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Table of Content

Welcome to ELT Professional Concerns and Seminar 2019.............................................................. 2

Introduction. .................................................................................................................................... 3

Abstracts.......................................................................................................................................... 4

The 21st Century Learning Has Proven Improve Teachers’ and Students’ Performances ............... 5

How Well Do They Listen? Investigating the Listening Proficiency of Lower Primary Level
Pupils in an Urban National-Type School in Terengganu .............................................................. 6

Using Structured Approach in Teaching Listening Among Year 1 Pupils ..................................... 7

Using Flipgrid to Improve Speaking Skill in ESL Class ................................................................ 8

Lowering Speaking Anxiety among Primary School Students Using Role Playing ........................ 9

Role-Playing the Literary Text to Improve the ESL Students’ Confidence in Speaking Skills ..... 10

Cubic Rhyme: The Impact of Using Teaching Aids on Learners' Interest and Engagement in ESL
Classroom .................................................................................................................................. 11

Year 5 Pupils’ Perceptions towards the Use of Role Playing Activity in the Literature Lesson .... 12

Exploring Students’ Attitude towards English Speaking Skills ................................................... 13

Game Based Learning: Developing Students’ Reading Abilities through Cubic Rhymes ............. 14

Investigating Students’ Confidence in English Language Speaking Skills among Secondary School
Students. .................................................................................................................................... 15

Using Flipgrid to Improve Speaking Skill in ESL Class .............................................................. 16

The Primary ESL Teachers' Techniques in Improving Listening Skill among Year One ESL
Primary Children........................................................................................................................ 17

Presenters’ Profile .......................................................................................................................... 18

1
Welcome to ELT Professional Concerns and Seminar 2019.

First and foremost, I would like to thank all those who


participated in this seminar, without whom this event would not
have been possible. I would also like to thank my colleagues, all
of the 11 ELT master students of Universiti Utara Malaysia – for
their invaluable assistance in organizing this seminar as well as
being the presenters themselves. In particuIar, I would also like
to thank our lecturer, Madam Noor Aida Mahmor for her passion
and ongoing help for this work. With her endless encouragement
and full support, we are able to accomplish our task as we
manage to organize this seminar. Nevertheless, a heartwarming welcome and thanks for those
participants from the undergraduate students of TESL programme who take their time to come
and give their unshaken support for our seminar. Finally, I would like to thank the Institute of
Excellent Teachers in Education (IETLE), School Of Education and Modern Languages
(SEML), Universiti Utara Malaysia as the educational institution which provides us with the
medium and opportunities to make this event possible. I am particularly grateful to be able to
cooperate with my colleagues throughout the process of organizing this seminar. It will be a
golden experience for us as it is a very first step to becoming a researcher. The recognition of
the importance of, and ongoing support for this seminar is much appreciated. Any errors and
omissions are entirely ours and especially mine, as we will engrave it as our learning process.
Thank you.

Ahmad Rusydi Bin Mahammed


Program Director,
ELT Professional Concerns and Seminar 2019

2
Introduction.

ELT Professional Concerns Seminar 2019 is organised by M.Ed ELT (TG) and the Institute
of Excellent Teachers in Education (IETLE) School Of Education and Modern Languages
(SEML) Universiti Utara Malaysia. This student-led seminar will discuss important areas
related to the English language teaching practices such as teacher training, types of systems
of schooling (private vs public), Management of English Language Teaching, status of
English, status of teachers and native vs non-native teachers of English. The aim of this
seminar is to allow students, teachers and practitioners to reflect on their professional
experiences in general or on any particular aspect of interest. This seminar serves as a platform
for individuals related to English Language Teaching to come together, collaborate and
contribute to the progress of English Language Teaching profession.

