Human Sciences (English Language Studies)

……….….………..…..……

Ibrahim Mohamed Zein Dean, Kulliyyah of Islamic

Revealed Knowledge and Human Science

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DECLARATION

I hereby declare that this work is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or currently submitted as a whole for any other degree at IIUM or other educational institutions.

Siti Noor Farhana Binti Zaipul Bahari

Signature……… Date……….

DEDICATION

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This thesis is dedicated to my beloved parents Zaipul Bahari Ahmad and Siti Rosida Salleh and to my three sons Syed Ammar Idid, Syed Ammar Mikael and Syed Ammar

Arsyad and the rest of my family members who have made my life complete.

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ACKNOWLEDGEMENTS

First and foremost, I am very grateful and thankful to Allah for the blessings he bestowed on me in completing this dissertation. Despite of many challenges, I always have faith in Him that He will guide me, give me the strength and ease my journey to complete this dissertation. Again, thank you Allah!

I would like to express my deepest gratitude to my supervisor, Assoc. Prof.

Datin Dr. Engku Haliza Engku Ibrahim for her guidance and advice. Her wisdom, knowledge and commitment to the highest standards inspires and motivates me. I always admire her as a mentor who always makes time in guiding and motivating me to bring out the best in me.

I would also like to extend my gratitude and appreciation to my dear parents, Zaipul Bahari Ahmad and Siti Rosida Salleh, for their boundless love and continuous support and encouragement. I would not be able to complete my dissertation without the unwavering support of my husband, Syed Hamimie Faiz Syed Mohamad. His love, patience and support keep me going. The love of my life, my sons, Syed Ammar Idid and my other two younger sons Syed Ammar Mikael and Syed Ammar Arsyad, who were born in the middle of my course, are a source of inspiration. I am sorry that I took some of your time in completing this dissertation. I am lucky to have all three of you to accompany me all the time during the process of completing the dissertation.

I would also thank my siblings, Farah Aizar Zaipul Bahari, Mohamed Alif Zhafan and Siti Azza Nursyifaa, my parents- in-law, Syed Mohamad Syed Drus and Wan Hamidah Wan Sulaiman and their larger family. They were always supporting me and encouraging me with their best wishes and dua’. Finally, I would like to thank all the people, family members, friends and colleagues, named and unnamed who have directly or indirectly support and help me in completing my dissertation.

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LIST OF TABLES

Table No. Page No.

3.1 Research Design Matrix 41

4.1 Descriptive Analysis: Values of Cronbach's Alpha, Mean and

Standard Deviation for each Dimension of TAM. 46

4.2 Descriptive Analysis: Values of Mean and Standard Deviation for

Perceived Usefulness (PU) Dimension 53

Perceived Ease of Use (PEU) Dimension 60

Attitude (ATT) Dimension 65

Behavioural Intention (BI) Dimension 68

Actual Usage (AU) Dimension 70

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LIST OF FIGURES

Figure No. Page No.

1.1 Frog VLE Log-in Window 9

1.2 Set Induction: Watch the YouTube clip and discuss the book’s front

cover 10

1.3 Read the e-book created from issuu.com 10

1.4 Vocab Power. Find the meaning of words through the online

dictionary link embedded 11

1.5 Vocab Power. Find the meaning of words through the online

dictionary link embedded 11

1.6 Reading Comprehension (Exercise 1: Adjectives. Check the correct

adjectives from the list given) 12

1.7 Reading Comprehension. (Exercise 2: Check the correct responses or

write responses in the space provided) 12

1.8 Group activity: Complete the drawing embedded from Google Drive. 13

3.1 Adapted Technology Acceptance Model (TAM) 34

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CHAPTER ONE INTRODUCTION

1.1 INTRODUCTION

The importance of the English language as a lingua franca has always been a major motivating factor in the learning and use of the language in Malaysia, especially as a vehicle to gain information in science and technology. Also, as members of the world who embrace globalization via the Internet in the Information Age, Malaysians are aware of the vital need to be literate in English in order to access the wealth of data available and achieve a reasonable measure of success and stature in trade and industry (Murugesan, 2013). In light of these pull factors, the Malaysian government has taken many initiatives to improve the level of English proficiency of Malaysian students and to create awareness about its importance as a vehicle to gain access to the latest information in science and technology. The Malaysian Deputy Prime Minister, Dato’ Sri Muhyiddin bin Yassin accentuates that “the government recognizes its role as second only to Bahasa Malaysia and, therefore, efforts to ensure that Malaysians are able to master the language remain a priority” (The New Straits Times, May 2012).

