The Teaching of Malay Essay Writing based on an Authentic Approach

Osman, Zulkifli; Sarudin, Anida; Janan, Dahlia; Omar, Ani

doi:10.6007/ijarbss/v9-i1/5894

Cited by 3 publications

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References 1 publication

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“…A more authentic assessment of writing ability would involve students in writing a whole, meaningful text (Osman, et al, 2019). Students might write the kind of text that they would write in their real life, either now or in the future.…”

Section: Authenticity In Assessment Tasks and Materialsmentioning

confidence: 99%

Teacher Authenticity in Language Education

Jacobs,

Asmawi,

Renandya

2022

IJE

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In education, the phrase "authenticity" has various connotations, including in language education. This article begins by examining different meanings of the term authenticity in language teaching. Some of these meanings refer to authenticity in the assessment, tasks, and materials that language teachers use. The main part of the article looks at another meaning of authenticity. The literature on teacher authenticity and personal authenticity in general is applied to the situation of language teachers while viewing authenticity through the lens of student-centered learning (SCL) and the overall paradigm shift from which SCL grew. Topics discussed include whether teachers should behave according to students’ views of what teachers should do or according to how teachers themselves believe they should behave. The article next looks at how teachers can develop their authenticity via their lifelong, lifewide, and lifedeep learning. The article also delves into various issues in which teachers can be authentic by “walking their talk,” e.g., teachers who encourage students to read need to be readers themselves, and teachers who encourage their students to cooperate with their peers should cooperate with their own peers in education and elsewhere in their lives. The two final parts of the article ask what impact teacher authenticity might have on the teachers’ students and how authenticity, which seems to be such an individual construct, can be put to the service of society as a whole.

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Section: Authenticity In Assessment Tasks and Materialsmentioning

confidence: 99%

Teacher Authenticity in Language Education

Jacobs,

Asmawi,

Renandya

2022

IJE

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“…This is because VAK learning styles are more famous and easy to use in identifying one's learning style (Febriani, 2018;Zulkipli et al, 2019). Thus, appropriate learning styles in the subject of Mathematics help students to understand mathematical concepts more effectively (Cimermanová, 2018), in addition to creating a more fun mathematics learning atmosphere since it is more interactive (Osman et al, 2019). Study by Asio (2020) found that respondents tend to procrastinate with their academics.…”

Section: Introductionmentioning

confidence: 99%

The influence of learning styles on academic procrastination among students in mathematics

Wan Hussin,

Mohd Matore

2023

Front. Psychol.

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IntroductionProcrastination is a complex psychological and behavioral construct that is strongly influenced by certain personality traits. In mathematics learning, students find it difficult to master the concepts because of less exposure to learning styles. Poor knowledge of mathematical concepts leads to academic procrastination in the subject of Mathematics among students. Therefore, this study aims to identify students’ learning styles in Mathematics, identify the stages of students’ academic procrastination in Mathematics, and determine whether there is a significant influence of learning styles (visual, auditory, and kinesthetic) on academic procrastination among secondary school students in Mathematics.MethodsA quantitative approach with a survey was applied. A total of 500 Form Two and Form Four students in five national secondary schools in the Kota Bharu district, Kelantan, were selected using simple random sampling. The duration of data gathering started from 4 October 2022 until 31 January 2023. The Learning Styles Questionnaire and the Academic Procrastination Questionnaire were adapted and verified by eight experts in psychology and counseling. Descriptive and multiple regression tests were carried out using IBM SPSS version 26.0.ResultsThe results revealed that the visual learning style was the most dominant learning style among students in the subject of Mathematics, followed by auditory and kinesthetic. The level of students’ academic procrastination in Mathematics was low. Besides, multiple regression showed that visual and kinesthetic learning styles were significant contributors or predictors, which amounted to 14.1% of the variation in students’ academic procrastination in Mathematics.DiscussionThe implications of this study highlight the possibility to improve programs in schools by exposing students to suitable learning styles so that they can practice effective learning styles in Mathematics and consequently overcome academic procrastination. Further research can be carried out by identifying other factors that encourage academic procrastination in the subject of Mathematics in order to increase students’ motivation and self-efficacy.

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