Objectives:
The objectives of this seminar are:

1. to share knowledge on important areas related to English Language Teaching


2. to provide input to students, teachers and practitioners regarding current information
on English Language Teaching
3. to provide an opportunity for students, teachers and practitioners to interact and
discuss issues and challenges regarding English Language Teaching in preparation
for IR 4.0
4. to update students, teachers and practitioners to current hands-on activities,
techniques and strategies to tackle issues and problems in English Language
Teaching
5. to offer students, teachers and practitioners a platform to find the best solution to
solve problems regarding English Language Teaching

3
Abstracts

4
The 21st Century Learning Has Proven Improve Teachers’ and Students’

Performances

Salmawati Mohd Idris

Abstract

The latest development in the Malaysian education system has led to the need for teachers to
improve their pedagogical skills. They are the agents who play a crucial role to make a lesson
effective. Teachers need help in carrying out effective lessons in the classrooms. One of the
ways to do this is by applying the 21st century learning. To materialise this, the teacher has
been exposed to the 21st century learning strategies. A video clip depicting the 21st century
lesson taught by the teacher has been produced. The video making is used as a catalyst for the
selected teacher to be able to understand and master the 21 st Century Learning and apply it
effectively in the classrooms. The process of making it has given the space to the teacher to
improve her teaching skills. Students are happy learning in such a fun way, with structured
and student engaging activities which give great impact on them. The data from SKPMg2
Standard 4 and the Teacher Coaching Tool (TCT) have shown that the teacher has made
improvements in teaching. Students’ interest in learning the English Language subject has
also increased. Their exam results and participations in school activities have improved. Other
than making the teacher an expert in teaching, the 21st century learning has made the students
excel academically as well as improve their confidence level to participate in the activities
held at school.

Keywords: 21st century learning, pedagogical skills, fun learning, students’ interests,
structured activities

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How Well Do They Listen? Investigating the Listening Proficiency of Lower Primary

Level Pupils in an Urban National-Type School in Terengganu

Wong Vincent
Chan Xian Wei
Wan Fakhrurrazi bin Wan Omar
Noor Aida Mahmor

Abstract

Listening is an important skill for a language learner to master in order to be competent user
of the language; hence, it is one of the four language skills for pupils to master in the new
CEFR English syllabus. This study aims to investigate the listening proficiency of lower
primary level pupils in an urban national-type school. The study adopts a quantitative research
design to investigate the pupils’ ability to listen by looking at their scores obtained from a
listening test. 30 Year One pupils from a range of classes are enlisted for the study and given
the task to listen to two types of CEFR-standard audio recording (normal text and dialogue)
for A1 language learners. The data is analyzed to describe the pupils’ competence in listening,
particularly listening for specific information. Results show that the pupils are able to deal
with elementary listening, such as listening for names and places, but have difficulty when
listening to multiple details or having to discriminate key information from the rest. In
conclusion, teachers need to provide more practice to lower primary pupils to improve their
listening skills for them to be more competent language users.

Keywords: listening skills, listening proficiency, CEFR, A1 language learners, listening for
specific details.

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Using Structured Approach in Teaching Listening Among Year 1 Pupils

Chan Xian Wei


Wong Vincent
Wan Fakhrurrazi bin Wan Omar
Noor Aida Mahmor

Abstract

This action research is conducted to identify whether structured approach in teaching listening
impacts the correct usage in applying target vocabularies among year one primary ESL
children. This is a mix-method research and it involves thirty pupils among year 1 pupils. The
participants are 17 girls and 13 boys from one class of Year 1 in one of the primary schools in
Kemaman district. For the data analysis, the scores that are obtained through the filling in the
blanks activity are analysed through the One-Group Pre-test Post-test Design. Average scores
will be determined through the comparison of scores between the first pre-test and second pre-
test before analysing them with the post-test scores in order to verify the effectiveness of
structured approach in listening to improve the pupils’ usage of target vocabularies. Apart
from that, pupils’ feedbacks are obtained through the use of journals. However, the finding
showed that majority of the pupils showed desired improvement in applying the target
vocabularies from the application of structural approach in listening. In fact, they portrayed a
higher post-test scores when comparing with the pre-test scores. Meanwhile, most of the
pupils obtained the satisfactory result from the journals that portrayed their engagement
throughout the session. Indirectly, meaningful learning occurs through the application of
structured approach in teaching listening.

