Article Sidebar

Submitted
Jan 2, 2022
Accepted
Apr 23, 2023
Published
Apr 27, 2023
Download
PDF
Statistic
Read Counter : 282 Download : 160

Main Article Content

Abstract

The Malays are Terengganu's largest ethnic group, accounting for over 95% of the population. English language is treated as a foreign language and rural cultural settings affect English language proficiency. This project offers a successful ongoing community-based model of partnership between university and several women local authority units addressing the issue of anxiety to speak in English. Five women leaders and twenty members of the community, together with three experts were included to develop the model via face-to-face and online teaching and learning sessions. Soft systems methodology (SSM) was applied to tackle the issue of empowering women in Terengganu by improving their English language communication skills. At the end of the SSM process, the Empowering Women of Terengganu via English Language Learning Framework was introduced as a clear guide for the application and implementation of English communication modules. It is believed that SSM can help instructors and policy makers of Malaysian organisations in making a sound judgement in cultivating English Language in hybrid method, and help to develop Terengganu women’s potential to be more confident in using English.

Keywords

Community-Based Partnership Hybrid Learning L2 Learning Soft Systems Methodology Lifelong Learning EFL Empowering Women

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

How to Cite
Ahmad Tajuddin, A. J., Romly, R., Ibrahim, S. H., & Sari, H. P. (2023). A Framework for Empowering Women of Terengganu via Hybrid English Language Community Based Learning. Journal of E-Learning and Knowledge Society, 19(1), 19-26. https://doi.org/10.20368/1971-8829/1135611

References

  1. Ahmad Tajuddin, A.J. and Subramaniam, G. (2015) Application of Soft Systems Methodology in Defining Professional Communication Skills for Malaysian Graduates. Journal: International Journal of Research in Education Methodology. Vol 6(3):pp660-671
  2. Astawa, N.L, Artini, L.P, & Nitiasih, P.K. (2017). Project Based Learning Activities and EFL Students’ Productive Skills in english. Journal of Language Teaching and Research, 8(6), 1147-1155.
  3. Boardman, A. G., Garcia, A., Dalton, B., & Polman, J. L. (2021). Compose Our World: Project-based learning in secondary English language arts. Language and Literacy.
  4. Bringle, R. G., & Clayton, P. H. (2012). Civic education through service-learning: What, how, and why? In L. McIlraith, A. Lyons, & R. Munck (Eds.), Higher education and civic engagement: Comparative perspectives (pp. 101–124). New York, NY: Palgrave Macmillan.
  5. Chang, A.C.S. (2019) The Reading Matrix: An International Online Journal. The Effects of Repeated Oral Reading P ractice on EFL Learners’ Oral Reading Fluency Development. Volume 19, Number 2.
  6. Checkland, P. (2000), Soft systems methodology: a thirty year retrospective. Syst. Res., 17: S11-S58. https://doi.org/10.1002/1099-1743(200011)17:1+<::AID-SRES374>3.0.CO;2-O
  7. Checkland, P. and Poulter, J. (2006) Learning for Action: A Short Definitive Account of Soft Systems Methodology and Its Use for Practitioners, Teachers and Students. Wiley, Hoboken.
  8. Jaelani, A., & Afiyattena, N. (2021). Promoting Students’ Confidence Through Video Project-Based Learning. Journal of English Language Learning, 5(2).
  9. Masrom, U., & Yusof, D. S. M. (2013). English Games as a Constructivist Approach in Project Based Learning. International Journal of Social Science and Humanities Research 1.1, 21-25.
  10. Maulany, D. (2014). The Use of Project-Based Learning In Improving The Students` Speaking Skill (A Classroom Action Research at One of Primary Schools in Bandung). Journal of English and Education, 1(1), 30-42. Retrieved from https://ejournal.upi.edu/index.php/L-E/article/view/323
  11. MacIntyre, P.D. and Gardner, R.C. (1991), Methods and Results in the Study of Anxiety and Language Learning: A Review of the Literature. Language Learning, 41: 85-117. https://doi.org/10.1111/j.1467-1770.1991.tb00677.x
  12. Nani, K.L & Kusumah, Y.S. (2015). The Effectiveness of ICT Assisted Project Based Learning in Enhancing Students’ Statistical Communication Ability. Depok: International Journal of Education and Research.
  13. Omar, H., Embi, M.A, & Yunus, M.Md. (2012). Learners’ use of communication strategies in an online discussion via Facebook. Procedia - Social and Behavioral Sciences, 64, 535–544.
  14. Ramdani, J. M., & Widodo, H. P. (2019). Student teachers’ engagement in Facebook-assisted peer assessment in an initial teacher education context: speaking 2.0. Journal of Education for Teaching, 45(3), 348-352.
  15. Ruslan, A. N. H., Fatimah, A. S., & Marlina, N. (2022, July). Project-Based Learning in Online Speaking Class: Interesting or Boring?. In ICOLLEC 2021: Proceedings of the 1st International Conference on Language, Literature, Education and Culture, ICOLLEC 2021, 9-10 October 2021, Malang, Indonesia (p. 136). European Alliance for Innovation.
  16. Venters, Will & Cushman, Mike & Cornford, Tony. (2002). Creating Knowledge for Sustainability: Using SSM for Describing Knowledge Environments and Conceptualising Technological Interventions. Working Paper Series. London School of Economics.
  17. Wiersma‐Mosley, J. D., & Garrison, M. B. (2022). Developing intercultural competence among students in family science: The importance of service learning experiences. Family Relations.
  18. Wells, A. (1995). Meta-cognition and Worry: A cognitive Model of Generalised Anxiety Disorder. Behavioural and Cognitive Psychotherapy, 23, 301-320. doi:10.1017/S1352465800015897
  19. Wongsa, M., & Son, J. B. (2022). Enhancing Thai secondary school students’ English speaking skills, attitudes and motivation with drama-based activities and Facebook. Innovation in Language Learning and Teaching, 16(1), 41-52.
  20. Zarzycka, E., Krasodomska, J., Mazurczak-Mąka, A., & Turek-Radwan, M. (2021). Distance learning during the COVID-19 pandemic: students’ communication and collaboration and the role of social media. Cogent Arts & Humanities, 8(1), 1953228.