The Ministry of Education (MOE) is consistently increasing efforts to achieve the Malaysian Vision 2020 which aims at transforming Malaysia into an industrialized nation. Lack of competency in the English language may result in the unemployment of undergraduates. Various studies have shown that mastery of English is an important requirement in recruiting new employees (Hafizoah & Fatimah, 2010; Wozniak, 2010). A survey conducted in a local university in Malaysia involving 4,000 undergraduates indicates that proficiency in English is the second most important

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factor that employers consider after critical thinking. Other characteristics that employers seek in their future employees are communication skills and enhanced IT skills (Singh, 2008). The Malaysian Employers Federation (MEF) 2010 survey shows that 68% of the companies surveyed named communication skills as one of the main skills required in job applicants, followed by working experience, interpersonal skills, and passion and commitment. The Department of Statistics, Malaysia, in the Labour Force Report (2011), reports that a total of 65,500 diploma and degree holders are currently jobless, and the number is set to increase in the near future. This may be due to the fact that many of them cannot converse well in English despite within the competitive labour market (Hariati & Lee, 2011).

The former Minister of Higher Education, Malaysia, Datuk Seri Mohamed Khaled Nordin, commented in a local newspaper that local graduates have not delivered their soft skills effectively, the four crucial ones being communication, values and etiquette, leadership and critical thinking (Berita Harian, 6 March 2010).

Additionally, The Star dated 27th July 2013 reported that the two factors that make local graduates jobless six months after graduation are incompetence and insufficient knowledge in the applied jobs, and a lack of language proficiency, particularly English. Therefore, it is critical for graduates to have good proficiency in English to maximize their chances of being employed once they graduate. Thus, it is the Ministry’s aspirations to ensure that future generations have adequate level of English language proficiency as employees today are expected to deal with international clients (Hariati & Lee, 2011). English is after all regarded “as the second most important language, in the sense that it is second only to the national language and it is to be taught as an effective second language in Malaysian schools” (Asmah, 1992: p.

84).

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One of the most effective ways to improve students’ proficiency of English is through reading as it can expand one’s vocabulary of the target language. Apart from that, the ability to read is important as it is an essential element in academic literacy (Kaur & Thiyagarajah, 1999) and needed to function effectively in a literate society (Burns et al., 2002). However, the Malaysian National Library Study in 2005 highlighted that more than half of the 60,441 Malaysians surveyed read less than 7 pages a day (Bakar, 2006). Prior to this report, two surveys were conducted by the Ministry of Education on national literacy in 1982 and 1996. The survey that was conducted in 1982 revealed that, on average, Malaysians read a mere page or two a year while in the later survey in 1996, they read an average of two books a year (Kaur

& Thiyagarajah, 1999). Although there was a slight improvement in the number of pages read from the year 1982 to the year 1996, these studies show that Malaysians are not avid readers, an indication that the extensive reading project, Nadi Ilmu Amalan Membaca (NILAM), has failed in its attempt to instil the love of reading amongst Malaysians. The NILAM project which was introduced in 1998 to students at all levels and is still being carried out to date in all government schools, has not been able to improve the students’ reading skills nor instil the reading habit amongst Malaysians (Fatimah, 2003).

Hence, as ESL educators, we should consider various approaches to teach reading comprehension in order to encourage students to read and instil the love of reading. Achieving such standards requires a pedagogical shift in the education system and classrooms. Moving away from the traditional trend of using textbooks in language classrooms, the use of Information Communication and Technology (ICT) is highly recommended in the education system today. ICT too, can be integrated in language learning to help develop better reading, writing, listening and speaking skills

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(Son, 2007; Thang & Bidmeshki, 2010; Chen & Cheng, 2006; Hart & Hicks, 2002;

Warschauer, 2000; Burns et al., 2002 & Mahfouz & Ihmeideh, 2009).