Keywords: structured approach, listening, vocabularies, pre-test and post-test scores,


engagement

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Using Flipgrid to Improve Speaking Skill in ESL Class

Athirah Husna Azmi


Nornazifa Ab. Aziz
Shuwaibah Mat Zen
Noor Aida Mahmor

Abstract

The aim of this research is to explore the students’ speaking skill level in ESL classroom and
to see the effectiveness of using Flipgrid in ESL classroom. Flipgrid is a seamless and user
friendly tool that prides itself on building students-centred community of learners. The basic
premise of this mobile application is that it gives teachers the power to create grids in which
they or their students pose topics and other members of the class participate. It continues to
grow, and many web applications grow in enhancing the language learning process. The
qualitative research is being used and it consists of observation, semi-structured interview and
also an intervention programme. There are ten form one students and they are nine female
students and a male student as they are only a few of them. The research will be conducted in
two sessions where the first session is an introduction to the use of Flipgrid and the researcher
will conduct the intervention programme throughout the duration given. Observation and
semi-structured interview of their speaking proficiency will be used to see the effectiveness
of using Flipgrid in improving students’ speaking skill. An interview is used to find out
teachers’ perception towards the use of Flipgrid The literature review also indicates that the
effectiveness of using Flipgrid as a mobile tool to improve learners’ language learning skills.

Keywords: Flipgrid, speaking skill, ESL, secondary school

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Lowering Speaking Anxiety among Primary School Students Using Role Playing

Halimatus Saadiah Abdul Rahman


Fatiyah Abdul Hadi
Alyani Ayub
Noor Aida Mahmor

Abstract

Primary school is the starting point for Malaysian students to learn and use the English
language. It is an important step towards the students’ mastery of the language. However, of
late, the students have been reluctant and anxious to use the said language inside and outside
the classroom. Hence, in this paper, the researchers intend to see whether students’ reluctance
and anxiety when speaking in English is lowered after an intervention program using role play
technique. This study involves 33 Year 5 students. The data was collected using a mixed
method, where there are pre and post surveys, and through observing the students’ body
language in individually recorded videos of them, before and after the intervention program.
In the beginning, the students were asked to individually record themselves while answering
a few questions on the story of Charlie and the Chocolate Factory by Roald Dahl for 2-3
minutes. The other data collection method was through a four questions Likert scale survey
where they were asked on their confidence, anxiety, motivation and enjoyment before and
after the program. The researchers felt that the outcome of the two types of data collection
will help reveal the students’ anxiety level and how the intervention program helped them.
The research finding will serve as proof that doing role plays for English lessons can help
students overcome their anxiety.

Keyword: primary school students, role-playing, speaking anxiety, intervention program,


reluctance to speak

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Role-Playing the Literary Text to Improve the ESL Students’ Confidence in Speaking

Skills

Fatiyah Abdul Hadi


Halimatus Saadiah Abdul Rahman
Alyani Ayub
Noor Aida Mahmor

Abstract

Speaking using target language has been one of the focus of language learning. Apparently,
this skill requires the learners’ confidence. With the importance of communication via spoken
language is being emphasized, it is important for ESL learners in Malaysia to use the language
confidently. Thus, this study which is designed in mixed-method mode, aims to investigate
whether the use of role playing when learning literary text can improve ESL students’
confidence in speaking. This study involved 33 Year 5 students who have been exposed to
several types of literary text. In the intervention programme carried out, students in each group
role-played events from the story entitled ‘Charlie and the Chocolate Factory’ which is one of
the text included in their language arts syllabus. The data was collected through questionnaire
surveys and document or video analysis on students’ confidence from the pre and post-test.
Feedback via individual video recording and focused group discussion were graded using a
rubric. The study produces positive results whereby the students involved responded that role-
playing can improve their confidence in speaking English and overall, that there is
improvement in students confidence at the end of the intervention programme in comparison
to the initial stage.

