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The Social Sciences
Science
Sciencess
Empow
Empower
Empo wered
wered
ered

Editors
Editors
Ford
Ford Lumban Gaol
Fonny
Fonn y Hutagalung
Fong PPeng
eng Che
Chew
w A BALKEMA BOOK
THE SOCIAL SCIENCES EMPOWERED
PROCEEDINGS OF THE 7TH INTERNATIONAL CONGRESS ON INTERDISCIPLINARY
BEHAVIOR AND SOCIAL SCIENCES 2018 (ICIBSOS 2018), 21-22 JULY, BANGKOK,
THAILAND, 22-23 SEPTEMBER, BALI, INDONESIA, 6-7 OCTOBER, BALI, INDONESIA,
24-25 NOVEMBER 2018, YOGYAKARTA, INDONESIA

The Social Sciences Empowered

Editors
Ford Lumban Gaol
Bina Nusantara University, Jakarta, Indonesia

Fonny Hutagalung & Chew Fong Peng

University of Malaya, Kuala Lumpur, Malaysia
CRC Press/Balkema is an imprint of the Taylor & Francis Group, an informa business

© 2020 Taylor & Francis Group, London, UK

Typeset by Integra Software Services Pvt. Ltd., Pondicherry, India

All rights reserved. No part of this publication or the information contained herein may be
reproduced, stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, by photocopying, recording or otherwise, without written prior
permission from the publisher.

Although all care is taken to ensure integrity and the quality of this publication and the
information herein, no responsibility is assumed by the publishers nor the author for any
damage to the property or persons as a result of operation or use of this publication and/or
the information contained herein.

Library of Congress Cataloging-in-Publication Data

Applied for
Published by: CRC Press/Balkema
Schipholweg 107C, 2316XC Leiden, The Netherlands
e-mail: [email protected]
www.crcpress.com – www.taylorandfrancis.com

ISBN: 978-0-367-00090-5 (Hbk)

ISBN: 978-0-429-44456-2 (eBook)
DOI: https://doi.org/10.1201/9780429444562
 The Social Sciences Empowered – Lumban Gaol, Hutagalung & Fong Peng (eds)
© 2020 Taylor & Francis Group, London, ISBN 978-0-367-00090-5

Table of contents

Preface vii

Editorial board ix

The techniques employed in teaching technical terms: A study on educators at a tertiary

educational institution 1
N.M. Amin, N.A.A. Rahman, N.M. Amin & W.N. Razali
Development of a digital economy ecosystem in Russia 8
I.B. Teslenko, O.B. Digilina, N.V. Abdullaev & N.V. Muravyеva
State-society integration with the use of information technologies in Russia 13
N.A. Mamedova, A.I. Urintsov & K.S. Aleksandrova
Driving factors of low cost housing in Jakarta 19
B.P.K. Bintoro, T. Susanto, E.J. Mihardja, J.C.P. Putra, M. Ihsan & M.D. Novianti
The sensitivity analysis of virtualization for Apache Spark 25
C. Hung, S.Y. Hsu, P.F. Hu, C.Y. Yen, T.H. Lin & L.H. Chiang
Preschool teachers’ views on education of children with a physical disability in Czech
kindergartens 30
V. Pacholík
Literature review on E-commerce adoption stage. Proposing a new integrative E-commerce
adoption model 35
D. Kowanda, M. Firdaus, G. Nuryanto & R.B.F. Pasaribu
The academic worker’s training and preferences in the area of professional growth 42
J. Vasikova & M. Pavelkova
Self-regulation in peer rejected students 47
K. Hrbackova & I.B. Cakirpaloglu
A prototype DWIPA trip planner: When E-tourism collides with Ant Colony Optimization
(ACO) algorithm 54
G.P. Kuntarto, K. Ramadhansyah & I.P. Gunawan
Logistication of Russia as basis for further development of economy 60
V.А. Shumayev, L.P. Goncharenko, А.А. Odintsov, А.А. Sazonov & S.А. Sybachin
Feedback mechanism of digital technology using strategies of enterprises 65
L. Goncharenko, E. Sharko, S.A. Sybachin, M. Khachaturyan & Z. Prokopenko
A conceptual model of problem-based learning in software modeling course in information
technology higher education 71
Bahar, B. Wibawa & R. Situmorang