1.2 BACKGROUND OF THE STUDY

Education is one of the major focus of the government in achieving the declared aim of developing a knowledge-based economy and a world-class human capital. In line with the targets for Vision 2020, billions of ringgit have been allocated for ICT-related programmes and projects in the 9^th Malaysian Plan (2006-2010). These were aimed to position Malaysia in a globally competitive knowledge-based economy with full access to knowledge and information through ICT. The Ministry of Education (MOE) aimed to fully convert all 10,000 national primary and secondary schools to smart schools by the year 2020 so as to fulfil Vision 2020 established by former Prime Minister, Tun Dr. Mahathir Mohamed which aspires Malaysia to become a fully developed country. Additionally, the Malaysia National Philosophy of Education (NEP) aims towards “developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally, and physically balanced and harmonious” (p.7). The catalyst for this massive transformation will be the technology supporting Smart Schools, which will improve how the educational system achieves the aims of National Education Philosophy while fostering the development of a workforce prepared to meet the challenges of the next century. This effort is followed by the establishment of Malaysia’s first two virtual universities by the Ministry of Higher Education (MOHE) in the year 2000. The two universities are University Tunku Abdul Rahman (UNITAR) and Open University Malaysia (OUM).

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In 2012, the Ministry of Education (MOE) in partnership with YTL Communications and Frog Asia introduced a new project called 1BestariNet: Frog Virtual Learning Environment (Frog VLE). The vision of the 1BestariNet project is

“to transform education in Malaysia and bridge the digital divide between rural and urban students by making quality, Internet-enabled education available to all Malaysians” (MOE, 2013, p.1). Under the 1BestariNet project, all schools nationwide were anticipated to be equipped with the Frog VLE application which is an integrated solution allowing teaching, learning, collaboration and administrative functions to take place through the Internet. Frog VLE can be accessed in schools and from wherever there is Internet connection. This is a platform for a blended learning environment that takes place daily during regular lessons. However, it can also be used on its own where students can access it from their home at any time of the day.

Additionally, Frog VLE could be utilized to teach all subjects and is therefore an effective approach to motivate pupils to learn in a new IT-enriched environment so they can “cope and leverage on the Information Age” (Multimedia Development Cooperation, 2005, p.10) and thus help Malaysia fulfil the need for an ICT literate population (Wong, Kamariah & Tang, 2006).

With the intervention of the Frog VLE, the current pedagogical methods for teaching, learning and administrating the school has been diverted from a pen-and- paper system to an online cloud-based system. As a teaching tool, teachers can teach any subjects or any language skills by utilising web-based resources embedded in the World Wide Web (WWW) such as e-books, online web resources such as news reports, recipes, blog entries, vlogs and advertisements as teaching materials. Apart from that, teachers can easily utilize Web 2.0 applications such as YouTube, Blogs, Facebook, Twitter and wikis which could also be embedded in the Frog VLE lessons.

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Web 2.0 refers to a technology that “allows users around the world to communicate with others over the Internet via social networking websites, blogging tools, and wiki entries” (Brook, 2011, p.37). These new forms of online learning have an astonishing ability to capture learners’ attention and motivate them throughout lessons (Larson, 2009).

In relation to English language literacy, Frog VLE is an ICT-based teaching and learning platform that features attractive and interactive approaches that has the potential to make the teaching of English more interesting and engaging. It allows resource and content creation, collaboration and sharing, and electronic assignments and marking to fulfil academic purposes. Likewise, in relation to reading comprehension, Frog VLE reading lessons could be designed to allow set induction, pre-reading, while-reading and post-reading stages to take place similar to a traditional reading lesson. Teachers can make use of YouTube clips, Power Point slides, photos or online games to stimulate learners in the set induction stage either by sharing the clips, by embedding the URL addresses in the site or providing links in the site through various widgets available on Frog VLE.

Moreover, Frog VLE allows teachers to utilize web-based resources such as news reports, e-books, blog entries, vlogs and online recipes in their lessons.

Additionally, teachers can also pre-create reading passages and texts to be used in the while-reading stage as the Frog VLE application allows content creation. The Frog VLE reading materials permit self-paced learning where learners have the opportunity to re-read and flip through the pages repeatedly thus allowing better retention of the texts read.

