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|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
1. An Inventory on Language learning Strategies Used by First year Students 768
from the College of Arts and Social Sciences, MSU- IIT, A.Y. 2015- 2016
Noemie Joy V. Penaso, Maria Faith T. Wasquin, Rosemarie B. Purganan
2. Interaction between Thai EFL Learners’ Levels of Language Proficiency 769
and Types of the Disfluencies Produced
Patcharin Duangsri
3. Formation Of Preschool Management Model For Improving 781
The Quality Of Preschool In Sarawak
Thian Vui Shau
4. Development of E-Learning Module in Basic Electricity 795 Osuardo A. Pabatang Jr, Roxan A. Consolacion, Rey A. Etom
5. An Examining the Mental Health Status of Sedentary Students 807
Sinku Kumar Singh
6. Community Empowerment by Gelitik (Gerakan Libas Jentik-Jentik) 812
Program as An Effort to Increase Free Mosquito’s Larva Number
in Payaman Village, Ngraho Subdistrict, Bojonegoro Regency
Fikha Yozi Indriasari, Atika Binti Utari, Devy Mulia Sari
Bintang Mareeta Dewi, Elisa Dwi Pertiwi
Panel 19 : Education in Humanities and Social Sciences
768 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
An Inventory on Language learning Strategies Used by First year Students
from the College of Arts and Social Sciences, MSU- IIT, A.Y. 2015- 2016
Noemie Joy V. Penaso1, Maria Faith T. Wasquin2, Rosemarie B. Purganan3
College of Arts and Social Sciences, MSU- IIT, Philippines
3E-mail: rosemarie.purganan@gmail.com
Abstract
This study aimed to provide an inventory on language learning strategies used by first
year students taking courses from the College of Arts and Social Sciences in this academic year
2015- 2016. It had one hundred eighty (180) participants involved in the study having thirty (30)
participants in each course; AB English, AB Filipino, AB History, AB Sociology, AB Political
Science and BS Psychology. Using the Strategy Inventory for Language Learning (SILL, Oxfford
1990), the researchers identified the language learning strategies used by the participants and
were categorized according to Oxford’s six classifications. It also aimed to determine the
relationships between the participants’ language learning strategies, academic course and
language proficiency level.
The results revealed that metacognitive was the most preferred strategy used by the
participants. However, the use of other strategies (cognitive, compensation, affective, social and
memory) is also important in order to systematically use the language. This study is focused only
on certain variables and did not allow a lot of factors as a consideration in the choice of language
learning strategies, hence it is recommended to conduct a similar study looking at different
factors that might influence the learner’s language learning strategies: gender, motivation,
learning style, culture, context and/ or academic background.
|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
769
Interaction between Thai EFL Learners’
Levels of Language Proficiency and Types of the Disfluencies Produced
Patcharin Duangsri
Faculty of Humanities and Social Sciences, Loei Rajabhat University, Thailand
E-mail: bimaai27@yahoo.com
Abstract
The objectives of this research were to study the types and the occurrences of disfluencies
produced by Thai EFL learners in different levels of language proficiency in order to understand
the interaction between their language proficiency levels and the produced disfluency types. The
participants included 30 Thai EFL learners, university students. Data collection was conducted
through a speaking task for spontaneous speech. Criteria to identify types of L2 disfluencies , mode
value and qualitative analysis were applied. The results revealed that (1) the speakers of all
proficiency levels produced the same 3 main disfluency type with their sub-types: pauses with
non-lexicalized filled pauses, unfilled pauses, and lexicalized filled pauses, repetitions with self-
repetitions, and other-repetitions, and repairs with self-initiated repairs and other-initiated repairs;
(2) all the speaker groups (high, mid, low) demonstrated the same pattern of frequency ranking of
disfluencies: pauses were produced at the highest, repetitions were the second, and repairs were
the lowest; (3) the mid-proficiency group produced the highest number of all disfluency types,
the low-proficiency group demonstrated the second-highest number for all the types, and the
high-proficiency group showed the lowest number of all; and (4) the occurrence positions of
disfluencies, especially, pauses, as produced by the EFL speakers with different levels of language
proficiency, were found different in patterns. It can be concluded that the types, especially, the
nature of sub-types, the occurrence frequency of each type, and the occurrence positions of
disfluencies in L2 speech reflected the speakers’ speech processing difficulties or low automaticity
in speaking, and the extent to which their L2 was acquired. Thus, there was an interaction between
Thai EFL learners’ levels of language proficiency and types of the disfluencies produced. Types,
occurrence frequency, and occurrence positions of L2 disfluencies can be indicators of L2 speaking
ability and L2 acquisition.
Keywords: Disfluencies, Interaction, Types of Disfluencies
770 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
1. Introduction
Theoretically, human communicative ability stems from the communicative competence,
the knowledge which has been studied by several scholars who have given different explanations
about its characteristics. One of the most influential explanations of human communicative
competence )in the context of first language, L1, acquisition( is by Noam Chomsky )Savignon,
1983(. Through his linguistic perspective, Chomsky claims that the communicative competence is
innate and it is a type of genetic endowments )Chomsky, 1965(. He contends that children are born
with a linguistic device that contains an unconscious knowledge of language rules which is referred
to as “universal grammar” )UG(. This kind of knowledge is implicitly demonstrated without formal
instruction. Commonly, a child learns how to speak its first language through receiving the well-
formed sentences input from the people who speak the same first language as it does. The input
which is formed by the language rules that are inapplicable to those rules in the child’s UG will be
filtered out. In other words, only the grammatical sentences corresponding to its UG are stored in
its linguistic device for future communicative use )Chomsky, 1965(.
For second language )L2( speakers, knowledge of the target language may not be
sufficient for effective communication to take place. They require additional knowledge on how
language is appropriately used in relation to a specific social situation )Munby, 1991; Canale &
Swain, 1980( in order to communicate effectively. Communicative ability is not only determined
by their knowledge of grammar and language use but also by the knowledge of contexts which is
reflected through their actual use of language as appropriate to the conventional practices among
the native speakers of the target language. L2 speech communication requires L2 speakers to have
an ability to apply different kinds of knowledge to carry on the communication appropriately.
It can be said that communicative ability of L2 speakers is formed with at least four
components: knowledge of L2 grammar, knowledge of L2 use, knowledge of L2 contexts, and
ability to apply the three types of knowledge for actual use appropriately. Effective speech
communication is impossible without interaction of all the components and of the hearers
through their responses )Whitman & Boase, 1983; Munby, 1991; Canale & Swain, 1980(. It can
be explained simply that among the components, message serves as the starting point of
communication, and the response or effect given by the hearer indicates the occurrence of
communication.
Previous studies revealed that difficulties to L2 communication and degree of fluency in
L2 speaking can be influenced by the nature of message or topic )e.g. abstractness, and relevance to
the speakers( )Luoma, 2004(. This implies that L2 speakers tend to be less fluent when the message
is dealing with higher degree of abstractness and low degree of relevance to the speakers’
knowledge. This is because the way in which they represent reality using non-native language
) English, in this case( is even more complex in comparison with communicating through their
native language. Consequently, they may frequently make a pause, a repetition, and a repair in mid-
utterance. In other words, the speakers will take a longer time searching for the vocabularies which
tend to have low frequency of use )for the speakers(; that is lexical access difficulties during speech
production process arise ) as discussed in e.g. Shooshtari et al. , 2013; Shahrestanifar & Rahimy,
2014; and Vural, 2008(. These difficulties are marked by ‘disfluencies’.
Disfluencies are normal breaks that disrupt the flow of speech without hurting meaning of
the utterance ) e. g. Brutten, 1963; Jonhson, 1961; Fox Tree, 1995( . They are seen common in
spontaneous speech )Swerts et al., 1998( . The forms of disfluencies that are widely recognized are
uh, um, ah, er, slips of the tongue, and repetition or correction of words )e.g. Chomsky, 1965; Clark
& Fox Tree, 2002; Watanabe et al. , 2007( . Disfluencies that have been proposed by previous
|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
771
studies ) Johnson, 1961; Mahl, 1957; Maclay & Osgood, 1959; Shriberg, 1994; Clark & Wasow;
1995; Schnadt, 2009; Allwood et al., 1990; Savova, 2002; Levelt, 1983( can be broadly classified as
pauses ) filled pauses, unfilled pauses ) silent pauses( , repairs, prolongations, and repetitions.
According to Hasselgren )1998( , excessive disfluencies are caused by contextual constraints. They
disrupt the fluency of speech and can affect the listeners’ perception of the message. In comparison,
while fluency refers to the state of fluidity in speaking, especially; speaking a foreign language,
disfluenices are referred to as markers indicating speaking fluency. As opposed to fluency, the lack
of fluency can be described as speech that is most often slow, uneven, disconnected, having
incorrect segmentations, and filled with excessive disfluencies ) Fulcher, 2003; Freed, 2000;
Luoma, 2004( . The occurrence of disfluencies in an utterance is used as one of the main
characteristics for evaluating speaking fluency ) Fulcher, 2003( . Empirical evidence from EFL
contexts shows that the lack of fluency state is impacted by grammatical knowledge, language
processing, conversational skills, pragmatic skills ) involving speaking conventions( , inadequate
input ) both language rules and language use( )Gan, 2013; Malik, 2012( ,and sociocultural
constraints: familiarity with situations, sensitivity to maintaining self-face and level of politeness
and complexity of the appropriate expressions required in a particular social situation )Lee, 2013(.
According to Vural’ s study, the number of disfluencies in EFL learners’ speech increased
when the duration of the conversation increased. That is, the occurrence of their disfluencies was
influenced by their anxiety when talking under time pressure. The effect from speaker’s anxiety on
the occurrence of disfluencies in L2 speech was also supported by Ur’s )1996( and Zhang’s )2009(
studies. As speaking, speakers need to make a choice of language use to suit the social context and
the interactional practices in order to conform to the conventions held by the native speakers, for
example, getting turn, keeping turn, and giving turn ) Fulcher, 2003; Levinson, 2003( , the degree
that the L2 speakers can automatically control all the processes involved in speech production and
speech communication within the appropriate speed reflects that the speakers become ‘ fluent’
) Fulcher, 2003; Gass & Selinker, 2008( . It was found that the appropriate speed in processing
speech production depends both on the internal factors ) e. g. language proficiency, lexical range,
ability to plan about what to say, ability to retrieve vocabulary, grammar, and to self-monitor for
detecting errors in an utterance as well as the hearer’s effect( and the external factors, for example,
the nature of speaking topic, and the familiarity with the hearer )Levelt et al., 1999; Vural, 2008( .
As speaking is a real-time phenomenon ) Bygate, 1987( , its speed in planning, formulating, and
articulating an utterance is bound to the current time of communication ) Levelt, 1989, Fulcher,
2003( . Thus, fluency in L2 speech communication involves mainly with time-bound speed and
disfluency phenomena. The disfluency phenomena that are considered indicators for the fluency
) and the lack of fluency( in L2 speech include, for example, pauses, repetitions, repairs, and
prolongations ) Fulcher, 2003, Luoma, 2004; Lennon, 1990; Brown, 2000; 2003( . In order to
understand the interaction between EFL learners’ levels of English language proficiency and types of
the disfluencies produced, a combination of the conceptions on speech production processes from
Levelt’s blueprint for speech production )Levelt, 1989(, WEAVER+ + model )Levelt et al., 1999( ,
and Menyhárt’ s ) 2003( sources of disfluencies is presented and shown in diagram1 which
illustrates the potential sources of disfluencies in EFL learners.
772 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
The diagram can be read that as influenced by the nature of the linguistic systems in the
first and the second languages, it is possible that the nature of disfluencies in the native speakers of
English and that in the non-native speakers of English are different. Disfluencies occurring at the
formulating level and at the articulating level have different characteristics due to different types of
self-monitoring processes which are covert self-monitoring and overt self-monitoring. The two
processes of checking are conducted in two loops for double checking. The first loop involves
covert self-monitoring, an utterance has not yet been articulated; the disfluencies are possibly
produced in the forms of pauses and prolongations. This is a reflection of the internal checking
process that the speaker is performing in his/her mind )Levelt, 1983, 1989; Kormos, 2006(. That is,
the preverbal plan for the intended message is monitored before articulation )Postma & Kolk,
1993(. This process serves as the first checking. The second checking loop will be executed after
articulation. It involves overt self-monitoring, an utterance has already been articulated; all
linguistic rules as known to the speaker have been applied. When the speaker monitors the already
articulated utterance and detects a mistake, he/she will do re-planning which can be at both micro
and macro planning levels depending on nature of the detected mistake, and later begins encoding
processes again. These are concerned with surface corrections )Shriberg, 1994(. The mental
lexicons in EFL learners as shown in the diagram contain the lexicons from three sources: the
speaker’s first language )Thai(, the speaker’s foreign language )English(, and the speaker’s
interlanguage )a language system created by L2 speakers(. Lexical selection can be drawn from any
sources of the lexicons and that may cause some disagreements among levels for example between
lexical access and articulatory planning, between the articulatory planning and execution, or among
several levels of planning )Menyhárt, 2003(. Disfluency can possibly arise as a result of such
disagreements. The disfluencies that presumably arise as a result of this overt self-monitoring
process are repairs and repetitions. The diagram was used to explain the interaction between the
Thai EFL learners’ levels of English proficiency and the disfluencies that they had produced during
their conversation with a native English speaker. Types and characteristics of L2 disfluencies can
be identified using the following criteria adapted from Duangsri & Kallayanamit ,2016.