v
Relationship between parenting styles and social skills among preschoolers 79
J. Kassim, F.D. Hutagalung, C.H. Leng & A.R. Zakaria
Transition into childcare: From secure base to separation individuation: A case study
in a Malaysian childcare centre 85
K.C.J. Tan & F.D. Hutagalung
The relationship between orientation, attitudes, intensity of motivation and Chinese
competency 94
T.C. Ter, F.D. Hutagalung, C.F. Peng & Z. Hamid
The relationship between well-being and EFL classroom management of Chinese university
EFL teachers: The moderating role of teaching experience 100
W. Yong, M.R.B. Saad, F.D. Hutagalung & C.C. Tak
Gratitude feeling and cervical cancer preventive behavior in adolescents 106
A. Sulianti, F. Hikmawati, D. Sahroni & I. Sunardi
The conceptual framework for understanding roles of person factors and listening strategy in
listening comprehension 111
G. Du, F.P. Chew & Z. Hasim
Relationship with the community and social–emotional competence of youth in Sarawak,
Malaysia 117
K.M. Yusuf, A.R. Zakaria, A.M. Sulaiman & F.D. Hutagalung
The effectiveness of thinking maps, mind maps, and concept maps toward cognitive abilities
among year 1 indigenous learners 121
Y.S. Wei, F.D. Hutagalung & C.F. Peng
LINUS Program for Bahasa Melayu reading literacy among indigenous students 127
Md.N.b. Masran, N.A.b.C. Aziz, S.R.b. Ali & F.b. Mukhtar
Measuring the relationship of technical university student’s English proficiency with their
academic achievement and attitude 132
N. Mohd, Y. Yahya, N.S. Azmanuddin & N. Nurulmatin
Improving quality of life and psychological well-being and reducing work stress in inclusive-
education teachers using kebersyukuran training (gratitude training) 138
M.A. Rachmawati, I. Sulistyarini, P. Leguminosa & D.A. Putri
Family functioning, peer support, and student engagement among high school students in
central Java Island, Indonesia 145
H. Qudsyi, S.K. Sa’diyah & R. Mahara
The subjective well-being of women as victims of infidelity: Lesson learned from forgiveness
training 153
M. Novvaliant & Subandi
Improving quality of life in patients with chronic diseases through gratitude training 158
I. Sulistyarini, M.A. Rachmawati, I. Saputro & E.P. Sari
Perception of health risk, product quality, and intention to buy unregistered cosmetics 163
R.D. Astuti & A.M. Nurendra

Author index 168

vi
 The Social Sciences Empowered – Lumban Gaol, Hutagalung & Fong Peng (eds)
© 2020 Taylor & Francis Group, London, ISBN 978-0-367-00090-5

Preface

The 7th International Congress on Interdisciplinary Behavior & Social Science 2018 has the
theme “Empowered The Social Sciences: Making Knowledge, Innovation and Progress
Accessible to All”.

As cross-cutting issues of broad relevance, Social Sciences and Humanities are fully integrated
to enhance industrial leadership and to tackle every societal challenge. ICIBSoS 2018 provided
the economic and social analysis necessary for reforming Humanities issues such as Educa­
tion, Sociology, Anthropology, Politics, History, Philosophy and Psychology, as well as food
security.

Contributions to ICIBSoS 2018 provide a range of insights into the cultural and human
dimensions in such diverse subject areas as transport, climate change, energy or agriculture.
ICIBSoS 2018 papers also analyse the cultural, behavioural, psychological, social and institu­
tional changes that transform people’s behaviour and the global environment. ICIBSoS 2018
authors propose new ideas, strategies and governance structures for overcoming the crisis
from a global perspective, for innovating the public sector and business models, for promoting
social innovation and fostering creativity in development of services and product design.

One example that was discussed in ICIBSoS 2018 was the evolution of the concept of Ecosys­
tem to a concept that embraces the structures and systems of Society 5.0, that will profoundly
contribute to Society and Environment. Issues such as Sharing Economics and the Economics
of Disruptive Technology were also discussed during ICIBSoS 2018.

Hence, in ICIBSoS 2018 a discussion was held about shaping new emerging directions, includ­
ing the knowledge that relates to conception and philosophy issues that in turn concern under­
standing Social Sciences issues and the relations between people. Constructive
interdisciplinary dialogues in support of the development of innovative frameworks and ter­
minologies have become the goal and contribution of ICIBSoS 2018.

Finally, we hope that this book will make a valuable contribution to the fields of social sci­
ences and humanities.