Keywords: confidence in speaking, role play, literary text, ESL primary students, intervention
programme

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Cubic Rhyme: The Impact of Using Teaching Aids on Learners' Interest and

Engagement in ESL Classroom

Mohd Tajulfatah Bin Rohim


Ahmad Rusydi Bin Mahammed
Adelina Hannani Abdullah
Noor Aida Mahmor

Abstract

When we talk about teaching and learning English as a second language, the ideas of
encouraging teachers to use teaching aids are always apparent. Teacher as well as educators
views teaching aids as a powerful tool in helping learners to learn language more effectively,
especially visual aids. Materials like dices are commonly used in lesson plan and teachers
believe that teaching aids can increase learners' interest and engagement with the lesson more
effectively. It depicts that the use of teaching aids can attract learners to be more interested in
the lesson and engaged more on the lesson. The purpose of this study is to identify the impact
of using cubic rhymes as teaching aids in an ESL classroom in terms of learners' interest and
engagement in the lesson. This research focus in investigating the effectiveness of using cubic
rhymes as teaching aids in an ESL lesson in increasing learners' interest and engagement. The
study involved 33 Year 1 pupils of a chosen National Primary school in the Hulu Terengganu
district in Terengganu. The instruments used in the study are observation and interview with
the pupils and teacher. The data collection from the three instruments will be used to analyse
and identify the impact of using cubic rhymes in an ESL classroom on learners' interest and
engagement. The result from the study showed that a large number of pupils showed interest
in learning English after going through the lesson and pupils are also participating actively in
the lesson. In conclusion, using teaching aids in the form of games model in teaching English
had significantly showed positive impact on learners' interest and engagement of the lesson.

Keywords: Teaching aids, Cubic rhymes, learners' interest, learners' engagement,ESL


classroom

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Year 5 Pupils’ Perceptions towards the Use of Role Playing Activity in the Literature

Lesson

Alyani Ayub
Fatiyah Abdul Hadi
Halimatus Saadiah Abdul Rahman
Noor Aida Mahmor

Abstract

Literature component has been implemented into English language curriculum at the primary
school with the aims to unfold the pleasure of English language learning and improve the
students’ proficiency level of the language. One of the practical teaching strategies to teach
literary text to Year 5 pupils is by bringing into play dramatic response via role playing
activity. This study aims to investigate Year 5 pupils’ perceptions towards the use of role
playing activity in understanding English literary text and boosting their confidence in using
the language through dramatic response. A mixed-method research design was adopted in
assessing participants’ perceptions, where pre- and post- self-assessment and interview via
focused group discussion were conducted after the role playing activity. The subjects of the
study were selected based on voluntarily basis. The focused group discussion were video-
recorded and transcribed verbatim using a transcription tool. The data were then analyzed
based on thematic analysis. The data from pre- and post- self-assessment and focused group
discussion were triangulated to obtain the intended results. The triangulated data have
indicated positive results where high population of the participants disclosed high likeness
towards role playing activity and agreed that using role play to understand literary text has
enhanced their confidence to use English language.

Keywords: Literature component, literary text, Role playing activity, Dramatic response,
Confidence in using English

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Exploring Students’ Attitude towards English Speaking Skills

Shuwaibah Mat Zen


Athirah Husna Azmi
Nornazifa Ab. Aziz
Noor Aida Mahmor

Abstract

Students’ attitude in English language learning plays a very important factor in ensuring an
effective learning. The drive of this study is to identify students’ attitude in responding to
English language. Positive attitude will aid for better understanding of the lesson as well as
achieving effective leaning. This study is also attempt to answer research question of; what is
students’ attitude towards speaking skills? It is to obtain better insight of the students’ attitude
towards English learning. This study has been carried out in a secondary school at the district
of Kuala Terengganu, Terengganu, Malaysia. Data have been collected through observation
and interview. Observation was done during the English lessons to observe students’ attitude
in classroom, while the interview has been conducted to three of the English teachers at the
school. Data collected had been analysed using transcription and thematic analysis. The result
revealed that most of the students had negative attitude regarding classroom instructions in
their learning experience, especially when they were asked to respond orally in English. For
the suggestion, the usage of technological tools should be implemented to foster students’
positive attitude towards English learning.