Diagram 1 Potential sources of Disfluencies )Duangsri, 2016, p.27(
|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
773
Table 1 Criteria to Identify Types of L2 Disfluencies
Types of DFs Characteristics
Pauses Suspension in mid-utterance with or without
fillers
Non-lexicalized
filled pauses
Vocalics e.g. ah, uh, um, eh, mm...and their
phonological variants
Lexicalized filled
Pauses
Non-vocalic fillers e.g. well, I mean, you
know, and like and
sound lengthening )prolongations( e.g.
theee…, thuuuh, tooo…
Unfilled pauses
)Silences( Suspension with silence
Repetitions Repeated words, phrases, or sentences e.g.
to clean…to clean
Self-repetitions Repeating one’s own word or stress of
words immediately after
they are said
Other-repetitions Repeating something the interlocutors said
Repairs
Amendments that speakers make resulting in
reformulation of the
articulating utterance i.e. correcting,
completing, revising words/
phrases/ sentences )rephrasing( by means of
substitutions/
insertions/ deletions
Self-initiated
repairs Repairing initiated by speakers themselves
Other-initiated
repairs Repairing as initiated by the interlocutors
It can be concluded that the main components necessary for L2 speech communication are
knowledge of grammar, of language use, and of contexts. However, as L2 speakers possess more
than one language systems: L1 system, L2 system, and interlanguage )IL( system – a created
language system which is composed of numerous elements of L1, L2, and IL )that do not have their
origin in either L1 or L2( )Gass & Selinker, 2008(, their speech processing is rather complex in
comparison with L1 speakers who have sufficient L1 knowledge to convey the message as intended
with much less effort. In other words, the different language systems held by L2 speakers can affect
the automaticity of their speech production. This conclusion is evidenced from the study results
provided by Hilton )2008, 2007( that L2 speakers with low level of language proficiency
demonstrate problems on lexical retrieval while the amount of their overuse of cognitive hesitations
decreases as the speakers’ language proficiency has been developed. Additionally, Kasper )2006(
and Bila & Dzambova )2011( found that the high number of pauses in L2 oral production reveals
their weak L2 competence. Other than the language systems, L2 speakers’ use of language is also
influenced by their anxiety, the degree of L2 knowledge that they currently maintain, and their
ability to appropriately use L2 knowledge in a context. Thus, L2 speech communication is likely to
be characterized with high number of disfluencies or mid-utterance breaks such as pauses, repairs,
774 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
and repetitions of words or phrases.
According to the previous studies, there are two types of factors that influence the
production of disfluencies in non-native English speakers. The first type is related to the speakers’
speech production system: memory capacity and automaticity of speech processing )e.g. Fehringer
& Fry, 2007; Belz & Klapi, 2013; Hoshino, 2006(. Fehringer and Fry )2007( studied the hesitation
phenomena in the language production of bilingual speakers focusing on the role of working
memory by investigating the use of fillers, automatisms, repetitions, and reformulations in both L1
and L2 of 20 adult bilingual speakers using storytelling and story recalling techniques to elicit
spontaneous speech from the participants. The results indicated that the production of such
elements in both languages is linked to working memory capacity of the speakers as evidenced by
the higher overall rate of hesitation phenomena in their L2 in comparison with their L1; there was
an underlying negative relationship between memory capacity and the production of hesitation
phenomena, implying that speakers with lower memory ability rely more heavily on such time-
buying devices; and the individual types of hesitation phenomena produced in their L1 were
carried over into their L2 suggesting that a speaker’s planning behavior is reflected in both
languages. Another example is Belz and Klapi’s )2013( study which gave agreeable results to the
above findings. They found that the speakers adopted the disfluency patterns )pauses following
fillers( in L1 when producing speech in L2, although the length of pauses and fillers in L2 is
longer than in L1. The authors pointed that these phenomena suggest the L2 speakers’ less
automized speech production of L2 in comparison with their L1 speech production. Hoshino’s
)2006( psycholinguistic study of native language constraints on speaking words in a second
language informed that the bilinguals are allowed to select the language of production at an
earlier point in speech planning when there are scripts available for facilitating their lexical
access processing. The second type of factor is associated with the speakers’ language knowledge
and ability: levels of English language proficiency, linguistic knowledge and processing skills. As
evidenced by de Jong et al.’s )2013( work which showed that linguistic skills were strongly related
to average syllable duration. The authors interpreted this phenomenon that L2 cognitive fluency or
linguistic knowledge and processing skills )e.g. lexical retrieval speed, and sentence building
speed( can be measured by L2 utterance fluency )e.g. articulation speed( while the length of silent
pause is not a good indicator for L2 cognitive fluency. Lexical knowledge and lexical retrieval are
considered the primary cause of the most serious disfluencies )Hilton, 2008b(. Additionally,
Hilton’s )2007( study provided evidence that the amount of the overuse of cognitive discourse
markers – hesitations, decreases as the speakers’ language proficiency has been developed.
For Thai EFL learners, a large
number of studies were found focusing on developing the learners’ speaking fluency. The study of
disfluencies as indicators of language acquisition has been rarely found. Only the study by
Duangsri & Kallayanamit )2016( indicated that there were three main types of disfluencies
produced by Thai EFL learners through their spontaneous English dialogues with a native English-
speaking hearer. The types included pauses, repairs, and repetitions. It was also found that there
were sub-types under each main type. Non-lexicalized filled pauses, lexicalized filled pauses, and
unfilled pauses )silences( were under pauses. Self-repetitions and other-repetitions were under
repetitions. Self-initiated repairs, and other-initiated repairs were under repairs. These disfluencies
suggested the speakers’ difficulties during processing their speech production. Hence, if the
disfluencies suggested the speakers’ cognitive difficulties, the researcher was interested in studying
the interaction between Thai EFL learners’ levels of English language proficiency and types of the
disfluencies produced, and how the learners perceived the disfluencies.
The research question for the current study was: what were the types and
|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
775
the occurrence of disfluencies produced by Thai EFL learners in different levels of English
language proficiency? The objective of the study was to understand the interaction between Thai
EFL learners’ levels of language proficiency and types of the disfluencies that they produced as
evidenced by the occurrence and the frequency of each disfluency type.
2. Method:
A survey-based research method was adopted to obtain the answers to the research
question. Details of the participants, research instruments, data collection procedures, and data
analysis are presented next.
2.1 Participants: 30 Thai learners of English at Loei Rajabhat University, Thailand. Based
on the learners’ GPAs calculated from only all English courses taken by the learners, Z-scores
were applied to determine the members of 3 groups according to their levels of English language
proficiency: high, mid, and low. All participants were referred to as ‘speakers’.
2.2 Instruments: a speaking task to create a spontaneous conversation between the speaker
and the hearer; and the criteria to identify types of L2 disfluencies adopted from Duangsri )2016(.
2.3 Data Collection: 1( A learner and a native English speaker )hearer( had a 5-minute
conversation about the learner’s general information such as personal information, hometown, family,
and future plan after graduation. The hearer was required to motivate the speakers to speak as much
as possible by focusing on the use wh-questions rather than yes-no questions. The conversation was
recorded. Each group performed the speaking task on different days. 2( The verbal data from
speaking task were examined by the researcher using the adopted criteria to obtain the types, the
frequency, and the occurrence of the disfluencies produced. The data were re-examined 3 days after
the first examination.
2.4 Data Analysis: 1( In order to obtain the answer for the question, the criteria to identify
types of L2 disfluencies from Duangsri )2016( were adopted. Each disfluency was counted whenever
it occurred in the verbal data. The mode value was applied to obtain the occurrence tendency of each
disfluency type as produced by each speaker group, then the results obtained from all the groups were
compared.
3. Results
Three main types of disfluencies: pauses, repetitions, and repairs were found in the
utterances produced by all groups of speakers. All the speaker groups demonstrated the same
pattern of frequency ranking of disfluencies: pauses were produced at the highest, repetitions
were the second, and repairs were the lowest. The occurrence frequencies of each type were
explained with reference to the figures shown in Table 2 as follows. Pauses:
ranking of the pause frequency showed that the mid-proficiency group produced pauses at the
highest frequency of 31.56%, the second highest was the low-proficiency group which produced
pauses with the frequency of 27.68%, and the high-proficiency group produced pauses at the
frequency of 20.85%, which was the lowest of all. There were 3 sub-types of pauses: non-
lexicalized filled pauses, unfilled pauses, and lexicalized filled pauses. For the frequencies of all the
sub-types, it was also found that the mid-proficiency group produced the highest frequencies of all
the sub-types )19.77%, 11.00%, and 0.79%, respectively(, the low-proficiency group was the
second highest )16.25%, 10.93%, and 0.50%(, and the high-proficiency group produced the lowest
frequencies )15.24%, 5.39%, and 0.22%(.
776 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
Table 2 Frequencies of Disfluencies Produced by Thai EFL Speakers in Different Levels of
English Language Proficiency
DF-Types Sub-Types of DFs Frequencies of DFs by Each Group
High Mid Low Total
Fq Fq Fq Fq Fq Fq Fq Fq
count
s
as
%
count
s
as
%
count
s
as
%
count
s
as
% Pauses Non-lexicalized
filled pauses
212 15.2
4
275 19.7
7
226 16.2
5 713 51.2
6
Unfilled pauses 75 5.39 153 11.0
0
152 10.9
3 380 27.3
2
Lexicalized filled
pauses
3 0.22 11 0.79 7 0.50 21 1.51
Total 290 20.8
5
439 31.5
6
385 27.6
8
1114 80.0
9 Repetitio
ns
Self-repetitions 27 1.94 78 5.61 49 3.52 154 11.0
7
Other-repetitions 8 0.58 18 1.29 15 1.08 41 2.95
Total 35 2.52 96 6.90 64 4.60 195 14.0
2 Repairs Self-initiated
repairs
16 1.15 46 3.31 20 1.44 82 5.90
Other-initiated
repairs
0 0.00 0 0.00 0 0.00 0 0.00
Total 16 1.15 46 3.31 20 1.44 82 5.90
Grand Total 341 24.5
1
581 41.7
7
469 33.7
2
1391 100
Note: DF = disfluencies, Fq = frequency
Repetitions: when compared the frequencies across sub-types of repetitions: self-
repetitions and other-repetitions, the result revealed that the mid-proficiency group produced both
of the sub-types at the highest frequencies )5.61% and 1.29%, respectively(; the low-proficiency
group produced both of the sub-types at the second highest frequencies )3.52% and 1.08%(; and
the high-proficiency group produced the two sub-types at the lowest frequencies )1.94% and
0.58%(. Repairs, self-initiated repairs were the only one sub-type produced by the speakers. The
highest frequency was 3.31% by the mid-proficiency group, the second highest of 1.44% was
produced by the low-proficiency group, and 1.15% by the high-proficiency group was the lowest.
In terms of the occurrence patterns of the disfluencies, it was found that pauses; especially,
non-lexicalized filled pauses )e.g. uh, um, ah( and repetitions in the high-proficiency speakers’
utterances tended to occur at the initial position of the utterances and followed by fluent speech
while the production of these disfluencies by the low-proficiency speakers were unpredictable and
mostly followed by silences.
Thus, the answer to the research question was that: 3 main DF-types were found with
their sub-types i.e. pauses with non-lexicalized filled pauses, unfilled pauses, and lexicalized
filled pauses, repetitions with self-repetitions, and other-repetitions, and repairs with self-initiated
repairs and other-initiated repairs. All groups of the speakers demonstrated the same ranking
pattern of frequency from the highest to the lowest: pauses, repetitions, and repairs. The highest
number of disfluencies was found in the speech by the mid-proficiency group, the second highest
number was in the speech by the low-proficiency group, and the lowest was in the speech by the
high-proficiency group. The occurrence positions of disfluencies can be an indicator of L2
speakers’ level of language proficiency.