Best regards,

Ford Lumban Gaol

Bina Nusantara University, Indonesia

Fonny Hutagalung
University of Malaya, Malaysia

Chew Fong Peng

University of Malaya, Malaysia

vii
 The Social Sciences Empowered – Lumban Gaol, Hutagalung & Fong Peng (eds)
© 2020 Taylor & Francis Group, London, ISBN 978-0-367-00090-5

Editorial board

Conference Chair
◦ Fonny Hutagalung - University of Malaya, Malaysia
◦ Wayne Marr - University of Alaska, USA
◦ Ford Lumban Gaol - IEEE, IAIAI, & SERSC, Indonesia
Program Committee Chair:
◦ Asiya Faritovna Validova - Kazan Federal University, Russia
◦ Julia Andreevna Varlamova - Kazan Federal University, Russia
◦ Natalia Larionova - Kazan Federal University, Russia
◦ Irina G. Malganova - Kazan Federal University, Russia
◦ Julia L. Odintsova - Kazan Federal University, Russia
◦ A.J.W. Taylor - Victoria University of Wellington, New Zealand
◦ Maria de Lourdes Machado-Taylor - Taylor Center for Research in Higher Education
Policies (CIPES), Portugal
◦ Seifedine Kadry - Lebanese University, Lebanon
Publication Chair: N. Panchuhanatham - Annamalai University, India

Publicity Chair:
◦ N. Panchanatham - Department of Business Administration, Annamalai University, India
◦ T. Ramayah - Universiti Sains Malaysia
◦ Yousef Farhaoui - Faculty of Science and Technology, Morocco
Program Committees:
◦ Valentinas Navickas - Kaunas University of Technology, Lithuania
◦ Hsin Rau - Chung Yuan Christian University, Taiwan
◦ Panos M. Pardalos - University of Florida, USA
◦ Siham El-Kafafi- Manukau Institute of Technology, New Zealand
◦ T.C. Edwin Cheng - The Hong Kong Polytechnic University, Hong Kong
◦ Baldev Raj - Indira Gandhi Centre for Atomic Research (IGCAR), India
◦ Yuosre Badir - Asian Institute of Technology, Thailand
◦ Maria Fekete-Farkas - Szent István University, Hungary
◦ Hong Yan - Hong Kong Polytechnic University, Hong Kong
◦ Qi Yu - Rochester Institute of Technology, USA
◦ Tatsiana N. Rybak - State Economic University, Republic of Belarus
◦ Lalit Mohan Patnaik - Indian Institute of Science, India
◦ Janardan Nanda - Indian Institute of Technology, Delhi, India
◦ Nazmi Sari - University of Saskatchewan, Canada
◦ Md. Ghulam Murtaza - Planned Urban Development Initiatives in Bangladesh Khulna
University, Bangladesh
◦ Wan Khairuzzaman Wan Ismail - International Business School (UTM IBS), Malaysia
◦ In Bong Ha - School of Economics and Trade, Korea
◦ Hui Tak Kee - National University of Singapore, Singapore
◦ Andrew Rosalsky - University of Florida, USA
◦ Jennifer Chan Kim Lian - University Malaysia Sabah, Malaysia
◦ Celso Ribeiro - Universidade Federal Fluminense, Brazil