Once the learners complete their readings, they will have to answer comprehension questions, be it embedded online exercises from the World Wide Web

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(WWW) or teachers’ pre-created exercises, quizzes or polls designed using Frog widgets. The activities may vary from one lesson to another according to the learners’

needs. For the post-reading stage, the learners can participate in various possible comprehension activities such as looking up meanings of unfamiliar words in the online dictionaries, doing grammar or reading comprehension exercises. Like any other online or electronic learning, learners will have to answer questions either by clicking the correct options for multiple-choice questions, checking boxes for listing questions or providing answers for open-ended questions. Once the learners have completed the exercises, quizzes or polls, they will have to submit their answers by clicking on “submit” button and the teachers can view the answers in the Data Viewer.

Data Viewer is a place where teachers can view students’ answers and give marks.

Teachers do not have to check each and every answer given by the learners as their answers will be automatically checked by the computer and this saves a lot of time and energy.

Apart from that, teachers could utilize the Google Docs application to create various online exercises to be embedded in the Frog VLE such as documents, presentations, spreadsheets, drawings and polls. Google Docs is a free, web-based office suite and data storage offered by Google. All these applications are similar to those in Microsoft Office and once embedded in the Frog VLE sites, they can act as an electronic whiteboard for whole-class lessons. Similar to traditional lessons, the learners get to see the same electronic whiteboard on their desktop and they can individually contribute ideas by putting them on the electronic whiteboard itself or posting comments in the “comment” bar; everyone in the class would thus be able to read them. This, however, depends on the teacher’s instructions in the lesson. These useful and easy to conduct widgets are interactive and engaging for the learners. Using

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the Google Docs which acts as an electronic whiteboard, teachers could view who answer what as the lesson progresses. Moreover, teaching using Frog VLE sites saves a lot of time for both learners and teachers. The same lesson could be used to teach other classes and this saves a lot of preparing time for teachers while the learners do not have to copy notes into their exercise book anymore. They could simply print the notes uploaded by the teachers in the Frog VLE sites and paste them into their exercise books.

Garisson and Anderson (2003) define e-learning as a network or online learning that takes place in a formal context. It is essentially a learning system that is supported by electronic hardware and software either online (synchronous) or offline (asynchronous). There are three approaches to using e-learning:

i) Using technology to support or supplement traditional face-to-face course.

ii) Integrating online activities into a traditional course to enhance learning experience.

iii) Delivering a course that is entirely online.

Frog VLE adopted by Malaysian schools which requires connectivity to the Internet can be used in either one of the first two situations mentioned above which is regarded as supplementary in blended learning lessons as ICT potentially adds value to education and supports effective pedagogy by providing knowledge for learners and by enhancing education that promotes learning (Privateer, 1999). It is a learning that takes place in both formal and informal contexts. Moreover, the learners are each given an ID and a password so they can access the Frog sites from anywhere that has Internet connection at any time of the day. Furthermore, using Frog VLE in blended learning allows an integration of traditional pedagogical approaches in teaching reading skills such as question and answer sessions, whole-class discussion or

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brainstorming sessions where learners can share and exchange their thoughts and opinion verbally; engage learners in reading aloud, jigsaw reading, jazz chants or tongue twisters to improve their pronunciation skills, or role-play activities to improve speaking and communication skills.

The following are some sample screenshots taken from a Frog VLE reading comprehension site entitled “Si Tanggang the Ungrateful Son” and the Reading Comprehension activities available for students.

Figure 1.1 Frog VLE Log-in Window

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Figure 1.2 Set Induction: Watch the YouTube clip and discuss the book’s front cover

Figure 1.3 Read the e-book created from issuu.com

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Figure 1.4 Vocab Power. Find the meaning of words through the online dictionary link embedded

Figure 1.5 Vocab Power. Find the meaning of words through the online dictionary link embedded

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Figure 1.6 Reading Comprehension (Exercise 1: Adjectives. Check the correct adjectives from the list given)

Figure 1.7 Reading Comprehension. (Exercise 2: Check the correct responses or write responses in the space provided)

TEACHERS’ AND LEARNERS’ PERCEPTIONS TOWARDS THE USE OF FROG VLE IN THE