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4. Discussion and Conclusion
From the results, it can be concluded that there was an interaction between Thai EFL
learners’ levels of language proficiency and types of the disfluencies produced as evidenced by
their occurrence frequency. The high-proficiency speakers produced all types of disfluencies at the
lower number than the speakers with lower level of language proficiency, the mid- and the low-
proficiency groups. Such phenomenon indicated clearly that the occurrence frequency of
disfluencies were markers of low language proficiency. The weak L2 speakers reflected their
difficulties in processing their speech production while the advanced ones reflected their higher
automaticity in processing their speech production. Thus, it can be claimed that number of
disfluencies was a signal of non-fluency in L2 speakers. Other than the frequency, the nature of
disfluencies can also be indicators of the speakers’ L2 acquisition such as filled pauses vs unfilled
pauses, self-repetitions vs other-repetitions, and self-initiated repairs vs other-initiated repairs,
which are discussed next.
Unfilled Pauses vs Filled Pauses: unfilled pauses found at the highest number in the low
and the mid-proficiency speakers’ speech but indicated the lowest number of in the speech produce
by the high-proficiency speakers. It can be explained that the lower proficiency groups
demonstrated less automaticity in processing their speech production than the high-proficiency
group. It was likely that the low-proficiency speakers were in much trouble to keep the
conversation going. Thus, other than keeping silence, their overuse of unfilled pauses was
witnessed, they tended to repeat the interlocutor’s utterance as a way to get away from the trap. The
higher number of other-repetitions in the two groups means they were unable to identify their own
errors unless there was a signal from the interlocutor. Thus, they made repetition of the
interlocutor’s utterance while thinking to amend the errors. Conversely, the high-proficiency group
tended to produce such types of DFs at a much lower number. Thus, the overuse of the unfilled
pauses marked the speakers’ weak L2 proficiency.
Although the result confirmed the findings in Kasper ) 2006( Bila & Dzambova ) 2011( ,
Liu et al. ) 2010( , )Paradis, 1994( , and Poulisse ) 1993( that the overuse of pauses in L2 speech
revealed the speakers’ weak L2 competence, there was an interesting finding in the current study
that the high-proficiency speakers also produced high number of pauses. This can be explained that
the high-proficiency group used filled pauses when they were trying to process the ideas then they
needed some time to do it. Differently, when the low-and the mid-proficiency groups were facing
difficulties as speaking English, they used unfilled pauses or repetitions rather than filled pauses.
This can be the result from insufficient L2 knowledge rather than from the idea conceptualization
like in the high-proficiency group. Consequently, the low-and the mid-proficiency speakers may
not produce any utterance after filled pauses but unfilled pauses )silences( or repetitions. The low-
and the mid-proficiency speakers were likely to produce unfilled pauses more and the unfilled
pauses were considered as the sign of their low automaticity in speaking English.
However, there was a difference between the occurrences of filled pauses in the high- and
the low-proficiency speakers’ speeches. The data showed that the filled pauses produced by the
high-proficiency speakers were mostly found at the initial position of the utterance )before starting
to answer the questions asked by the interlocutor( while the occurrence pattern of the fillers
produced by the lower proficiency speakers was unpredictable. The findings agreed with Shriberg
)1994(, Fox Tree )2001(, and Bailey & Ferreira )2003( that the fillers occurring at the beginning of
an utterance were associated with macro-planning of the upcoming speech whereas the fillers within
an utterance were related to micro-planning process. That is, the pauses produced by the high-
778 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
proficiency speakers tended to deal with difficulties concerning idea conceptualization rather than
grammatical aspects as did among the low proficiency speakers.
Self-repetitions vs Other-repetitions: self-repetitions were largely used by the mid-
proficiency students but used in a small number in the high-proficiency speakers. Such phenomena
suggested that the higher number of self-repetitions in the mid-proficiency group could be
considered a positive sign of L2 acquisition that the speakers were able to self-monitor, self-detect
errors, and self-initiate to correct the errors in their own utterance. However, they may not have
sufficient required knowledge for amending the utterance. Thus, they felt uncertain and made
repetitions of the utterance showing their less automaticity in processing their speech than the high-
proficiency speakers. On the contrary, due to the higher automaticity, the high-proficiency speakers
were able to process their speech with less difficulty which resulted in the lower rate of self-
repetitions in this group. With regards to other-repetitions, it was found that the high-proficiency
speakers demonstrated the lowest number of other-repetitions in comparison with the low- and the
mid-proficiency speakers and more likely to be accompanied by more extended information which
was provided with a more confident manner than the mid- and the low-proficiency speakers did.
The findings about the phenomena of repetitions confirmed the conclusion that repetitions indicated
L2 speakers’ speech production difficulties, and the L2 speakers’ language proficiency level tended
to interact with the sub-types of repetitions: self-repetitions tended to be used by the higher-
proficiency speakers while other-repetitions tended to be used by the lower one.
Self-initiated Repairs vs Other-initiated Repairs: self-initiated repairs were the only sub-
type of repairs found in the L2 speakers’ speeches in the present study. The DFs tended to be
produced at the highest number by the mid-proficiency speakers while the low-proficiency
demonstrated the lowest number. As self-initiated repairs required various kinds of knowledge to
form communication ability, the speakers with sufficient knowledge of L2 and communication
ability were likely to do the repairs at the higher frequency than the lower. The findings revealed
very close frequencies of self-initiated repairs produced by the speakers with different levels of
language proficiency. The interesting point was that they all made the repairs using the same
methods: insertion, revision, and deletion. The data showed that the lower proficiency speakers
repaired their speech by deletion at the higher number than the advanced speakers did. This can
be explained that as repairing did not involve only the well-formedness rule but also the
pragmatic rule, the speakers were required to do the two processes simultaneously ) as discussed
in van Hest, 1996 and Kormor, 2002( . Thus the speakers with low language proficiency level may
not have sufficient knowledge to make a repair by insertion or revision which required more
communicative ability than repairing by deleting information. That is, the nature of repairs could
reflect the speakers’ L2 acquisition and the frequency of repairs could not be claimed as markers
of the speakers’ non-fluency in L2 speaking. It was likely that the speakers’ level of language
proficiency did not only interact with the frequency of repairs but it also tended to deal with the
nature of repairs. The findings were supportive to O’ Connor ) 1988( , van Hest ) 1996( and Liu
) 2009( , and Chen & Pu, ) 2002( who also concluded that the qualitative characteristics of DFs
rather than the frequency reflected the speakers’ L2 acquisition.
However, the qualitative characteristics of repairs focused in the current study were based
on communication strategies ) insertion, revision, and deletion( rather than semantic aspects
) sentential and discourse levels( as in other studies mentioned above. Thus, the sociolinguistic-
based interpretation of repairs by the current study contributes to the more understanding of
repairs as a type of DFs that the Thai learners used for managing their difficulties in
communicating in English.
|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
779
The findings indicated that DFs in L2 speeches were significant as DF-types in the L2
speeches reflected the speakers’ speech processing difficulties or low automaticity in speaking, and
the extent to which their L2 was acquired. DF-types were also a clue for a better understanding of
the L2 speakers’ problems in relation to the levels in speech production processes: whether the
problems involved with conceptualizing ideas, formulating the message to be uttered, or
articulating the formulated message as an utterance. Thus, their symptoms of speech production
difficulties can be diagnosed for a proper treatment.
References
Aijmer, K. )2002(. English discourse particles: Evidence from a corpus. )Topics in
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Brinton, L. )1996(. Pragmatic markers in English. Grammaticalization and discourse functions.
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Chotirat, S. and Sinwongsuwat, K. )2011(. Effects of scripted and non-scripted role play
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Duangsri, P. )2016(. Disfluencies in Spontaneous English Dialogues Produced by Thai
Learners of English. Ph.D. Dissertation, Naresuan University, Thailand.
Duangsri, P. and Kallayanamit, S. )2016(. Disfluencies in Spontaneous English Dialogues
Produced Produced by Thai Learners of English: A Pilot Study. Journal of Humanities,
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Fulcher, G. )2003(. Testing Second Language Speaking. London: Pearson Education.
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Levelt, W. )1983(. Monitoring and self-repair in speech. Cognition, 14 , 41-104.
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Liu, B. )2013(. Effect of first language on the use of English discourse markers by
L1 Chinese speakers of English. Journal of Pragmatics, 45, 149-172.
Luoma, S. )2004(. Assessing speaking. Cambrideg: Cambridge University Press.
Menyhárt, K. )2003(. Age-dependent types and frequency of disfluencies. DiSS'03, 45-48.
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14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
Munby, J.L. )1978(. Communicative syllabus design: a sociolinguistics model for
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Sajavaara, K. )1987(. Second language speech production: Factors affecting fluency.
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Savignon, S. J. )1983(. Communicative competence: theory and classroom practice;
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Shooshtari, Z.G., Mehrabi, K., and Mousavinia, S.R. )2013(. A Call for Teaching
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Shriberg, E. )1994(. Preliminaries to a theory of speech disfluencies. Ph.D. dissertation,
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|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
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Formation Of Preschool Management Model For Improving
The Quality Of Preschool In Sarawak
Thian Vui Shau
Sultan Idris Education University, Malaysia
E-mail: thianvshau@gmail.com
Abstract
This study aims to produce a new model for improving the quality of preschool education
in Malaysia. To explore issues of education quality, structural equation modeling (SEM) was used
to analyze the relationship between theory and model constructs according to the Preschool
Management Model (PMM). In this study, the researcher is interested to analyse the causal
effect of headmasters’ instructional leadership on effective teaching among preschools and
subsequently test the hypothesis in order to prove its significance . In addition, the study also establish the correlation of four mediators between headmasters’ instructional leadership and
effective teaching. This study involved collecting data for the survey questionnaires. The models
were analyzed and tested using multivariate analysis technique known as Structural Equation
Modeling (SEM) for goodness of fit by using AMOS software. The findings of this study
highlight that parental involvement in preschool education, preschool teachers’ ICT and
preschool development plan is not the mediator. Because of this, headmasters should strive to
implement TQM practices by mandating the quality of the education system.
Keywords: Preschool Management Model, Structural Equation Modeling, Headmasters’
Instructional Leadership, Mediator, Effective Teaching
782 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
1. Introduction
In this study, the relationship between exogenous constructs such as instructional
leadership, parental involvement in preschool education, preschool teachers’ information and
communication technology (ICT) in teaching, teacher professional development, and preschool
development plans and endogenous construct namely effective teaching among preschool
teachers will be assessed through a Preschool Management Model (PMM), which has been
designed by researcher guided by the theories of quality management in the field of education
such as [1], [2], [3],[4] and previous studies [5]. The ecological theory can be applied in
preschools to produce first class human capital that will lead and manage the future organization.
[6] states that the quality of preschool education plays a very important role in increasing the
awareness of governments and parents to implement policies and programmes for preschools.
With this, the emphasis on quality is seen as one of the most pragmatic approach to improving
the performance of organizations in the field of education and academic achievement of students
towards achieving Vision 2020. Preschools have to boost education quality excellence of the
national education system that is relevant to meeting current demands and building capacity to
meet the challenges ahead.
Quality of education is one of the important things in the Education Development Plan
which emphasizes the quality of opportunity in education and excellence of educational
institutions to determine the progress and prosperity of the country. Quality of education refers
to development of human capital that is knowledgeable, skilled, and noble. Nevertheless, studies
of previous preschools were less focused on the problem or pressure faced by preschool
management systems, effective teaching, and the implementation of TQM in preschools [7] and
implement effective school-based practice findings from developed countries [8] because the
schools require strategies that are appropriate to the context, problems, and the needs of local
development.
Issues that have existed in preschool education such as headmasters’ instructional
leadership, parental involvement in preschool education, teachers’ ICT in teaching, professional
development of teachers, preschool development plans and effective teaching that may affect the
academic achievement of children are less addressed in Malaysia [9]. Therefore, it’s time to
conduct this research so that the quality of preschool education can be improved in the interests
of the future children to overcome dropout in primary and secondary schools [10]. This assertion
is supported by [11] who says that the quality of education can be improved if all parties
involved such as the management, teachers, staff, and parents can jointly develop a new attitude
that is focused on leadership, teamwork, collaborative practice, accountability, and recognition to
ensure the children as future leaders will lead the country towards achieving international
excellence and glory. Nevertheless, the responsibility of the school headmasters in the field of
monitoring and supervision is very important to ensure the effectiveness of teaching and learning
of children. Supervision is also an important aspect of evaluating the content and teaching
methods in accordance with the requirements of the curriculum.