Keywords: attitude, English learning, positive attitude, English speaking, responses

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Game Based Learning: Developing Students’ Reading Abilities through Cubic Rhymes

Ahmad Rusydi Mahammed


Adelina Hannani Abdullah
Mohd Tajulfatah Rohim
Noor Aida Mahmor

Abstract

English has become a lingua franca in most of the nations in the world nowadays. Many people
acquire English language as their second language in order to have better communication and
understanding with each other. One of the skills in English language learning is the reading
which is highlighted in this study. The purpose of this study is to identify the issues that may
occur in using the cubic rhymes by the students in their reading in Malaysian primary schools.
The 33 students who are involved in this research are from the Year 1 in one of the primary
schools in Hulu Terengganu district as the study is conducted during a classroom learning
session. The qualitative method is used during this study as the interview method is conducted
in the data collection. Observation method is also used as another way to help in identifying
the issues that may occur as the students get involved in the use of cubic rhymes in their
reading. The data collection of both interview and observation methods are then used to
analyze the final result of this study. Together, these findings suggest that one of the issues
faced by the students in their reading is the pronunciation. Furthermore, the students have low
interest and motivation in learning English language that lead to the lack of their reading
abilities. The use of the cubic rhymes itself also plays important part in the students’ reading
ability. In conclusion, interventions are taken to overcome the issues in order to help the
students to develop better reading abilities in their English language learning.

Keywords: issues, reading abilities, cubic rhymes, pronunciation, English language learning

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Investigating Students’ Confidence in English Language Speaking Skills among

Secondary School Students.

Nornazifa Ab. Aziz


Athirah Husna Azmi
Shuwaibah Mat zen
Noor Aida Mahmor

Abstract

The English speaking skills among secondary school students in Kuala Terengganu district is
very low. Even though they have been through six years of learning English in primary school,
they still cannot achieved the target set by the ministry. One of the reason is due to lack of
confidence among the students. Confidence level in students plays an important role in
increasing the students’ English speaking skills. Thus, the purpose of this research is to
identify the students’ confidence level in English language speaking skills in order to seek the
available solutions for this problem. The research used mixed-mode design where students’
responses to the questionnaire given and teachers’ semi structured interview were used as
instruments to collect data. The data from the questionnaire was analysed and the interview
was transcribed and translated. Then, thematic analysis was done. 10 students from Form 2
and three Form 2 English teachers were taken for the sampling. From the result, it shows that
students have low confidence level in English speaking skills. Therefore, it is recommended
that the teachers use Flipgrid to improve students’ confidence level in English speaking skills
among secondary school students in Kuala Terengganu district.

Keywords: speaking skills, confidence, interview, Flipgrid, secondary school students

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Using Flipgrid to Improve Speaking Skill in ESL Class

Athirah Husna Azmi


Nornazifa Ab. Aziz
Shuwaibah Mat Zen
Noor Aida Mahmor

Abstract

The aim of this research is to explore the students’ speaking skill level in ESL classroom and
to see the effectiveness of using Flipgrid in ESL classroom. Flipgrid is a seamless and user
friendly tool that prides itself on building students-centred community of learners. The basic
premise of this mobile application is that it gives teachers the power to create grids in which
they or their students pose topics and other members of the class participate. It continues to
grow, and many web applications grow in enhancing the language learning process. The
qualitative research is being used and it consists of observation, semi-structured interview and
also an intervention programme. There are ten form one students and they are nine female
students and a male student as they are only a few of them. The research will be conducted in
two sessions where the first session is an introduction to the use of Flipgrid and the researcher
will conduct the intervention programme throughout the duration given. Observation and
semi-structured interview of their speaking proficiency will be used to see the effectiveness
of using Flipgrid in improving students’ speaking skill. An interview is used to find out
teachers’ perception towards the use of Flipgrid The literature review also indicates that the
effectiveness of using Flipgrid as a mobile tool to improve learners’ language learning skills.

