Teaching practicum is an essential part of teacher-training that provides real classroom engagement for a beginner teacher. It is considered as one of the most critical components of teacher preparation with the greatest impact on teacher quality (Mtika, 2011; Zeichner, 2010; Graham, 2006; Tang, 2003) and is significant for the development of their pedagogical skills (Kauffman, 1992). The sudden upsurge of the Covid -19 infections around the world in the first quarter of 2020, witnessed massive closure of schools worldwide in order to contain the spread of the pandemic. This unexpected turn of events had flipped the more traditional face-to-face method of teaching and learning into distance learning that requires 21st. Century technology and skills. This paper explores the experience of a group of trainee teachers from an institute of higher learning in Malaysia, at managing this unprecedented challenge in delivering education remotely via technology. Data were collected from interviews and supplemental written records in the form of lesson plans, teaching evidence, and online tools employed for teaching and learning. The findings show that the trainee teachers undergo varied and often challenging experiences in ensuring the continuity of curriculum-based education and the students’ progress in learning. Their successes in delivering the lessons amidst the novel encounters are the epitome of resilient and flexible teachers in the making.

In this 21st century, vast development in seen in globalization and technology, which indirectly influences the approach in teaching and learning. Although this development brings forth advantages to both teachers and students, it also affects them in negative ways. The reality is, in the classroom, the teacher is seen as the knowledge-giver; thus, they are also seen as the adab-shaper of the students in their class. Adab or the act of being courteous, is an Islamic etiquette that portrays good manners, which needs to be present and shown among Muslim students. Taking this issue into consideration, this paper attempts to discuss how an English language class can be an avenue for teachers to highlight the adab awarenss among students. Using refective practice method, this paper explores how a reading passage was used in the English language class for the teacher and students to reflect on their adab in lectures and classes in the university. The method allows the teacher and students to assess their thoughts and actions, for the purpose of personal learning and development. The data shows that students are aware of the adab in the society and that they have a role to ensure that they present their adab as taught by their parents, peers and teachers. They also realize that the adab that some teenagers portray may be negative, as it may be caused by the effect of the development of learning in the 21st century and changes in the language learning practice. It is hoped that teachers in the 21st century would continue to remind students that the adab in language learning is a value that would shape better future generations, especially in facing the world of globalization and technology. Thus, even in the English language class, teachers can remind the adab among students in order to prevent the negative attitude from conquering them.

For a long time, there has been an element of dualism in the education system, and research has shown that there has been a great concern among many Muslim countries that university graduates live a life not in line with the Islamic values advocated in the Quran and the Sunnah. This stems from the value crises that lie within the values transpired to the students, whereby there are gaps between the worldly knowledge (Aqli) and the Islamic knowledge (Naqli) which results in imbalanced graduates—secularised minds versus the conservative ones. Both groups are incapable in performing the ‘right’ role of a khalifah for the betterment of the ummah, as one is more equipped with the worldly knowledge, and viceversa. This study looks at the curriculum of English for Academic Purposes (EAP) course conducted at USIM—whether or not the elements of Naqli and Aqli are being integrated in the curriculum. Findings reveal that the integration of Naqli and Aqli elements in the EAP course is still at the initial stage as could be seen through the related documents of the course, and also based on the instructors’ views. The elements are superficially and loosely integrated, merely through the mention of the phrase ‘Naqli and Aqli’ but without clear guidelines of how it could be more systematically implemented, especially for language courses. The study is hoped to fill the gap, and contribute in the development of integrating Naqli and Aqli elements for a language course in general, and for EAP specifically.