In this study, researcher will review the quality of preschool education based on the
comprehensive Preschool Management Model patterned in terms of effectiveness and school
improvement which will fulfill the vision of the Ministry of Education for prioritizing key
performance indicators (Key Performance Index, KPI) and National Key Result Areas (National
Key Result Area, NKRA). Researcher will also identify the role of TQM principles in helping
|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
783
preschool classroom management as a method of improving the performance and the overall
quality of the organization.
The results are expected to improve the quality of preschool education particularly in terms
of academic excellence. Academic excellence is not only an important feature in the education
management process which is increasingly important and challenging [13], but also coincides
with the requirements of environmental factor in creating an effective learning organization in
terms of systems thinking, personal mastery, mental models, shared vision, and learning team [14].
When preschool management model was tested with data based on instructional leadership
of preschool headmasters, parental involvement in preschool education, preschool teachers’ ICT
in teaching, teachers’ professional development, preschool development plans, and effective
teaching for creating an effective preschool [15]. Teachers also have a personality or positive
impact on their ability to manage schools more effectively [16] with the practices of
headmasters’ instructional leadership such as promoting the ideal, motivating and inspiring
teachers and building intellectual stimulus.
The objectives of this study are as follows
i. Identify whether instructional leadership of the headmasters affects effective teaching directly
or indirectly.
ii. Identify whether the involvement of parents in school education is the mediator of the
relationship between headmasters' instructional leadership and effective teaching.
iii. Identify whether preschool teachers’ ICT in teaching is the mediator of the relationship
between headmasters' instructional leadership and effective teaching.
iv. Identify whether the teacher professional development is a mediator of the relationship
between headmasters' instructional leadership and effective teaching.
v. Identify whether the preschool development plan is a mediator of the relationship between
headmasters' instructional leadership and effective teaching.
Based on the review of previous studies, the quality of the school depends on the model
which has the criteria on a conceptual framework that can be used to answer the research
questions. The overall conceptual framework for this study is shown in Figure 1 below:
784 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
Figure 1 : Conceptual Framework Study
The conceptual framework study establishes the relationship between instructional
leadership of the school headmasters, parents’ involvement in preschool education, teachers’
information and communication technology in teaching, professional development of preschool
teachers, and preschool development plan for effective teaching in preschools.
In this study, instructional leadership of preschool headmasters consists of all actions and
activities carried out by a school leader to strengthen the teaching and learning process in
preschools. The range of actions and activities is suggested by [17], but focus more on
instructional leadership towards the contribution on aspects of children's learning. In this case,
the quality of preschool education will be reviewed through a preschool management model that
has been established to improve the quality of preschool in the present and in the future.
Literature Review
In order to achieve global excellence in education, many changes have occurred in the field of
education in Malaysia. According to[18], it is natural that educational change will occur when
there are rapid economical, social, political developments and the advent of information
technology. Therefore, education system should prepare the younger generation to face the
challenges of globalization, especially in the competitive pursuit of knowledge. This is because
education is the main factor for the realization of national aspirations.
Instructional
Leadership of
Headmasters
Parents’
Involvement
in Preschools
Teachers’
Professional Development
Effective
teaching
Preschool
Development
Plans
Teachers’ ICT
in teaching
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785
Instructional leadership of school headmasters plays an important role in providing education
of the 21st century. Studies on effective schools, the implementation of changes and
improvements that have been run in various countries by researchers earlier form the basics of
the concept of instructional leadership [19]. It thus has strengthened the belief among policy
makers and policy practitioners that instructional leadership is a major factor that makes schools
effective [19]. When changes occur in education, headmasters as instructional leaders in schools
should encourage teachers to achieve success academically, work harder in, and willing to put
effort into implementing changes in schools. This shows that the instructional leader is a key
factor for the success of the preschools and preschool achievement by taking into account the
Child Protection Act, the Education Act, and the importance of preschool education curriculum.
[20] says that the instructional leadership role of the headmaster is considered important in
driving schools towards effective school. [21] has been used as a guide to the study.
According to him, the ecological theory assumes that individuals need to interact with a variety
of environments. This theory has several stages of development. The stages in the ecological
model of human development depends very much on how it is related to ecology. This theory
also takes into account the qualities of relationship between the importance of surroundings
which can influence children development.
In this study, it will be reviewed in terms of interaction, parenting practices, openness,
acceptance, school assignments, learning facilities at home, open days, activities, and preschool
programmes. This is supported by [21] who says that parents are the most active environmental
agents since a child is born, and it can affect a child's development. According to [22], parents
are involved not just in school, but also at home in their children's education. However,
according to [23], time constraints make parents less sensitive to their role in the education of
children and let their children learn without monitoring. The involvement of parents in the home
and at school continuously correlated with academic achievement of children [24].
Preschool teachers’ information and communication technologies in teaching refers to use
of ICT in the early stages of children by exposing them to multimedia and computer which
encourages children to learn better, faster, and more efficient. Early childhood exposure to ICT
can also help develop critical thinking, creativity, thus improving their skills [25].
In this study, preschool teachers’ professional development is a process for individuals,
groups, and organizations to acquire more efficient and effective teaching and learning. In
addition, [26] says that it is a process that requires a long period of training involving theory as
the basis of practice, codes of conduct of its own, and a high degree of autonomy so that the
teaching profession can be labeled as a professional.
School development plan is an approach to organizing relevant information about the
current state of preschool to the desired future state. It also allows teachers to set short-term and
long-term goals and aspirations. Moreover, [27] says that the preschool development plan must
be flexible and sensitive to the situation of local plans to improve the quality of preschool
education.
786 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
According to [28], effective teaching refers to teachers who can bring children to the
learning outcomes of the past and teachers not only know the concept, but also need to apply the
concept or practices in classes taught . This involves a structured teaching pattern in terms of
organization and conscious classroom lesson content to produce high quality education [29].
Social learning theory proposed by Bandura emphasized that a preschool teacher's
behaviour is influenced by the environment through reinforcement and imitation learning,
The ways of preschool teacher thinking can influence the quality of teaching in preschools.
According to Bandura, observing and imitating the behaviour and attitudes of others is an act
of learning. Bandura's theory also explains human behaviour in the context of continuous
reciprocal interaction between cognitive, behavioral, and environmental influences.
The TQM philosophy was developed by [1] and [2]. According to [1], TQM can also be
used in the field of education although it has been used successfully in business. TQM focuses
on commitment to leadership and strong support from leaders in business in order to achieve
quality awareness, involvement of all employees, continuous progress, and a systematic
approach towards the success of the organization [30]. This opinion is supported by [31], which
states that the school leaders should apply the ideas of TQM based on flexible, high
commitment, and the government is targeting long-term strategy through customer satisfaction
and confidence. In addition, [32] explains that the ideas of TQM in education leadership,
scientific methods and tools, problem solving, and organizational culture. [33] refers to the
leadership in TQM that divides the work efficiency of individual leaders, shares ideas to give
strong support [34] in order to work with teachers or administrators in achieving the
organization's vision.
Based on the problems as discussed in research, the relationship between variable concept of
instructional leadership of teachers, parental involvement in preschool education, preschool
teachers’ ICT in teaching, teachers’ professional development, preschool development plans and
effective teaching will be based on a model of a prior formation by researchers using
conventional approaches SEM (structural Equation Modeling).
2. Method
A pilot study was conducted in one hundred normal daily preschools to ensure that the
questions in the questionnaire are well understood by respondents. Each preschool was
represented by a preschool teacher. The selection of samples for respondents in the study was
made randomly. This was done to evaluate the effectiveness of perceptions. The data were
collected from 100 respondents in order to achieve the accuracy of the instrument as well as the
reliability and validity of the instrument [35].
According to [36], Structural Equation Modeling (SEM) analysis method is designed to
analyze quantitative data. SEM using the test models for investigating the inter-relationship of
cause and effect between the variables in the study group. Model hypothesis proposed by the
researcher will test corresponding data collected from the survey respondents. In this study,
SEM analysis was conducted using Analysis of Moment Structure (AMOS) version 23. In this
study, Structural Equation Modeling (SEM) model two-step approach proposed by [36] will be
|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
787
used. According to [37], researchers should test the measurement model first, and if found fit to
be accepted, then the researchers continue to test the structural model. Model structure is formed
by correlating the measurement model.
Measurement model is part of the Structured Equation Modelling (SEM)
which discusses the relationship between latent variables and variable observatories or each
item. This is done to specify the relationship between latent variables and each item [38]. When
the measurement model has reached an acceptable overall fit, then the next step is to test the
structural model. This includes test all structural path between the latent variables in the model
and the overall fit of the hypothesized structural model. If the overall fit is unacceptable, then the
model had to be modified based on the theory. [39] suggest categories fit in evaluating a model
that has been built. Information about the kind of fit this category are summarized in the Table 1
below:
Name of category Name of index Lavel of acceptance
1. Absolute fit Chi-Square
RMSEA
GFI
P-value > 0.05
RMSEA < 0.08
GFI > 0.90
2. Incremental fit AGFI
CFI
TLI
NFI
AGFI > 0.90
CFI > 0.90
TLI > 0.90
NFI > 0.90
3. Parsimonious fit Chisq/df Chi-square/df < 3.0
788 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
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This chapter discusses the methodology of the study. Hypotheses will be tested by using
the quantitative method. The study of the relationship between instructional leadership,
involvement of parents in school education, teachers’ ICT in teaching, teachers’ professional
development, the development plan and the effectiveness of teaching will be carried out
randomly selected preschools. Primary data will be collected using a questionnaire. Through
research methodology described in this chapter, expected ways, methods, and approaches
proposed are the most appropriate instrument to be used to achieve the objectives of this study.
3. Results
Confirmatory Factor Analysis (CFA) is a special form of factor analysis. It is employed to
test whether the measures of a construct are consistent with the researcher’s understanding of the
nature of the construct. The CFA procedure replaced the older methods to determine construct
validity. Every measurement model of a latent construct needs to undergo CFA before modeling
in SEM.
In this study, the researcher run AMOS to calculate the standardized estimate and squared
multiple correlations by clicking the respective box in the analysis menu. The standardized
estimate indicate the factor loading for each item in a measurement model. Any item having
loading less than 0.6 and R² less than 0.4 should be deleted from the measurement model. An
item having low factor loading simply means that particular item is deemed useless to measure
that particular construct. Keeping useless item in a model will affect the fitness index of the
model.
Reliability will assess through three criteria namely, internal reliability using Cronbach
alpha with threshold 0.600 and above [40] calculated using SPSS. While construct reliability
(CR) should be 0.6 and above and average variance extracted (AVE) should be greater than 0.5
using AMOS application. The result is shown in Table 2 as follow.
The goodness of fit indexes was obtained for each construct as shown in Table 2 below.
Table 2: Fit Indexes for the Constructs
After each construct achieved goodness of fit index, researcher draw the structural model
based on the result of measurement model. This structural model as shown in Figure 2 .
Contructs
Absolute
fit
RMSEA
(<0.08)
Incremental
fit
GFI
(>0.90)
Parsimonious
fit
CFI
(>0.90)
Chi Square
/df
(<5.0)
Comments
KI .073 .991 .996 2.410 Achieved
PIB .000 .998 1.00 0.483 Achieved
TMK .006 .992 .995 2.228 Achieved
PPG .076 .991 .992 2.544 Achieved
PPP .043 .995 .997 1.497 Achieved
PB .079 .996 1.00 1.015 Achieved
|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
789
Figure 2 : The constructs are assembled into Structural Model for path analysis
790 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
Analyzing the mediator in this model:
i) Identify whether instructional leadership of the headmasters affects effective
teaching directly or indirectly.
0.08
ii) Identify whether the involvement of parents in school education is the mediator of
the relationship between headmasters' instructional leadership and effective
teaching.
0.42 0.16
0.08
a) The Indirect Effect = 0.42 × 0.16= 0.0672
b) The Direct Effect = 0.08
c) Since Indirect Effect < Direct Effect, the mediation not occur
So, involvement of parents in preschool education is not a mediator.
iii) Identify whether preschool teachers’ ICT in teaching is the mediator of the
relationship between headmasters' instructional leadership and effective teaching.
Preschool teachers’ ICT also is not a mediator because researcher must deleted this contruct in
order to accepted the fitness indexes for structural model in this study.
Involment of
parents in
preschool
Education
Effective
teaching Headmasters’ Instructional
Leadership
Headmasters’
Instructional
Leadership
Effective Teaching
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791
iv) Identify whether the teacher professional development is a mediator of the relationship
between headmasters' instructional leadership and effective teaching.