ix
◦ Sajid Anwar - University of the Sunshine Coast, Australia
◦ Pradyot Jena - Institut für Umweltökonomik und Welthandel Königsworther Platz,
Hannover, Germany
◦ Wayne Marr - University of Alaska, USA
◦ Siti Zaleha Abdul Rasid - International Business School (UTM IBS), Malaysia
◦ K.L. Mak - Hong Kong University, Hong Kong
◦ Maria de Lourdes Machado-Taylor - Taylor Center for Research in Higher Education
Policies (CIPES), Portugal
◦ A.J.W. Taylor - Victoria University of Wellington, NZ, New Zealand
◦ Yuelan Chen - Economist Consultant, Australia
◦ Jens Graff - SolBridge International School of Business, Woosong Educational Foundation,
South Korea
◦ Chandana Withana - Charles Sturt University Sydney, Australia
◦ Will Hickey - SolBridge International School of Business, Woosong Educational
Foundation, South Korea
◦ Constantinos J. Stefanou - ATEI of Thessaloniki, Greece
◦ N. Panchanatham - Department of Business Administration, Annamalai University, India
◦ Binnur Yeşilyaprak - Faculty of Educational Sciences Ankara University, Turkey
◦ Athanassios Vozikis - University of Piraeus Department of Economic Science, Greece
◦ Marina Riga - Department of Economics, University of Piraeus, Greece
◦ Haretsebe Manwa - North West University, South Africa
◦ Javier de Esteban Curiel - Marketing Department of Rey Juan Carlos University, Spain
◦ Arta Antonovica - Department of Modern Languages, University Rey Juan Carlos, Spain
◦ George M. Korres - University of the Aegean, Department of Geography, Greece
◦ Zhou Xu - The Hong Kong Polytechnic University, Hong Kong
◦ Sola Fajana - University of Lagos, Nigeria
◦ Kate Daellenbach - Victoria University of Wellington - New Zealand
◦ Brij Mohan - School of Social Work, Louisiana State University - USA
◦ Ian Hunt - Flinders University, Australia
◦ Ramadhar Singh - Indian Institute of Management Bangalore, India
◦ Raymond K. H. Chan - City University of Hong Kong, Hong Kong
◦ Anek R.Sankhyan - President Palaeo Research Society, India
◦ T. Wing Lo - City University of Hong Kong, Hong Kong
◦ Jerzy Gołosz - Jagiellonian University, Poland
◦ Leonid Perlovsky - Air Force Research Laboratory, USA
◦ Sheying Chen - Pace University, USA
◦ Antonio Marturano - Catholic University of the Sacred Heart, Italy
◦ Eric Chui - The University of Hong Kong, Hong Kong, Hong Kong
◦ Wenceslao J. Gonzalez - University of A Coruña, Spain
◦ Maduabuchi Dukor - Nnamdi Azikiwe University, Nigeria
◦ Rajendra Badgaiyan - University at Buffalo, USA
◦ Robert J. Taormina - University of Macau, China
◦ Rabia Imran - Dhofar University, Salalah, Oman
◦ Validova Asiya Faritovna - Kazan Federal University, Russia
◦ Varlamova Julia Andreevna - Kazan Federal University, Russia
◦ Larionova Natalia - Kazan Federal University, Russia
◦ Irina G. Malganova - Kazan Federal University, Russia
◦ Julia L. Odintsova - Kazan Federal University, Russia
◦ Chew Fong Peng - University of Malaya, Malaysia
◦ Aishah Rosli - University of Malaya, Malaysia
◦ Zulkifli Md Isa - University of Malaya, Malaysia
◦ Kusmawati Hatta - University of Ar-Raniry-Aceh, Indonesia
◦ Zulkefli Mansor - University of Kebangsaan Malaysia, Malaysia
◦ Mohd Rushdan Abdul Razak - Open University, Malaysia

x
 The Social Sciences Empowered – Lumban Gaol, Hutagalung & Fong Peng (eds)
© 2020 Taylor & Francis Group, London, ISBN 978-0-367-00090-5

The techniques employed in teaching technical terms: A study on educators

at a tertiary educational institution
Noraziah Mohd Amin
Academy of Language Studies, Universiti Teknologi MARA (UiTM), Pulau Pinang, Malaysia
Noor Azam Abdul Rahman
Language & Social Science Unit, College of Computer Science & Information Technology, Universiti Tenaga
Nasional, Putrajaya, Malaysia
Norhasni Mohd Amin
Sekolah Kebangsaan Seri Wangsa, Bukit Selambau, Kedah, Malaysia
Wan Noorli Razali
Academy of Language Studies, Universiti Teknologi MARA (UiTM), Pulau Pinang, Malaysia

ABSTRACT: It is imperative to examine the strategies or techniques that instructors use in teaching technical
vocabulary in order to discover the perception of the teachers towards the teaching methods executed. To address
this issue, the present study then aimed at investigating the strategies employed by 29 educators elected as facilita­
tors at Institut Kemahiran Tinggi PERDA-TECH, Nibong Tebal in teaching technical terms to the students
assigned by their institute for them. Based on the questionnaire survey conducted, the findings indicated that most
respondents agreed that they involved the use of Malay translations in teaching technical vocabulary such as
the use of Malay synonyms (item 4), which was discovered to be the most preferred method as 69% (M = 3.97,
SD = .731) of the respondents revealed practicing this technique. Nevertheless, 41.1% of the respondents (M =
3.03, SD = 1.180) agreed with item 5 about practicing Malay translations sometimes still could not help the
respondents’ students understand the technical words, particularly difficult words. It is obvious that the techniques
preferred by the respondents depend on the effectiveness of them- either they are frequently used or not.