Introduction- Writing is a skill that amalgamates various knowledge like vocabulary, sentence structure, spelling, and grammar. ‘Carousel with a Destination’ (CwaD) is a concept that provides the students with the required knowledge which is to be pieced together in writing. Carousel refers to the stations arranged in a circle and each station offers different activities which are related to the chosen topic and skills for writing. In the case of this study, it was ‘Picnic’. Hence, the usual carousel that goes round and round now has a destination which is writing. Students go around the carousel to complete an activity related to the knowledge and skill in writing at each station. The activities are in variety and competitive in nature. The conceptual framework for CwaD combines Perceptual Learning Styles, Gamification, and Affective Filter. Purpose – This paper highlights CwaD - the project and more importantly, it discusses the concept of effective fun learning. Thus, to show its effectiveness, the paper puts forth a study as proof of the success of CwaD. Methodology – This study utilised a simple and direct pencil-paper questionnaire. The respondents were 56 year five students who participated in the project. The questionnaire consists of four dichotomous questions. The dichotomy is symbolised by a smiling face and a sad face. Further, three of the questions are accompanied by two short lines with questions like ‘Why’ and ‘What’. They are for the students to express themselves in detail using words they know. Findings – There are three findings that can be shared. Firstly, the students really enjoyed participating in the project. It was discovered that all of them circled a smiling face for each of the four questions. Secondly, the writing they produced was good as they used the vocabulary, the paragraph structure and correct grammar which they just learnt at the carousel stations. Thirdly, the words they chose to express themselves in the questionnaire reflect the elements that they like about CwaD – either regarding the activities, the teachers or the ‘learning’ itself. All the words are positively-connotated. Significance – CwaD is sustainable in terms of scalability where it can be conducted for any subject and for any number of students. It is beneficial as an introduction or as a recapitulation of any topic.

This study was an impetus from the experiences of two Malaysian students who embarked on a credit transfer programme to Universitas Islam Negeri Walisongo, Indonesia. The programme was to uphold the Internationalisation of Education (ILe) as proposed by a public university in Malaysia. The aim of the study was to explicate the successes and challenges that the students had endeavoured during the programme for 6 months. The methods employed were document analysis and interview. The data were collected via learning journal entries which the students submitted through email to be compiled by the researchers as well as their final report which was submitted at the end of the programme. In order to triangulate the data, they were then interviewed once they came back to Malaysia. The data from both methods were analysed thematically following Merriam’s (2009) two-level analysis. Four themes emerged from the data – experiences, public relations, independence and communication skills. Each of the theme details both successes and challenges. These findings provide input for a draft of guidelines for any faculty or university to conduct a credit transfer programme in the future.

Introduction- The role and position of the English language within the higher education has increasingly played a significant role as the leading language of academic publications, technologies as well as communication. The higher institutions in the country hold important responsibilities to educate and produce the younger generation of Malaysians as potential human resources that not only fulfil the needs of the local and international workforce in the attempt to achieve the national’s aspiration of a developed country. Purpose – This study seeks to understand and gain insights on the undergraduate students’ English language literacies in relation to the demand of the literacy practices and competencies needed at the tertiary level. The literacy practices in this instance include academic literacies that encompasses not only knowledge of discrete language skills and appropriate language use in context, but it is to be holistically understood to include also competence in reading and writing. Methodology – Subsequently, data were collected via questionnaires and focus groups with selected undergraduate from various disciplines to investigate whether their educational and environmental factors influence their existing level of English language competencies. Analysis of the course outlines was conducted to gain insights of the competencies and demands expected on the required university. Findings – In doing so, in-depth insights of the challenges faced, along with expectations held by various parties are gained in order to ascertain the expected proficiency needed for undergraduate students to meet the English language demands and needs at the universities. Significance – The study will contribute to the knowledge of how students’ English language literacies can meet the demand of the literacy practices and competencies needed at the tertiary level.

The role and position of the English language within the higher education has increasingly plays a significant role as the leading language of academic publications, technologies as well as communication. The higher institutions in the country hold important responsibilities to educate and produce the younger generation of Malaysians as potential human resources that not only fulfil the needs of the local and international workforce in the attempt to achieve the national’s aspiration of a developed country. This study seeks to understand the undergraduate students’ English language literacies in relation to the demand of the literacy practices and competencies needed at the tertiary level. The literacy practices in this instance include academic literacies that encompasses not only knowledge of discrete language skills and appropriate language use in context, but it is to be holistically understood to include also competence in reading and writing. Subsequently, data were collected via questionnaires and focus groups with selected undergraduate from various disciplines to investigate whether their educational and environmental factors influence their existing level of English language competencies.. Findings of the study provides in-depth insights of the challenges faced, and the language literacy practices needed in meeting the expectations of potential employers of the required English language skills to be used at workplace.