0.59
0.08
a) The Indirect Effect = 0.59 × 0.17 = 0.100
b) The Direct Effect = 0.08
c) Since Indirect Effect > Direct Effect, the mediation occur
So, teacher professional development is a mediator in this study.
v) Identify whether the preschool development plan is a mediator of the relationship between
headmasters' instructional leadership and effective teaching.
0.27 0.14
0.08
a) The Indirect Effect = 0.27 × 0.14 = 0.0378
b) The Direct Effect = 0.08
c) Since Indirect Effect < Direct Effect, the mediation not occur
So, preschool development plan is not a mediator in this study.
Effective
teaching Headmasters’
instructional leadership
Teacher
professional
development
Effective
teaching Headmasters’
instructional leadership
Preschool
development
plan
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4. Discussion and Conclusion
The efficiency and success of the organization, especially the preschool is located at the
top as well as the extensive involvement of all parties. In this case, the role of the headmaster is
very important in moving the work culture of quality to all school staff. The top management should apply TQM concept in preschool so that the information can be distributed to all teachers
effectively to improve the quality of preschool education. The findings show that the instructional leadership of the headteacher is highly contribute
leadership when compared with other mediators. However, headmasters’ instructional leadership should be implemented TQM practices that will improve the quality of preschool
education system in Sarawak.
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14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
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Development of E-Learning Module in Basic Electricity
Osuardo A. Pabatang Jr1, Roxan A. Consolacion2, Rey A. Etom3
1,2,3 Department of Technology Teacher Education, College of Education,
1,2,3 MSU-Iligan Institute of Technology, Philippines 1E-mail: osuardojr.pabatang@g.msuit.edu.ph, 2E-mail: roxan.consolacion@g.msuiit.edu.ph,
3E-mail: rey.etom@g.msuiit.edu.ph
Abstract
The main purpose of the study is to develop and evaluate an E-learning module in Basic
Electricity as an instructional material. In the development of the Basic Electricity E-Learning
module, the Rapid E-Learning Authoring and Development (RELAD) model was used which
involved the following stages: Analysis, Design, Development, Evaluation and Implementation.
The study employed pilot testing to seven (7) fourth year BSTTE – Industrial Technology
Students using a checklist to check the functionality and interactivity of the Basic Electricity E-
Learning module. Qualitative evaluation was done by ten (10) teachers for the modification and
finalization of the Basic Electricity E-Learning module. The pilot testing results revealed that
majority of the students cited that the Basic Electricity E-Learning module was well-done and
can be a very good instructional material in teaching Basic Electricity. On the teachers qualitative
evaluation it highlights the following results: 1. The content of the Basic Electricity E-Learning
module is appropriate for the target audience since it was presented chronologically and has
multiple multimedia elements to enhance learning, 2. The Basic Electricity E-Learning module
possessed interactivity to encourage learners’ participation, 3. The learning resources provided in
the Basic Electricity E-Learning module are sufficient to enhance learning, 4. The assessment
activities provided in the Basic Electricity E-Learning module are aligned with the objectives of
the lesson as reflected in the module and 5. The Basic Electricity E-Learning module is easy to
launch for all links work properly. Thus, it is recommended that the Basic Electricity E-Learning
be utilized by the learners to assess its effectiveness.
Keywords: E-Learning, E-Learning Module, Basic Electricity
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Introduction
Higher educational institutions (HEIs) are mandated to produce highly skilled and
competent graduates in their field of specialization. In order to realize the said mandate, the
Commission on Higher Education (CHED) as a leading agency in ensuring quality higher
education has set minimum standards in the course offering of every colleges and universities in
the Philippines comparable to international standards. This means that the colleges and
universities should venture on the latest and effective teaching strategies and instructional
materials in order to aid in the quality delivery of instruction.
To cope up with global standards, the use of E-Learning module has become a trend. E-
Learning stands for Electronic Learning in which the learner uses a computer to learn a task,
skill, or process. This may also be referred to computer-based training, web-based training, and
online learning (Digital Harbor, 2010).
E-learning module is made up of chunks of information used to educate or inform. E-
Learning modules can include text, images, videos, quizzes, questionnaires, PDFs or other related
resources. In layman’s terms, it means that they can be delivered from a wide variety of
platforms and Learning Management Systems or even stand-alone activities (Learning Pool,
2013). It allows learner to enjoy while building their capacities without putting pressure on them.
Using E-Learning module in teaching is one of the options in order to respond to or even exceed
the challenges in the teaching-learning environment.
With this, the idea of developing an E-Learning module was conceptualized. E-Learning
module is a computerized instructional material where learning contents are structured and
arranged according to the syllabus. E-learning module can offer effective instructional methods,
such as practicing with associated feedback and combining collaboration activities with self-
paced study. Further, all learners receive the same quality of instruction because there is no
dependence on a specific instructor (E-learning¬ Methodologies, 2011).
Conceptual Model of the Study
INPUT
PROCESS
OUTPUT
Figure 1. The Conceptual Model of the Study
A. Knowledge Requirements
B. Application Program
C. Hardware and Software
Rapid E-Learning Authoring
and Development (RELAD)
Analysis Design Development Evaluation
Pilot Testing
Teacher Evaluation Implementation
E-Learning
Module
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Objectives of the Study
The study aimed to develop and evaluate an E-Learning Module in Basic Electricity.
Specifically, the study seeks to:
1. Design an E – Learning module in Basic Electricity using available open source applications
and other learning resources.
2.Develop an E-Learning module based on its design using the following open source
applications: eLearning XHTML editor (eXe), Hot Potatoes Version 6, Microsoft Paint, Astra
Gift Maker, MS Power Point and MS Word.
3.Test the functionality of E-Learning module in Basic Electricity in conformity with its design
standard; and
4.Evaluate the E-Learning module in Basic Electricity in terms of its Content, Interactivity,
Learning Resources, Assessment, and User Friendliness
Scope and Limitation of the Study
The main focus of this study was to develop and evaluate an E-Learning Module in Basic
Electricity for the second year BSTTE-Industrial Technology students of College of Education,
MSU-Iligan Institute of Technology.
In the development of the E-Learning module, the following open source applications
were used such as eLearning XHTML editor (EXE), Hot Potatoes, Microsoft Paint, Microsoft Word,
and Microsoft Power Point embedding video clips, graphics and animations related to the topics.
In developing the module, eXe authoring tool was installed in a computer with Windows
7 operating system so that all other applications needed will run smoothly. For video clips, they
were in MP4 file format which can be played via VLC media player. All graphics and images
were in JPEG file format. The animations used were taken from the internet in GIF file format.
Although the methods used in developing the E-Learning module includes implementation,
however; the research is only until evaluation since there will be a second phase in the study.
Literature Review
The implementation of the K-12 curriculum changes the landscape of the basic education
system in the Philippines. The K to 12 Program covers Kindergarten and 12 years of basic
education. K-12 curriculum provides sufficient time for mastery of concepts and skills, develop
lifelong learners, and prepare the students to graduate and be ready for tertiary education, middle-
level skills development, employment, and entrepreneurship (Philippine Official Gazette, 2015).
To ensure the success of the K-12 curriculum, three agencies in the government work
hand in hand which include the Department of Education (DepEd), Commission on Higher
Education (CHED) and the Technical Skills Development Authority (TESDA). DepEd as the
leading agency in the implementation of K-12 coordinated with CHED for the alignment of the
course offerings of the colleges and universities in the Philippines especially Teacher Education
Institutions (TEIs). On the other hand, DepEd also coordinated with TESDA as primary agency
for the supervision and management of vocational – technical education in the country (IRR of
the Enhanced Basic Education Act, 2013).
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Adjusting to the recent development of the educational system especially in basic
education, TEIs has been challenge on how to produce competent teachers suited for the
requirements of DepEd. Aside from revising curricular offerings, latest innovations and modern
teaching strategies has been introduce to address the problem. According to Campbell et al
(2013), it is important that teachers learn to utilize a variety of teaching methodologies in order to
cater for the range of learning needs and requirements that are present within most class
environments. These are what we call innovative strategies in the classroom which include
cooperative learning through group dynamics and activities, blended learning (combination of
online learning and traditional face-face learning, Modular instruction or individualized learning,
E-Learning and many others.
AmTec.org, (2013) defines a module as a unit of work in a course of instruction that is
self-contained and a method of teaching that is based on the building up skills and knowledge in
discrete units. It is exactly the same as a regular college course, only smaller. Each module
teaches a specific skill or knowledge area and takes only three to eight weeks to complete.
Modular teaching is one of the most widespread and recognized teaching- learning
techniques in United States, Australia and many other Western countries including Asian region.
All kinds of subjects are being taught through modules. It is a recent development based on
programmed learning; a well-established and universally recognized phenomenon. It is
considering the individual differences among the learners which necessitate the planning for
adoption of the most appropriate teaching techniques in order to help the individual grow and
develop at her/his own pace (Educational Technology, 2011).
Moreover Balderas, (2012) stated that in the present time, modular instruction has
evolved from printed to E-Learning module as an emerging approach to learning. These two
modes of modular instruction have been used in the Philippines today. They are used as
enrichment or supplementary instructional materials for learning concepts and skills, or as
remedial instruction are necessary for slow learners and as advance instruction for the fast and
highly motivated ones. [9]
E-Learning Help (2013) discussed and described E-Learning: E-learning can be defined
as the use of computer and Internet technologies to deliver a broad array of solutions to enable
learning and improve performance. E-Learning Module is a tool that provides course materials in
a logical, sequential, order, guiding students through the content and assessments in the order
specified by the instructor. Instructors can insert formatted text, files, web links, Discussion
Topics, Assignments, Tests & Quizzes, and Assessments and soon. Content can be structured in
such a way as to require students to complete content before they are allowed to proceed to the
next content. It is also possible for instructors to set up a place for students to add content to the
Learning Module.
Parallel to this, Learning Pool (2013) presented a number of benefits of using E-
Learning module as an instructional material. That it is 1) Scalable, Efficient and Fast E-learning
gives user the ability to roll-out to large audiences cost-effectively. 2) Capacity and consistency
of E-learning offers the ability to achieve high levels of coverage among the target audience and
ensures the message communicated is consistent. 3) Higher Learning retention than traditional
learning, E-learning results in higher knowledge retention rate as it appeals to a wider range of
learning styles. 4) Using E-learning saves time and money. 5) Measuring learning activity and
proving return on investment. Using Learning Management System, tracking Learner progress is
a breeze and reporting on activity is a button press away. 6) Reduce carbon footprint by
delivering class online and testing students through online quizzes that provides alternatives to
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799
paper-based forms of learning and testing. 7) Flexibility and finding hard to reach people. E-
learning can give students the freedom to learn when and where they want, and at their own pace.
The Basic Electricity E-Learning module was developed through a model called Rapid E-
Learning Authoring and Development (RELAD) patterned from Punyabukkna et.al. (2006). This
model was used because it served to be easy and cost-effective compared to other models.
In RELAD, no storyboard is needed to be produced. The process would entail joint-user
development by which content is segmented and feed into E-Learning authoring tool as
segmented text frames. Then the instructional designer will work with user to specify the
engaging elements, the creative presentation, the composition of objectives, the authoring of
assessments. All these are done using the E-Learning authoring tools. The authoring and
development process are well integrated, and the E-Learning frames will be used as the
storyboard with live presentation which is the production model (Punyabukkna et al, 2006).
Methods
This study is a developmental research utilizing the Rapid E-Learning Authoring and
Development (RELAD) mode comprising of the following stages: Analysis, Design,
Development, Evaluation and Implementation. Implementation was not included in this study
since there will a second phase. Upon the completion of the module, it was pilot tested to seven
(7) Industrial Technology students to check the functionality and interactivity of Basic Electricity
E-Learning module. The modified Basic Electricity E-Learning module after the pilot testing has
undergone qualitative evaluation conducted by the Ten (10) teachers from MSU-IIT composed of
(3) Electricity Teachers and (7) ICT teachers.
Findings and Analysis
This chapter presents the project description, and project structure. This also includes the
result of the pilot testing and qualitative obtained from teacher respondents.
Project Description
The Basic Electricity E-Learning module is an instructional material intended for
the teaching of Basic Electricity subject. It is specifically designed for the second year Industrial
Technology students who will be taking the said subject.
The Basic Electricity E-Learning module contains various multimedia elements
such as video clips, MS Power Point presentations, MS Word documents, graphics, animations,
interactive activities and quizzes to enhance the students’ learning. eXe authoring tool was
installed in a computer with at least Windows 7 operating system so that all other applications
needed run smoothly. For video clips, VLC media player was used for compatibility. All
graphics and images were in JPEG file format. The animations used were taken from the internet
with GIF file format.