Keywords: Flipgrid, speaking skill, ESL, secondary school

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The Primary ESL Teachers' Techniques in Improving Listening Skill among Year One

ESL Primary Children

Wan Fakhrurrazi Wan Omar


Wong Vincent
Chan Xian Wei
Noor Aida Mahmor

Abstract

This research is purposely conducted to identify the primary ESL teachers’ techniques in
improving the listening capabilities among Year One primary ESL children. This research
aims to investigate the techniques that have been used by the teachers in helping their students
in listening skill especially listening for specific information. The research adopts a qualitative
research design to identify how the teachers applied of the techniques provided by Education
Ministry in the syllabus system. The sampling is taken from 3 English teachers who are
teaching English in a national type of school in a rural area. The teachers were interviewed
on the techniques used to assist students to master the listening skill. The data is analysed.
Results show that the teachers are able to practically used of the techniques provided by the
syllabus system and improved the listening skill of Year One students. Also, the findings have
shown that the teachers have a bit difficulties in managing lessons for listening skill because
of the lacks of the infrastructures. However, the three samples obtained show satisfactory level
in applying the techniques involved in assisting the students in listening skills. Indirectly,
meaningful teaching techniques occurred through the interaction between the teachers and the
students of Year One. As a conclusion, the teachers need more facilities in helping the students
in applying of the techniques so that the listening skill will not be as the tough skill to be
mastered by the students.

Keywords: Research, listening skill, qualitative design, syllabus system, ESL teachers.

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Presenters’ Profile

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Salmawati binti Mohd Idris
Pegawai SISC+
PPD Kemaman
salmawati5412@gmail.com

Ahmad Rusydi Bin Mahammed


Sk Tanjung Gelam
Weebly: https://ahmadrusydi.weebly.com/
Email: ahmadrusydi260988@gmail.com

Nornazifa Ab. Aziz


SK LKTP Jengka 15
Weebly: https://naxifaaxiz.weebly.com/
Email: naxifa.axiz@gmail.com

Shuwaibah Mat Zen


Weebly: https://shuwaibah.weebly.com/
Email: shuwaibahmatzen@gmail.com

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Mohd Tajulfatah Bin Rohim
Sk Pulau Redang
Weebly: https://tajulfatah.weebly.com/
Email: mohdtajulfatahofficials@gmail.com

Halimatus Saadiah Abdul Rahman.


Universiti Malaysia Terengganu.
Weebly: https://halimahrahman.weebly.com/
Email: halimahrahman@umt.edu.my

Alyani Ayub
Universiti Malaysia Terengganu
Weebly: https://teacheryani.weebly.com/
Email: alyani.ayub@umt.edu.my

Chan Xian Wei


SJK (C) Chukai
Weebly: https://xianweichan.weebly.com
Email: xianwei352@gmail.com

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Wong Vincent
SJKC Chung Hua Wei Sin
Weebly: https://wongvincent.weebly.com/
Email: wongvinc90@gmail.com

Wan Fakhrurrazi bin Wan Omar


SK Pulau Redang
Weebly: https://mrrazzieelt.weebly.com/
Email: fakhrurrazzie11@gmail.com

Athirah Husna Azmi


SMK Sultan Mansor
Weebly: https://missuna.weebly.com/
Email: athirahusna@gmail.com

Fatiyah Abdul Hadi


SK Kemasek
Weebly: https://teacheretty.weebly.com/
Email: umi.maryamhusna@gmail.com

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©2019

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