In the Renaissance period, the rise of the 17th century metaphysical poets like John Donne, John Dryden, Andrew Marvell and others had contributed to the publication of copious colourful poetry. The use of allegory and metaphysical conceit in their poetry have further revealed their inventive metaphors and agile intelligence (Bloom, 2010). Using Aldo Nemesio’s (1999) comparative method as an attempt to understand the poet and persona’s human literary behaviour, researchers have categorized and analyzed the poems in multiple contexts and stanzas so as to create interpretations from the allegory and conceit depicted. Hence, this paper shall discuss the findings on the comparative analysis of the element of allegory and metaphysical conceit depicted in the poems of the two metaphysical poets; John Donne’s A Valediction Forbidding Mourning and John Dryden’s Annus Mirrabilis.

History of the Che Wans fiom 1850 to 1900 is centered on Che Wan Ahmad Tun Ali who was "banished" from Pahang and took shelter in Terengganu. From Terengganu, he made several forays into Pahang but failed to make lasting impact on the people until he made alliances with Che Wan Idris of Jelai, Wan Ahmad Tembeling, Tok Gajah and Baginda Omar, the Sultan of Terengganu. Revolt of the Rawa people led by Che Wan Abdul Rahman and Tok Gajah against Bendahara Mutahir gave Che Wan Idris of Jelai or Tok Raja as he was also known, an opportunity to return to Pahang fiom Kelantan with his men and led the uprising from Jelai to Tembeling. The fall of Tembeling to forces allied to Che Wan Ahmad brought the young prince back to Pahang with an army from Terengganu equipped by Baginda Omar. Soon Chenor, Pulau Manis and all territories south from Gancong to Pekan fell to their onslaught. Tun Mutahir died in Sedili and his son Tun Koris died in Kuala Pahang. The death of Mutahir marked the end of his reign and Che Wan Ahmad was declared the new Bendahara of Pahang. The implication of Che Wan Ahmad Temenggong of Tembeling and his abdication during Che Wan Ahmad's rule as Sultan of Pahang when Pahang was under the British Resident is a piece of history missing fiom Pahang. Che Wan Ahrnad Temenggong survived British imperialism and resurfaced in Kampong Che Wan, Kijal. The village bore the Che Wan's name until this day.

Gender discrimination phenomenon not only exists in ‘male-centered’ literatures where ‘double-standard’ treatment is apparent in the writings of local male writers, but also can be seen in the twisted yet stereotypical images of the female characters. Such portrayal of female characters seems to come from the male writer’s imagination and personal experience, as well as from that of the ideas prevailing in the society in which they live. Their interpretation of characters is shaped by society’s customs, traditions, and taboos. By unveiling the social values and practices of the Malay society, only then these misperception and misrepresentation of women characters can be understood. Using sociological and feminist approach, this paper attempts to rectify the three stereotypical images (an ‘object’, the ‘other’ and ‘being female’) of women characters as created by Shahnon Ahmad in No Harvest but Thorn (1972), Rope of Ash (1991), Srengenge (1974) and Woman (1980). These images shall be revealed implicitly through glimpses of the women characters’ inner conflicts and explicitly through the development of characters and their relationship within the society.

In Teaching and Learning (TnL) process, the success of disseminating fast information to the students seem to be hampered by the infrequent use of its e-learning system. Students are more likely to engage and communicate through social media. This paper aims to investigate the frequency of social media use among undergraduates in USIM and analyze their perception on the effect of social media towards effective communication in TnL. Data were collected using survey. From the students' perspectives, this paper intends to highlight the findings on benefits of infusing the social media in ensuring effective communication among lecturers-students-lecturers and students-peers. (C) 2014 The Authors. Published by Elsevier Ltd.