Keywords: Technical words, teaching techniques, English language

1 INTRODUCTION namely; 1) teachers occasionally do not possess spe­

cialist intelligence of their learners’ technical
Technical words are argued by Nation (2001) should fields, 2) technical terms should be worked on in
be treated as high-frequency words, and in doing so, dealing with the specialized areas. As for Institut
they should be taught in various methods. With Kemahiran Tinggi PERDA-TECH (PERDA-TECH
respect to the attempt to discover the preferences for Higher Skill Institute), Nibong Tebal, Penang,
the techniques employed in teaching technical terms Malaysia, until the last July 2017 session, the prob­
among educators at a higher learning institution, the lem most frequently had been faced by the lecturers
present study was conducted on several lecturers was the failure of their students to complete their log
from Institut Kemahiran Tinggi PERDA-TECH. This book tasks due to several factors such as there were
study intends to investigate if these educators possess no additional efforts from their teachers to help them
any tendency towards practicing certain techniques with learning the technical words in the log book as
and if the methods of imparting knowledge about well as there were no stern actions imposed on the
technical terms to their respective students are effect­ students for failing to do the tasks in the book. The
ive. The results of the study can determine the actions lack of vocabulary and self-confidence has been
to be taken in improving the pedagogical approach of identified as some of the factors contributing to Insti­
the teachers in dealing with technical vocabulary. tut Kemahiran Tinggi PERDA-TECH students’
weak English. One of the initiatives implemented to
improve the students’ English proficiency is the
1.1 Problem statement introduction of English Log Book Program in the
It is argued by Chung and Nation (2003) that curriculum for the purpose of assisting the students
teachers basically face two main difficulties in their in learning English in terms of expanding their tech­
attempts to help learners deal with technical terms nical vocabulary, as well as improving their