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Project Structure
The Basic Electricity E-Learning module is composed of different components to
meet the demands of the learners. Most of the components are consistently found in every lesson
of the module. The components include: Overview, Objectives, Motivational Activities, Lesson
Presentation, Summary, Enrichment Activities, Assessment Activities, and References.
Figure 1. The Homepage
Navigation Button
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Project Evaluation
1) Result of the Pilot Test
Upon the completion of the module, pilot testing was done on the seven (7) fourth year Industrial
Technology Students. The result of the pilot test is shown in Table 2.
Table 1: Result of the Pilot Test Conducted on Seven Industrial Technology
Students in Basic Electricity
Module parts Yes No Yes No
1. Lesson Overview 4. Enrichment Act.
Animations 7 Video Clips 7
Graphics and videos
clips
7 MS Word links 7
Hide/Unhide 7
2. Motivational activities 5. Application
Power Point 7 MS Word
Links
7
Puzzle 6 1
MS Word links 7
3. Lesson Presentation 6. Assessment Tools
Animations 7 Pre – Test 7
Graphics and video
clips
7 Post – Test 7
Power Point 7 Quizzes 7
MS Word links 7
Table 2 shows the result of the seven fourth year BSTTE – IT student’s evaluation during
the pilot testing. It can be gleaned in Table 2 that all of the students have found out that almost all
parts of module with graphics, animations, Power Point presentations, Puzzles, MS Word
documents, video clips and assessment activities had performed according to its function.
However, one of the students was not able to open the puzzle because of the technical error in his
computer.
Here are the comments of the students:
1) Some of the words are topographically wrong. (S1, S2, S4, S5, S6)
2) Students are enjoying while learning using the module. (S2)
3) The module is very well done and can be an excellent material in learning basic
electricity. (S1, S2, S3,S5, S6, S7)
4) All of the interactive activities function well. (S1, S2, S3, S4, S5, S7)
5) Some topics are very long and not interactive (S2, S3, S4, S5, S6, S7)
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Based on the comments, majority of the students cited that the Basic Electricity E-
Learning module was well-done and can be an excellent instructional material in teaching Basic
Electricity. On the other hand, some misspelled words were identified by the students and
commented that there are topics which are lengthy and not interactive. With the result of the
pilot testing, the module was reviewed and modified before it was evaluated by the
teachers/experts.
2) Result of the teacher Evaluation
Ten (10) teachers have done a qualitative evaluation on the Basic Electricity E-Learning
module when it was modified after the pilot testing. The evaluators are composed of seven (7)
ICT teachers and three (3) electricity teachers using the evaluation guide. The module was
evaluated according to the following criteria: Content, Interactivity, Learning Resources,
Assessment and User friendliness. The results of the evaluation are as follow:
A. Content
Comments of the teacher respondents:
1. The content is provided in all areas based on the syllabus. (T1, T4)
2. The content is appropriate for the target audience since it was presented
chronologically and has multiple multimedia elements to enhance learning. (T2, T3,
T4, T5, T7, T9, T10)
3. The offline quiz will engage students on checking their own understanding and have
an opportunity to go back to the content. (T3)
4. It is not stated in the module overview who will be the target user of this module. The
content of the module is easy to understand, however; there are objectives that are
more than four (Lesson 4). (T5)
5. Some parts of the lessons have topographical error. (T6, T7, T8)
6. Lesson summaries are too wordy. (T6)
7. The content is suitable for the target audience since they have background in their
high school TLE specifically electricity. (T7)
8. Discussion are simple and easy to follow. (T8)
9. The digital images are clear and simple to understand even for beginners. The content
is direct and easy to understand. (T10.)
Based on the comments, most of teacher respondents said the content of the Basic
Electricity E-Learning module is appropriate for the target audience since it was presented
chronologically and has multiple multimedia elements to enhance learning.
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B. Interactivity
Comments of the teacher respondents:
1. Solutions to the problem by default is hidden first but has a link to show how it is
derived. (T1)
2. The students has the options to review the lessons and proceed to the next lesson.
They can also answer the quiz or other activities if they like. (T2)
3. I like the interactive presentation and quizzes embedded on each lesson/module. (T3)
4. It has embedded links and resources for students to read on. ( T4, T10)
5. There are options for learners to click on. Ease in navigating through the lessons
presented. There are too many instructions and to click on. (T8)
6. The module possess interactivity to encourage learner’s participation. (T2, T3, T4, T6,
T8, T9, T10)
7. Videos are provided if the reader needs more clarifications. (T10)
Based on the comments, majority of the respondents mentioned that the Basic Electricity
E-Learning module possessed interactivity to encourage learners’ participation.
C. Learning Resources
The following are the comments on the learning resources of the module:
1. It discusses on some extent on the lesson at hand. Necessary information are presented
in different learning resources. (T2)
2. There are some activities and quizzes that need to be reviewed. (T3, T5, T9)
3. The learning resources can be easily downloaded. (T4)
4. Learning resources are sufficient to enhance learning. (T1, T3, T4, T5, T7, T8, T9,
T10)
5. Learning resources are interesting and well connected to the lesson/topic. (T6)
Based on the comments, most of the teacher respondents said that the learning resources
provided in the Basic Electricity E-Learning module are sufficient to enhance learning.
D. Assessment
The following are the comments on the assessment tools used in the module:
1. The evaluative activities are feasible and accurate since I tried it myself. (T8)
2. The assessment activities are aligned with the objectives of the lesson as reflected on
the module. (T1 T2, T3, T4, T5, T8, T9, T10)
3. Assessment tools both evaluates cognitive and psychomotor skills. (T4)
4. The different ways in answering the quizzes make the activity interesting. (T6)
5. Quizzes always include immediate feedback. (R10)
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Based on the comments, most of the respondents commented that the assessment
activities provided in the Basic Electricity E-Learning module are aligned with the objectives of
the lesson as reflected in the module.
E. User Friendliness
The following are the comments on the user friendliness of the module:
1. As for now, I think it can only be launch using a windows based computer . (T2)
2. The module is easy to launch for all links works properly. (T3, T4, T5, T7, T8,T9,
T10)
3. The material is very user friendly. (T4)
4. The module is easy to follow. (T5)
5. The clickable icons lead to the right direction. (T6)
6. As an offline resources, it is easy to launch. (T10)
Based on the comments, most of the teacher respondents said that the Basic Electricity E-
Learning module is easy to launch for all links work properly.
Summary Findings
The study aimed to develop and evaluate the Basic Electricity E-Learning module which
may serve as an instructional material intended for the teaching of IndTech 101 – Basic
Electricity subject as a major component of BSTTE – Industrial Technology program of the
Department of Technology Teacher Education of the College of Education, MSU-IIT.
Pilot testing was done by seven fourth year (7) BSTTE-Industrial Technology students to
evaluate the functionality and interactivity of the Basic Electricity E-Learning module.
Qualitative evaluation was done by ten (10) teachers for the modification and finalization
of the Basic Electricity E-Learning module.
On the Result of the Pilot Testing:
1. Majority of the students cited that the Basic Electricity E-Learning module was
well-done and can be an excellent instructional material in teaching Basic
Electricity.
2. Some misspelled words were identified by the students and commented that there
are topics which are lengthy and not interactive.
On the teacher evaluation, it yielded the following results:
1. The content is appropriate for the target audience, presented chronologically and
has multiple multimedia elements to enhance learning.
2. The Basic Electricity E-Learning module is characterized by possessing
interactivity to encourage learners’ participation.
3. The learning resources are sufficient to enhance learning.
4. The assessment activities are aligned with the objectives of the lesson as reflected
on the module.
5. The Basic Electricity E-Learning module is easy to launch for all links work
properly.
|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
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Conclusion
Based on the findings of the study, the following conclusions were drawn:
1. The developed Basic Electricity E-Learning module conforms to its design standard.
2. The Basic Electricity E-Learning module can be a very good instructional material in the
teaching of Basic Electricity subject.
Recommendations
Based on the forgoing findings and conclusions drawn, the following recommendations
were made:
1. Implement the developed E-learning module to be utilize and evaluate by the student.
2. The material can be reviewed by other experts for possible application of copyright or
patent.
3. Conduct an experimental research on the effectiveness of the Basic Electricity E-learning
module to measure the effectiveness of the module.
806 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
References
AmTec.org (2013). What is a Module? Date Retrieved: Dec. 5, 2013 from
http://www.autoworkforce.org/Curriculum_Resources/What_is_a_Module.aspx
Balderas, Don (2012). Modularized Instruction in Philippine Schools. Date Retrieved: February.
8, 2014 from http://hubpages.com/hub/Modularized-Instruction-in-Philippine-Schools
Campbell, Brenton et al. (2013). Development Learning and Teaching. Date Retrieved:
December 20, 2013 from
http://ehlt.flinders.edu.au/education/DLiT/2004/13DLT/GuidedDisc.htm
Digital Harbor (2010). What is eLearning? Date Retrieved: December 18, 2013 from
http://www.digital-harbor.net/
Educational Technology (2011). Modular Method of Teaching. Date Retrieved: December 05,
2013 from http://anandkab.com/2011/04/modular-method-of-teaching.html
E-Learning Help (2013). What is Learning Module? Date Retrieved: December 5, 2013 from
https://lss.at.ufl.edu/help/Learning_Modules
E-learning¬ Methodologies (2011). A Guide for Designing and Developing E-learning Courses.
Date Retrieved. December 10, 2013 from
http://www.fao.org/docrep/015/i2516e/i2516e.pdf
Learning Pool (2013). What is an e-learning module? Date Retrieved: December 10, 2013 from
http://www.learningpool.com/what-is-e-learning-2/
Implementing Rules and Regulation (IRR) of the Enhanced Basic Education Act of 2013 or RA
10533 (2015). Retrieved February 15, 2015 from http://www.gov.ph/2013/09/04/irr-
republic-act-no-10533/
Philippine Official Gazette (2015). FREQUENTLY ASKED QUESTIONS. Retrieved: February
15, 2015 from http://www.gov.ph/k-12/#FAQs
Punyabukkna, Proadpran et.al (2006). RELAD: A Rapid eLearning Authoring and Development
Model. Date Retrieved: December 16, 2013 from: http://www.rapid%20e-
learning%20authorinandevelopment/Model.com
|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
807
An Examining the Mental Health Status of Sedentary Students
Sinku Kumar Singh
Swami Ramanad Teerth Marathwada University Nanded(MS), INDIA
E-mail: drsinkusingh@gmail.com
Abstract
The present study was to determine the Mental Health of sedentary students. For measure
the mental health of the study, Mental Health Inventory(MHI-38)prepared by Davies AR,
Sherbourne CD, Peterson JR and Ware JE (1998) was used. Six categories of mental health
namely Anxiety, Depression, Emotional Control, General Positive Affect, Emotional Ties and
Life Satisfaction were comprised. The sample consisted of 75 Sedentary students and 75
Physical education students were selected for the study. The result reveals that significant
difference of mental health was found between sedentary and physical education students. In
order to find out the differences of six sub scales of mental health between sedentary and physical
education students; t-ratio was computed for each category separately. The result reveals that
significant differences were found in Anxiety (t=,<.05), General Positive Affect (t=,<.05) and
life satisfaction (t=,7.80<.05) between Sedentary and Physical education students. However,
insignificant differences were found in Depression, Emotional Control and Emotional Ties
(t=0.9) between Sedentary and Physical education students. The findings of the study shows that
sedentary students having poor mental health and more anxious as compare than their
counterparts.
808 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
Introduction:
The sedentary students engage in any physical or any sporting activities whereas physical
education students regularly engage in physical or sporting activities. Sedentary lifestyle is one of
the major causes of life style disease disability around the world. Approximately two million
deaths every year are attributable to sedentary lifestyle; the findings from a WHO study on risk
factors suggest that sedentary lifestyle is one of the ten leading causes of death and disability in
the world. Physical inactivity increases all causes mortality, doubles the risk of hyper and hypo
tensions, cardiac related disease, diabetes and obesity. It also increases the risks of asthma, stress
cancer, lipid disorders, osteoporosis, depression anxiety and other psychological related
disorders. Levels of inactivity are high in college students. In developed countries especially in
India more than half of adults are insufficiently active. Poverty, crime, Crowding, poverty low air
quality, and a lack of parks, sports and recreation facilities, and sidewalks make physical activity
a difficult choice. Physical activity increase is currently under study as a possible prevention
strategy for cancer, obesity, and cardiovascular disease (Dubbert, 2002).