Memelihara generasi mulia dan masyarakat yang berpengetahuan melalui integrasi pengetahuan Naqli (Quran dan Sunnah) dan Aqli (pengetahuan duniawi) adalah falsafah Universiti Sains Islam Malaysia (USIM). Kertas kerja ini menerangkan sebahagian daripada penemuan kajian yang lebih besar yang meneroka pengintegrasian unsur-unsur Naqli dan Aqli dalam kursus Bahasa Inggeris untuk Keperluan Akademik (EAP). Melalui pendekatan kualitatif, para penyelidik melakukan temu bual secara bersemuka dan separa berstruktur dengan pelajar tahun pertama yang telah menjalani kursus EAP. Seperti yang dijelaskan dalam hasil temu bual, para pelajar didapati mempunyai kesedaran dan pemahaman yang minima mengenai konsep Naqli dan Aqli, Para pengajar EAP juga tidak menyentuh konsep Naqli dan Aqli secara mendalam. Walau bagaimanapun, para pelajar masih bersifat optimistik dan percaya bahawa integrasi tersebut berpotensi menjadi lebih berjaya dan holistik untuk memenuhi misi dan visi Universiti dalam menghasilkan umat Islam yang dihormati.

21st Century Learning has commonly been directed to optimise learners’ acquisition of knowledge and skills. However, less emphasis is placed on the 21st century skills needed by the teachers, particularly in the teaching of Islamic Religious Studies which emphasises the integration of Naqli and Aqli knowledge. Saavedra and Opfer (2012) propose these nine pedagogical elements of 21stCentury Skills required for the 21stCentury Teaching; Making it relevant, teaching through the disciplines, developing thinking skills, Encouraging learning transfer, Teaching students how to learn, Addressing misunderstandings directly, Treating teamwork like an outcome, Exploiting technology to support learning and Fostering creativity. This paper investigated the knowledge, skills of 21st Century learning and the Naqli-Aqli knowledge that teacher trainees impart in their practicum training. Analysis is based on 21 Reflective Journals written by 21 pre-service teachers during their 4-month Practicum Training in public secondary national schools. Through rich and exclusive data, findings indicate that the teacher trainees to some extent did adopt some of these pedagogical elements as well as the integration of Naqli-Aqli knowledge. It is hoped that this paper is able to reveal some insights in understanding the issues of implementing 21st Century Learning and integrating the Naqli-Aqli knowledge in classrooms.

Pengenalan- Program i-THINK adalah satu program hasil kerjasama Kementerian Pendidikan Malaysia (KPM) dengan Agensi Inovasi Malaysia (AIM) yang bertujuan untuk mempertingkatkan dan membudayakan kemahiran berfikir di kalangan para pelajar ke arah menghasilkan para pelajar berinovatif. Peta pemikiran i-THINK berbentuk peta buih berganda telah dipilih untuk digunakan untuk kajian ini. Objektif – Kajian ini bertujuan untuk mengenalpasti keberkesanan penggunaan peta pemikiran di dalam program i-THINK bagi meningkatkan tahap penguasaan pelajar tahun 5 dalam subjek Pendidikan Islam di bawah topik Tayammum. Methodologi – Pelbagai teknik kajian digunakan untuk memperolehi data iaitu temubual, soal selidik dan ujian pra dan ujian pasca. Dapatan – Hasil kajian mendapati dengan penggunaan peta pemikiran i-THINK ini, minat para pelajar terhadap pembelajaran meningkat dan secara tidak langsung ia membantu mencetuskan inovasi dan kreativiti di kalangan para pelajar. Sekali gus, ini meningkatkan kemahiran berfikir aras tinggi (KBAT) mereka. Kepentingan – Guru-guru boleh memenafaatkan penggunaan peta buih ini di dalam pembelajaran untuk menarik minat para pelajar terhadap sesuatu mata pelajaran dan secara tidak lamgsung meningkatkan kemahiran berfikir aras tinggi mereka.

Program i-THINK adalah satu program hasil kerjasama Kementerian Pendidikan Malaysia (KPM) dengan Agensi Inovasi Malaysia (AIM) yang bertujuan untuk mempertingkatkan dan membudayakan kemahiran berfikir di kalangan para pelajar ke arah menghasilkan para pelajar berinovatif. Kajian ini bertujuan untuk mengenalpasti keberkesanan penggunaan peta pemikiran di dalam program i-THINK bagi meningkatkan tahap penguasaan pelajar tahun 5 dalam subjek Pendidikan Islam di bawah topik Tayammum. Peta pemikiran i-THINK berbentuk peta buih berganda telah dipilih untuk digunakan untuk kajian ini. Pelbagai teknik kajian digunakan untuk memperolehi data iaitu temubual, soal selidik dan ujian pra dan ujian pasca. Hasil kajian mendapati dengan penggunaan peta pemikiran i-THINK ini, minta para pelajar terhadap pembelajaran meningkat dan secara tidak langsung ia membantu mencetuskan inovasi dan kreativiti di kalangan para pelajar. Sekali gus, ini meningkatkan kemahiran berfikir aras tinggi (KBAT) mereka.