1
understanding of the meanings of some selected a particular field (Chung & Nation, 2004). Accord­
words, and their ability to use the words. The pro­ ing to Tongpoon-Patanasorn (2018), “Technical
gram is run with the help of the lecturers appointed words are words whose meanings are related to one
as facilitators specifically for the implementation of specific and specialized subject area, such as Busi­
it. Since teaching and learning technical words are ness English (BE)” (p. 45). Technical terms are
part of the program, it is thus imperative to discover defined as words that appear in specialized texts and
the techniques used by the instructors at the institute their definitions are specific to certain domains in the
in teaching that category of words. With the data academic area (Nation, 2001). Nation (2001)
obtained, probably the institute could provide the believes that technical words can refer to words that
materials or devices needed for the execution of the rarely appears in other subject areas (e.g: “cabot­
techniques. age”, “amortization”) or words that are in the cat­
egory of high frequency words but they own
specialized definitions such as “demand”, “supply”
1.2 Research objectives
and “cost” (used in Economics). Nation (2001) pro­
The objective of a particular study serves as the dir­ vides the examples of “indigenous”, “regeneration”,
ection of the study. As for the present study, it “podocarp”, “beech”, “rimu” (a New Zealand tree)
attempted to achieve the following objective: and “timber” for technical words which are common
in this subject field. It is claimed by Nation (2001)
1. To investigate the techniques practiced by the
with respect to the amount of technical words, it can
facilitators at Institut Kemahiran Tinggi PERDA­
be assumed that roughly technical dictionaries such
TECH in teaching technical terms.
as those of Geography, Biology and Applied Lin­
guistics each consists of less than 1000 words.
1.3 Research questions
2.2 The importance of learning technical words
A research is incomplete without any issue to
unravel or question to answer where the research It is proposed that semantic nuances and pragmatic
revolves around. Thus, this study intends to seek the uses of technical words are vital for learners to be
answer to the following research question: well-versed in in order for them to be competent in
a certain discipline (Tongpoon-Patanasorn, 2018).
1. What are the techniques practiced by the facilita­ Being able to use technical words appropriately can
tors at Institut Kemahiran Tinggi PERDA-TECH be the benchmark for the degree or level of one’s sub­
in teaching technical terms? ject knowledge and this is also argued can be the
foundation in evaluating a learner’s subject compe­
tence (Gablasova, 2014). In addition, Gablasova
1.4 Significance of the study (2014) claims that being knowledgeable in specialized
This study expects to clarify the issues with technical or technical vocabulary has the tendency to contribute
terms particularly with respect to the techniques to to greater impact on the learners’ development
use in teaching technical words. Besides, it is hoped academically.
that the data obtained from this research can be
another source of knowledge and enlightenment with 2.3 The teaching and learning of technical terms
regard to the issues highlighted.
Incidental vocabulary learning can occur with respect
to learning technical words pertaining to academic
2 LITERATURE REVIEW study and this frequently includes an activity which is
reading to learn (Grabe, 2009). With respect to learn­
2.1 Definition of “technical terms” and the size of ing technical words from text books, different lexical
technical vocabulary familiarization techniques in texts are used by text­
book writers in order to familiarize such words to stu­
Nation (2001) classifies vocabulary into four levels dents, thus making the words more understandable
namely; high frequency words, academic vocabu­ and learnable (Gablasova, 2014). With regard to learn­
lary, technical vocabulary, and low frequency words. ing technical terms in textbooks and lectures espe­
In describing the types of words used in oral and cially, providing definitions are common methods of
written texts, Nation (2001) explains that technical lexical familiarization (Lessard–Clouston, 2009;
words are the words that are very closely related to Nation, 2001). It is claimed by most textbook writers
the subject domains of the texts. “Technical words” that learning the definitions of new technical terms is
are described as words identified with a few features a fundamental part of learning new subject knowledge
such as being in the category of low frequency (Bravo & Cervetti, 2009; Woodward–Kron, 2008).
words and being limited to a particular discipline Chung and Nation (2003) believe that learning
where they are used frequently (Nation, 2001; common collocations and grammatical elements of the
Chung & Nation, 2004). Besides, technical words technical words can assist learners in their efforts in
are also a portion of the taxonomy of information in learning the words productively. Some techniques that
2
can be employed by teachers in helping their learners vocabulary enrichment which requires the students to
deal with technical terms are providing the means for complete five levels throughout their duration of
the learners to obtain the skills of recognizing tech­ study at Institut Kemahiran Tinggi PERDA-TECH.
nical vocabulary, interpreting meanings, linking senses The English Log Book involves 5 levels with respect
to central meanings, and learning word fragments to the levels of difficulty of several selected words,
(Chung & Nation, 2003). According to McLaughlin while Level 6 contains some reading materials for the
and Parkinson (2018), in their research on some train­ students. The division of the log book is shown in the
ees at a polytechnic institution in New Zealand, with table below:
regard to their learning of specialized language of car­
pentry, it is inferred that this type of learning occurs as
part of learners’ daily communication on the building Table 2. Content of english log book.
site instead of formally learning the language in class.
Number of
Level Content/Types of Words Words

3 METHODOLOGY Level 1 & 2 Common words included 100 (50 words

in the general studies for every level)
3.1 Research design Level 3 & 4 Words related to instruct­ 100 (50 words
ors’ respective fields for every level)
The study employed a descriptive and quantitative
(technical words)
research design through the questionnaire survey on
Level 5 & 6 Common phrases Depending on
the techniques used by the lecturers at Institut Kema­
and conversations necessity of use
hiran Tinggi PERDA-TECH, Nibong Tebal in teach­
ing technical words to their students under the
English Log Book Program.
3.3 Instrument

3.2 Participants The instrument used in the present research was a 16­
item questionnaire involving self-reporting statements
The respondents involved the present study were 29 pertaining to the techniques practiced by the respond­
Malay instructors teaching at Institut Kemahiran ents in teaching technical words. Questions regarding
Tinggi PERDA-TECH and they specialize in several the respondents’ demographic profiles were also
disciplines. The demographic details of the respond­ included in the designing of the questionnaire. The
ents are presented in Table 1. questionnaire developed for this research offered item
The respondents were also the facilitators chosen measurement mainly in the form of percentages in
for the English Log Book Program. The content of terms of to what extent the respondents’ level of
the English Log Book is based on the concept of agreement or disagreement with the statements

Table 1. Demographic profiles of the respondents.