Wikipedia Dictionary (2010) explains mental health as a state of emotional and
psychological well-being in which an individual is able to use his or her cognitive and emotional
capabilities, function in society and meet the ordinary demands of everyday life. Health is a state
of complete physical, mental and social well being and not merely the absence of disease or
infirmity defines the Constitution of the World Health Organization. Methods
The data was collected from 75 sedentary students and 75 physical education students.
Data was collected individually through questionnaires from swami Ramanand Teerth
Marthwada University during the academic year 2015-2016. The data was checked for accuracy
and completeness and was coded and putup into the SPSS Descriptive statistics for all studied
variables, percentage mean, standard deviation and t-ratio were considered statistically technique
throughout the study and the level of significant was set-up at 0.05 level. For measure the mental
health of the study Mental Health Inventory(MHI-38) prepared by Davies AR, Sherbourne CD,
Peterson JR and Ware JE (1998) was used. All of the 38 MHI items, except two, are scored on a
six-point scale (range 1-6). Items 9 and 28 are the exception, each scored on a five-point scale
(range 1-5). The pre-coded values of each item are shown on the copy of the instrument on the
preceding pages. Only six categories of mental health namely Anxiety, Depression, Emotional
Control, General Positive Affect, Emotional Ties and Life Satisfaction were comprised. Raw data
converted into standard score. The body mass index (BMI), or Quetelet index, is a measure
through individual's weight and height.
|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
809
Results and Discussion
The results and discussion have been presented in concise and comprehensive manner that
is easy to comprehend starting with selected physical parameter . The results concerning this are
presented in the form of tables. For the sake of convenience and methodical presentation of the
results, following order has been adopted.
Table – 1
Personal Characteristics of Sedentary and physical education students
Sr.No.
Personal characteristics Students
Sedentary (75) Physical education(75)
1) Weekly Physical Exercise 00.00 % 100%
2) Use of Internet 89.33% 82.66%
3) Daily smoking 38.66% 17.33%
4) Any Chronic Disease 25.33% 5.33%
5) Any physical deformities 9.72% 2.66%
6) Body Mass Index 13.33% 6.66%
Table-1 indicates the percentage of personal characteristics of Sedentary and Physical education students.
Table-2
Mean Scores, Standard Deviation and t-ratio of the six subscales of mental health between
Sedentary and Physical education students.
Six subscales Students Number Mean S.Ds. t-ratio
Anxiety Sedentary students 75 28.89 5.11 4.39*
Physical education
students
75 26.26 4.34
Depression Sedentary students 75 12.23 3.34 0.09 NS
Physical education
students
75 12.18 3.39
Emotional
Control
Sedentary students 75 31.45 4.22 0.21 NS
Physical education
students
75 33.67 4.29
General Positive
Affect
Sedentary students 75 34.54 6.11 4.51*
Physical education
students
75 32.34 5.34
Emotional Ties Sedentary students 75 9.30 1.45 0.09 NS
Physical education
students
75 10.17 1.30
Life Satisfaction Sedentary students 75 2.56 0.44 11.26 *
Physical education
students
75 3.27 0.37
Mental
health (Combined
scores)
Sedentary Students 75 117.10 6.67
3.91* Physical education
Students
75 120.65 6.88
* Significant at .05 level. NS= Not Significant
Table 2 depicted Mean Scores, Standard Deviation and t-ratio of the mental health along with its
six subscales between Sedentary and Physical education students.
810 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
Discussion
The findings of the study shows that, 00.00% sedentary students engaged in daily
physical exercise, whereas 100% Physical education students engaged in daily physical exercise.
It was found that, 89.33% sedentary students and 82.66% physical education students used
internet. 38.66% sedentary students’ and15.35% Physical education students reported that they
have smoked. In addition, 25.33% sedentary students and 5.33% physical education students
suffered from chronic diseases. However, 9.72% sedentary students and 2.66% physical
education students reported their any physical deformities. Furthmore, In addition, 13.33%
sedentary students and 6.66% physical education students suffered from BMI. The findings of the
study show that significant difference of mental health was found between Sedentary and
Physical education students. In order to find out the differences of six sub scales of mental health
between Sedentary and Physical education students; t-ratio was computed for each category
separately. The result reveals that significant differences were found in Anxiety (t=,<.05),
General Positive Affect (t=,<.05), and life satisfaction (t=,<.05) between Sedentary and
Physical education students. However, insignificant differences were found in depression,
Emotional Control and Emotional Ties between Sedentary and Physical education students. The
result revealed that Sedentary medical students more anxious and incur significantly less satisfied
their life as compare than their counterparts. The high amount of anxiety and poor mental health
of sedentary students may be due to the not involved in weekly or daily exercise.
The relatively high rate of anxiety and poor mental health of sedentary students were
probably due to sedentary students, spent less time in exercise and physical activities,
Preliminary evidence suggests that physically active people have lower rates of stress and anxiety
(Economis, Hildebrant, & Hyatt, (2008). Sinku (2015) investigated that engaging in more
physical activity improves psychosocial health and decreases stress. The several researches have
also shown that physical activity is an effective means of reducing anxiety and various indices of
stress among adults (Bhui, 2002; Dunn, Trivedi, & O’Neal, 2001). Leisure satisfaction and
fitness activities act as stress and anxiety buffers, providing a sense of purpose and competence
for college students (Ragheb & McKinney, 1993). The another reasons of poor mental health and
anxiety of sedentary students may be also due to the sedentary students more smoking and more
suffered from any chronic diseases, physical abnormalities and BMI could contribute to the lack
of sleep and poor self-health care, high pressure of studies and limited time to acquire vast
knowledge prevent sedentary students from adopting a healthy life-style.
Limitations
Results of this study are limited by a relatively small preliminary survey of self-reported
mental health rather than a study of actual behavior, which would be very difficult to achieve. As
such, participants may have answered questions in a socially desirable manner to avoid the
stigma associated with admitting personal inadequacies. A limitation of this study is that it
reflects the findings of some students ; the data was collected in only one university hence, the
results may not be generalized to other institutions Future research is warranted on estimating the
level of mental health by psychometric instruments.
|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
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References
Bhui, K. (2002). Physical activity and stress. In S.A. Stansfeld, & M.G. Marmot (Eds), Stress and
the heart: Psychosocial pathways to coronary heart disease (pp. 158–167). Williston, VT:
BMJ Books.
Dunn, A.L., Trivedi, M.H., & O’Neal, H.A. (2001). Physical activity dose-response effects on
outcomes of depression and anxiety. Medicine & Science in Sports & Exercise, 33(6
Suppl.), 609–510.
Economos C., Hildebrant L., Hyatt R. (2008). College freshman stress and weight change:
Differences by gender. American Journal of Health Behavior, 32, 16-25
Ragheb M.G. (1993) Campus recreation and perceived academic stress. Journal of College
Student Development, 34(1) 5-10.
Sinku S.K (2015). Mental health of medical Students: A comparative study Between Thai and
Indian Students. International journal of Physical Education Health and Sports science
4(2) :16-21
Sinku S.K .(2015) Academic Stress: comparison between student athletes and non- student
athletes. Indian journal of Physical education and Allied Sciences.Vol 1 (1) 104-108
Sinku S.K, & Bachewar.D (2014) Impact of stress on mental health among post graduate
students. Entire research Vol.6 (3). 50:54
E-sources
http://amhocn.org/static/files/assets/8d6994c3/Mental_Health_Inventory.
http://www.apa.org/helpcenter/exercise-stress.aspx
http://www.apa.org/news/press/releases/stress/2011/gender.pdf
http://www.who.int/mediacentre/news/releases/release23/en/
812 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
Community Empowerment by Gelitik (Gerakan Libas Jentik-Jentik) Program
as An Effort to Increase Free Mosquito’s Larva Number in Payaman Village,
Ngraho Subdistrict, Bojonegoro Regency
Fikha Yozi Indriasari1, Atika Binti Utari2, Devy Mulia Sari3
Bintang Mareeta Dewi4, Elisa Dwi Pertiwi5
Faculty of Public Health, Airlangga University, Indonesia
1E-mail: chu.spiritgirl@gmail.com, 2E-mail: atikabintarii@gmail.com, 3E-mail:mulyadi.devy@yahoo.co.id, 4E-mail:bintang.mareeta@gmail.com, 5E-mail: elisapertiwi005@gmail.com
Abstract
Dengue Hemorrhagic Fever ( DHF) is a infectious disease caused by dengue virus which carried
by mosquito called aedes aegypti. Dengue Haemorrhagic Fever occurs almost every year in
Indonesia and it is sprout to many areas included Bojonegoro Regency. Based on the data of
Bojonegoro Public Health Office, there are 6 people died from 197 accusative of Dengue
Haemorrhagic Fever in 2016. Payaman Village is one of endemic area of Dengue Haemorrhagic
Fever in Bojonegoro with larva free index is 41% . In 2016, there is a person died because this
disease in Payaman village. Therefore, holding new program which can increase people
awareness is very needed. Gelitik is a community empowerment program to eradicate mosquito’ s
larva in that village. There are some activities that included in that program, counselling people
by door to door, establishment of mosquito’ s larva monitor group, and distribution of larva
checking card for each house. The objective of this rearch is to identify community analysis,
determine causes of low larva free index in Payaman village Bojonegoro. results of community
development activities through the Gelitik program in Payaman village. The method of this
research is questionnaires and indepth interview was conducted in accordance with the sample
size was determined using stratified random sampling method. From data analysis we knows that
causing factor of larva free index is less community awareness for the drain of the shower, the
Jumantik workload too heavy, and powder abate distributed seasonally. The intervention result of
Gelitik program is the larva free index increases reach 19% in one week because of the program.
So, it can be concluded, if Gelitik is success to increase the larva free index in Payaman Village.
Keywords: Community Empowerment, Dengue Hemorrhagic Fever, Larva Free Index,
Mosquito’s Larva Eradication
|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
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Background
Dengue Haemorrhagic Fever (DHF) is an infectious disease caused by dengue virus with
Aedes aegypti mosquitoes as the vector. Dengue Haemorrhagic Fever has become an annual
cycle of constantly penetrated almost all regions in Indonesia including the Bojonegoro Regency,
East Java. Based on the health service provides data, the case of DHF has been increased in 2016.
There are 6 people died from a total of 197 cases. Spread of the disease also occurred such as
endemic especially in Payaman village. There is a case of death from Dengue Haemorrhagic
Fever in this village in 2016. Based on the survey results in this village, the priority health
problem is the low rate of larva free index which still 41%, so it can potentialise to Dengue
Haemorrhagic Fever. Low rate of larva free index is caused by ineffective eradication program
and low community awareness of mosquito’s larva. Therefore, a new program which can increase
the rate of larva free index is needed. Gelitik is a program based on community empowerment to
eradicate the mosquito’s larva in this village.
Objective :
1. To know the community analysis in Payaman Village, Bojonegoro Regency, East Java,
Indonesia.
2. To know determine causes of the low larva free index in Payaman village, Bojonegoro
Regency, East Java, Indonesia.
3. To know the results of community empowerment activities through the Gelitik Program in
Payaman Village, Bojonegoro Regency, East Java, Indonesia.
Problem Question:
1. How community analysis in Payaman Village, Bojonegoro Regency, East Java,
Indonesia?
2. What are the causes of the low rate of larva free index in Payaman village, Bojonegoro
Regency, East Java, Indonesia?
3. What is the result of community empowerment activities through the Gelitik program in
Payaman village, Bojonegoro Regency, East Java, Indonesia?
Method of Collecting, Processing, and Data Analysis
This research is located at Tinggang and Ketawang Hamlet, Bojonegoro Regency, Eas
Java, Indonesia. It has been done during 35 days start from July 18th till August 22th. It used
observational descriptive method. The variable of it is larva free index which can be measured by
collecting data of free larva index and the frequence of bath tub draining. Observation intruments
of this research are questionnair, indepth interview, and direct observation. Implementation of
the instruments was conducted in accordance with the sample size was determined using
stratified random sampling method / strata, thus obtained a sample of 221 of the 308 families
(687 people). Data Processing Technique using SPSS version 20 and Microsoft Excel. Data
analysis technique uses a distillation of SPSS and Ms. Excel
814 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
Community Analysis (Precede)
Process Precede-Proceed On Health Issues In the Payaman Village.
Phase 1: Social Diagnosis
Villagers in Payaman village continues to experience growth rate, from the year 2012 as
many as 2,887 inhabitants grew by 0.73% to 2015 amounted to 3,168 people. In the area of the
works, Payaman Village has 5 POSYANDU (integrated service post) who divided into every
hamlet. The scope of our research is in the Ketawang hamlet and Tinggang hamlet. Here is the
last community education data in the payaman village:
- Graduated elementary school : 239 people
- Junior High School : 89 people
- High School Graduate : 61 people
- College : 30 people
Phase 2: Diagnosis Epidemiology
There are some disease that occured in Payaman Village, Bojonegoro Regency, East Java
Indonesia. Below will be shown the distribution of disease in Payaman Village.