This research conducted on the Quranic and Sunnah students at USIM studied the participants’ Language Learning Attitudes (LLA) in learning English as a second language using five personality traits as attitude indicators. It led to the findings that the participants were risk averse, low in self-image, low in tolerance of ambiguity, high in ego permeability and highly inhibited. One of the effective methods that can be used to nurture good attitudes as to enhance learning and acquisition is through the implementation of cooperative learning strategy. This strategy helps build learners’ confidence to take more risk in language learning as well as develop tolerance towards uncertainties in the learning process. Cooperative learning as the name suggests enables learners to work interdependently as to create learning network that provides appropriate language learning support to produce better LLA. To achieve this aim, ESL teachers ought to know how cooperative learning helps to mend learners’ LLA. In addition, they also need to know how it can be exploited to produce favourable learning attitudes in the classroom, which in the case of this study is to improve the abovementioned five learning personalities.

Language learning attitude is one of the factors that language. This study attempts to identify language learning attitude and its relationship with English Language proficiency amongst second language learner of English in KUIM. Survey method is employed through th administration of questionnaire to each individual group. The finding indicate that the subjects have less favorable language learning attitude as portrayed by the inclination of personality traits towards the less favorable attitude zones. This show that language learning attitude does influence the subjects’ performance in their English language examination as pointed out by their final English examination results at the end of the first semester of their freshman year cooperative learning strategies are recommended in the English language activities conducted in the classroom as to improve the students’ language learning attitude. The implementation of these strategies in all four skills is in the aim to improve students’ language learning attitude, which contribute to the enhancement of their performance in the English language examination.

Efforts to curb the spread of the Covid-19 virus have been carried out on a large scale around the world, and among the measures that have been taken is to change the mode of learning among students in universities to online learning. Although various online learning platforms have been made available for student use, the level of mastery of students as well as the challenges they face to maximize the use of technology while studying from home is still understudied. This study will add to the previous research by focusing on the aspects of English language online learning processes experienced by Universiti Sains Islam Malaysia (USIM) students during the Movement Control Order period. This study collected qualitative data through open-ended questions which were distributed online, involving 29 first-year students from the Bachelor of English with Commerce (BELCOM). The data revealed two (2) categories of challenges – external and internal. Internet connection and environment are for external while understanding and communication are for internal. In relation to each of the challenges, the respondents also shared their coping mechanisms which are two-pronged. Some respondents just accepted those hurdles while many of them took charge and took action in solving the problems. These coping mechanisms could be used as guides for other learners facing difficulties in learning online at home.

Societies are often fraught with cracks, displacement, and conflicts that are almost always intersected with local and global junctures. These issues, be it seemingly chaotic or minute, need to be noticed and addressed in some ways or another pertinent to the development and survival of the society. Issues which are not tackled early, in time, would have the propensities of multiplying or becoming more acute, and slowly engulf, and may even jeopardize a society. Munshi Abdullah, Za’ba, Syed Hussein Alatas and Mahathir Mohamad are important Malay personages in Malaysia who have written important texts relating to Malays’ identity, history and socio-political milleu in their own respective roles, as writers, educationist, sociologist and political leader. They are undeniably the Malay intellects who are able to present objective analyses of the Malays of their own time, presided with advanced knowledge, observation and experience. This paper examines their selected writings, that echo their thoughts and writings that they share about the Malays which are crucial cornerstones to attempts at providing a holistic view in the discussion and understanding about the identity of the Malays by looking into their past, which would be insightful to their survival of the present and the future. By combining these three literary writings, interpretative approaches to understanding cultural crises can be established.