Respondents (29 PERDA-TECH Lecturers)

Gender Teaching experience

Specialization (discipline) Male Female Year(s) of teaching Number of lecturers Age

Multimedia 2 11 18 2 1 21-47
Information Technology 3 3 3
Manufacturing Engineering 4 4 4
Mathematics 2 5 7
Physics 1 6 2
English 1 7 3
Agriculture Engineering 3 8 5
Automotive 3 10 1
Mechanical 1 12 2
Welding technology 1 16 1
Computer Technology 2
General Studies 3
Fashion Design 3
TOTAL 29 29 29

3
(whichever that applied to the respondents) could be “acceptable” in most Social Science studies and this
revealed by them. The levels of their agreeing and value is also a standard benchmark. Nunnaly (1978)
disagreeing with the 16 statements in the question­ proposed 0.7 to be an acceptable reliability coeffi­
naire were represented by the 5-point Likert scale cient but lower thresholds are also occasionally used
as follows: Strongly disagree = 1; Disagree = 2; in the literature.
Undecided = 3; Agree = 4; and, Strongly agree = 5.
4.2 Frequency (f) distribution (%) for the items of
3.4 Data collection method the respondents’ techniques in teaching
technical terms
The respondents completed the questionnaire
administered to them within the duration of Table 4 presents the Skewness values range from
one hour with the presence of the researchers -1.177 to .951 and the Kurtosis values range -1.400
should the respondents needed any explanation or to 5.284. These values of Skewness and Kurtosis
clarification regarding the items in the question­ obtained were within the recommended values of -2
naire. The researchers explained to the respondents to 2 to (Burns & Burns, 2008). These values gener­
the purpose of the study and data collection prior to ated implied that the respondents had given accept­
the administration of the questionnaire to make sure able feedback in terms of the relationship between
the respondents were clear about the nature of the the items in the questionnaire and the variable inves­
research and that they were prepared for answering tigated to form a bell curve.
the questionnaire. Table 5 shows the findings that represent the
items investigated to answer the research question.
A large number of the respondents, 19 (65.5%, M =
3.5 Data analysis
2.24, SD = .786) disagreed with item 1 (“Teaching
The data obtained was computed into the Statistical technical terms to my students is something
Package for Social Sciences (SPSS) version 20 for that is difficult for me”). The majority of the partici­
numerical data generation. Data such as frequencies pants, 15 or 51.7% again assigned “disagree” to item
and percentages, mean scores and standard deviation 2 (“I often have problems explaining technical terms
scores were extracted from the software for a more involving abstract concepts”). This item also had the
comprehensive statistical analysis of the findings of most respondents (11 or 37.9%) that assigned
the present study. “undecided” to it of all the items in the
questionnaire.
As for the techniques preferred to be used by
4 FINDINGS AND ANALYSES the respondents, it was discovered that 15
(51.7%) and 9 (31%) of them respectively
4.1 Internal consistency of the pilot test revealed they agreed and disagreed with item 3
that constituted using examples of sentences in
teaching technical words. Most respondents
Table 3. Cronbach’s alpha reliability coefficient for the agreed that they involved the use of the students’
construct investigated and reliability statistics: Items about mother tongue, Malay in teaching technical
the respondents’ techniques in teaching technical terms. vocabulary. For example, the Malay word equiva­
lent usage (item 4) was the most preferred tech­
N = 10 nique as 69% (M = 3.97, SD = .731) of the
respondents revealed practicing this method.
Cronbach’s Cronbach’s Alpha Based on N of
Alpha Standardized Items Items However, 41.1% (M = 3.03, SD = 1.180) agreed
with the statement, “Malay translations sometimes
.753 .782 16 still cannot help my students understand the tech­
nical terms, especially the terms that are hard to
understand” (item 5). 37.9% (M = 3.17, SD =
A pilot test was done for the objective of assessing 1.197) of the respondents assigned “agree” to
the reliability of the items in the questionnaire item 14 (“I find the majority of my students find
involving 10 respondents of 5 male and 5 female it easier to remember the English technical words
facilitators. The Cronbach’s alpha value, 0.753 pro­ taught in Malay compared to English”).
duced by SPSS represented an acceptable value that With respect to using teaching aids or materials,
indicated the questionnaire was reliable to be utilized the majority of the respondents, 13 (44.8%) agreed
for the study. Besides, this value also implied that that they frequently used dictionary in the classroom
the questionnaire was generally true about the items when teaching technical terms. Besides, more than
it intended to measure and that the items were com­ half of the participants, 15 people or 51.7% agreed
prehensible for the respondents. The alpha coeffi­ they usually used graphic aids with their students. In
cient for the 16 items was .753, suggesting that the contrast, 15 respondents (M = 1.66, SD = .614) dis­
items possessed relatively high internal consistency. agreed with item 8 which indicated they did not
A reliability coefficient of .70 or higher is considered solely depend on the materials supplied by their
4
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