Table 4:21 Distribution of the incidence of disease caused by mosquitoes in the Payaman
Village
No. Year Cases Insident Death
1. 2014 Chikungunya 20 -
2. 2015 Dengue Haemorrhagic
Fever 1 -
3. 2016 Dengue Haemorrhagic
Fever 2 1
From the table above it can be seen that the incidence of diseases caused by mosquitoes in
the Payaman Village including Extraordinary Events (KLB). In 2016 recorded one case died
from Dengue Haemorrhagic Fever , this happens because there are bins around the residence
because it is not processed and the amount of stagnant water is not closed. This incident became
known by the midwife when patients already have the level of severity so that the current aid can
not be saved.
Phase 3: Diagnosis and Environmental Behavior
Payaman Village Society has a habit of collecting used goods for sale. Goods that are
collected when exposed to rain water can become mosquito breeding. Many people raise fish in
the bath tub, but the awareness is still relatively low especially to drain the bath tub and other tub
water shelter.
Phase 4: Educational and Organizational Diagnose
a. Precipitating Factor
Precipitating factor of the problem is communities have low awareness to drain the bath
tub and let the puddle of water around their homes. In this case, actually the community
have understood that a bath tub drained rarely will cause mosquito larva. However, the
people do not concern on puddle of water in their around. Another reason which caused
people drain the bath tub rarely is it has too large size.
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b. Enabling Factor
The people do not understand the influence of environment to the occurrence of a disease,
so there is no effort to modify the environment for eradicating the mosquito’s larva. In
addition, the ineffectiveness of the Jumantik (larva observer) program also become a
factor that cause low rate of free larva index.
c. Reinforcing Factor
The people house are circumstanced by forest. That is one of reinforcing factors why
Payaman is endemic area.
Phase 5: Diagnosis and Policy Administration
The role of the health service is as a regulator and policy holders for monitoring and
evaluating the activities while implementing the activities is through Ponkesdes (the small clinic
of health in every village). Implementation of the health promotion Program about the Number of
free Larva by District Health Office of Bojonegoro is on Dasawisma logging Program in each
village. The activities undertaken are Health Data logging by the cadres in Villages coordinated
by Payaman Ponkesdes. There are logging Data about healthy behavior in which written Larva
Free Index for every house. But it is only done once every 6 months.
The Root Problems That Cause Low of Larva Free Index
The root problem of Larva Free Index low on Payaman Village, district of Bojonegoro is
analyzed using a systems approach. Systems approach that we use to discuss consist of 6M2T1I.
They are Man, Material, Machine, Money, Method, Market, Time, Technology and the
Environment.
Conceptual Maping of the study of Larva Free Index.
The root problem of Larva Free Index low on Payaman Village, district of Bojonegoro is
analyzed using a systems approach. Systems approach that we use to discuss consist of 3
components, Man, Method, and the Environment of the overall component 6 m-2T-1IE. There
are 4 root problems on components of Man, wasteful water, busy work, lack of awareness, and
the size of the bath tub. On the component Method there are three root causes of the problem,
workload too heavy of Jumantik (Larva observer), the absence of incentives, and abate powder
Man
Material
Machine
Money
Method
Market
Larva Free
Index
DHF
No DHF Low
High
816 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
distributed seasonally. Whereas, there are 6 root cause problems on components of the
Environment, rainy season, lack of SPAL, environment fields, water shelter is not covered, the
cleanliness of the cages is less, and the area of the forest . So, the problem of low Larva Free
Index on Payaman Village, district of Bojonegoro is caused by the 13 root problems.
Conceptual Maping of Larva Free Index in Payaman Village.
Based on the 13 root problems, the are three root problems that reasonably manageable
for related low Larva Free Index intervened are less community awareness for the drain of the
shower, the Jumantik workload too heavy, and powder abate distributed seasonally.
The Results Of The Activities Of The Intervention
The intervention is Gelitik (Gerakan Libas Jentik-Jentik) program. Gelitik is a series of
programs of the solution over the low larva free index in Payaman village. This program begins
with socialization and outreach activities in the community through posyandu program, teen
classes, and in elementary school students. There is another special program for elementary
school students. It is select Ambassador of Anti Larva primary level who will be responsible for
monitoring larva index in his school. This is an early educational effort. Beside that, the
inspection activities to monitor larva index directly from House to House (door to door) by
giving visual media about 4m-plus in a calendar and an inspection card for every house, so that
the family members independently responsible to fill the card each week. With this program,
hoped the community could be empowered to maintain proper hygiene and their own health
especially avoiding the mosquitos, so that, Payaman can eradicate DHF and chikunguya. Below
are activites of Gelitik program:
A. Elucidation PSN (nest mosquito eradication) and socialization Gelitik program in Posyandu
(service center cohesiveness)
1. Description of the Activities
PSN extension and socialization Gelitik in Posyandu are gathered of Community by utilizing
Posyandu (infants-toddlers and elderly) who held every month regularly. Our working area
includes 3 posyandu. PSN extension activities inform the public about the types of diseases
caused by mosquitoes, mosquito bites, symptoms of the disease, the way of handling, and
prevention efforts that can be made. And continued with the Gelitik socialization program and
the procedures for filling the form assessment.
Causing Factor of low Larva
free index :
1. Less community
awareness for the
drain of the shower
2. The Jumantik
workload too heavy
3. Abate powder
distributed
seasonally.
Low Larva Free
Index
Increase DHF
insident
|Proceedings of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016) 14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand
817
2. Purpose
Increase public awareness to eradicate mosquito nest by monitoring the free larva index card
in each house.
3. Method of implementation
Target community gathered in one room and then PSN and Gelitik socialized using power
point.
4. The target
Mothers and elderl in Posyandu of Payaman Villages which consist of Tinggang Lor,
Tinggang Kidul, and Ketawang
5. The indicators of success
The number of target is > 60% of participants, all material is conveyed, and the question from
participants about the material.
B. Socialization about Gelitik in teenagers
1. Description of the Activities
This Briefing is followed by adolescent in Tinggang Lor hamlet. Socializing is done on teens
by providing knowledge about mosquitoes cause DHF, Chikungunya and Malaria mosquito
characteristics, causes Fever, Chikungunya and Malaria DHF, symptoms of the disease,
Chikungunya and Malaria DHF, and how disease prevention DHF and Chikungunya. The
teens must also know about the dangers of the disease, Chikungunya and Malaria because
teenagers often underestimate about hygiene in the house environment by not checking the tub
water shelter inside the house, hanging clothes in the dirty room, uncaring the bottles around
the House which can make a puddle which used by mosquitos for their breeding nests.
2. Purpose
The purpose of this activity is to make the teenagers realize that their environment need to be
concerned. So that, they can prevention activities by implementing 4m+.
3. Method of Implementation
The socialization of adolescents with adolescent and gather the material shown on the
projector with PPT Slides.
4. The target
The teenager who resides in the hamlet of Tinggang.
5. The indicators of success
This program is attended by 70% teenagers in Payaman, and they pay attention with the
explanation, so that they can implement what they knew.
C. Outreach Healthy Behavior and PSN at school
1. Description of the activities
This activity is done to show healthy life of environment to the studens.
2. Purpose
a. teach children as early as possible to a healthy life and maintaining health overall self while
in school and wherever located.
b. as one of the preventive efforts to deal with the problem of disease caused by mosquitoes.
d. as an effort increases the number of free Larva in the school environment.
3. Method of Implementation
The first coordinate with the stakeholder of the school, MI Matholi'ul Falah and SDN 1
Payaman. The students are asked to practice about bath tub monitoring.
4. Target
The entire grade 5 students in SDN 1 Payaman and MI Matholi'ul Falah.
5. Indicators of success
818 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
a. followed by a minimum of 80% of grade 5 students
b. students can understand the 4 m + and can pull the way examination larva inside the tub.
D. Election of Ambassador Anti Larva in elementary school
1. Description of the Activities
The election of Ambassador Anti Larva is an activity undertaken to select one of the
elementary school students as Chairman and exemplary in its efforts for the eradication of
mosquito larva Larva in school.
2. Purpose
a. as an attempt of planting about the attitude of the leadership since the early
b. to select Ambassadors Anti Larva primary level who will be responsible as an example
jumantik of the school.
3. Method of Implementation
The first coordination done with permission to perform elementary school i.e. MI Matholi'ul
Falah and SDN 1 Payaman. To choose the ambassador, the selection done by giving
examination. Five student whose the best score selected again by public speaking contest. The
best participants in two both test will b choosen as an ambassador of Gelitik.
4. The target
The entire grade 5 students in SDN 1 Payaman and Matholi'ul Falah
5. The indicators of success
The activity was followed by a minimum of 80% of grade 5 (five) as well as the election of
one elementary school students as the "Ambassador of anti Larva"
E. Distribution of Larva Monitoring Card
1. Description of the Activities
This activity is carried out in cooperation with Ponkesdes, health centers, and health cadres,
and Councilor Payaman. Making a card this larva examination should be referred to the
Clinics and Ponkesdes. Media that we use is the calendar which also contained information on
how to eradicate the mosquito's nest. This card will be checked by the health cadres each
month. In addition, students also conduct advocacy to the village in order to support the
sustainability of these activities is to have budgeted funds for an incentive and a doubling of
the inspection card cadres larva so that this program is in effect for all subsequent villagers
Payaman.
2. Purpose
To arouse the citizen do PSN routinely.
3. Method of Implementation
Division of card checks carried out by the method of larva door to door . Students come to the
home of citizens of Payaman Village from House to House to give guidance concerning the
eradication of the mosquito's nest. After that students give examples of how examination of
Larva in the shelter of the water contained in each House and how to fill out the card
examination larva. Then these cards are pasted on a place that is easily seen in front of the
House. The following week the students perform the inspection from House to House to check
the larva in the water in the shelter home. At the time of inspection of these students work
closely with the public health Ngraho with allot of abate powder at home that potentially there
is a mosquito larva.
4. The target
Every house the citizens of Payaman Village
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5. The indicators of success
Indicators of the success of this activity is to get a home inspection of each larva and
conscious citizens to eradicate Larva in water shelters at least every week by viewing the larva
free index has increased by 15% within a week. The measurement is to do inspection from
House to House to check the larva in the shelter of the water by making the examination of the
second week (date 11-14 August 2016) as a test and the third week as post-test (September 18-
19 August 2016)
F. Giving Abate Powder
1. Description of the Activities
This activity is carried out in cooperation with health centers, abate Powder provided by the
clinics is given to citizens of Payaman Village performed at the time of inspection.
Distributing iabate powder to prevent larva breeding residing in the shelter of the water
belongs to the citizens.
2. Purpose
To prevent larva breeding water at the shelter belongs to the citizens of Payaman Village.
3. Method of Implementation
The Division of the powder by the method of inspection do abate (door to door). Every house
is come to check out the places where the mosquito's nest. After checking the larva are still
found in the shelter of the water then gives students powder abate powder usage and how to
abate at the shelter.
4. The target
Every house the citizens of Payaman Village
5. The indicators of success
Indicators of the success of this activity is as much as 70 percent of the houses there is a larva
receives abate powder
Final Result
The early study og this research saw show that larva free index in Tinggang ang Ketawang
Hamlet, Payaman Village, Bojonegoro Regency, East Java, Indonesia is 41%. After intervention
program that consist of many activities, the rate increased to be 60%. From that result, it can be
calculated that larva free index has been increased reach 19%. Below is a diagram that show
increasing rate of larva free index :
010203040506070
Bef
or
Inte
rven
tio
n
Aft
erIn
terv
enti
on
Larva Free Index
820 Proceeding of 12th International Conference on Humanities & Social Sciences 2016 (IC-HUSO 2016),
14-15 November 2016, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |
Conclusion
A week after the program is run, the results obtained by observation door to door that is
non Numeric Wiggler in Payaman Village increased by 19% within one week. So it can be
inferred the Program succeeded in raising Tingle free larva figures and can be applied to the
citizen of Payaman Village to cope with the problem of low numbers free larva.
Reference
Depekes RI. Pencegahan dan pemberantasan Demam Berdarah Denguedi Indonesia. Jakarta:
Depkes RI.
Kemenkes RI. 2013. Riset Kesehatan Dasar 2013. Jakarta: Pusdatin Kemenkes RI.
Kemenkes RI.2010.Buletin Jendela Epidemiologi.Jakarta:Pusdatin Kemenkes RI.