MUET WRITING PAPER 800/4 QUESTION 2
The world today is turning more to electronic communications such as the e-mail, Facebook and Short message System (SMS). What is your opinion of this growing trend? Discuss. You should write at least 350 words.
Everywhere we turn today, the world is crowded with people busy typing SMSes on their Nokias or iPhones or someone is staring unblinkingly at a Facebook or Yahoo page on the computer screen. Whether you like it or not, the age of Information Technology is upon us, and we can either learn new skills and adapt to this new technology, or be forever lost and stuck in the older generation. In my opinion, I am fully convinced that this growing trend is the way of the future, and it brings countless benefits to mankind. In this essay, I will discuss three positive effects of electronic communication, namely its efficiency, enhances communication and creates a borderless world community.
First and foremost, more and more people are relying on e-mail, Facebook, Short Message System (SMS) and other types of electronic communication tools because of its high efficiency. This is because in today's age of globalisation, we need information at the tip of our fingers. Moreover, with the use of these tools, we can increase the speed of getting the necessary and relevant information within seconds and this will increase our productivity. For example, gone are the days of using 'snail mail' or regular letters using stamps and envelopes and many more examples of 'old' technology because it is simply too slow and inefficient. Therefore, these e-communication tools increases the access to important information which is why the new generation is fully accepting this growing trend.
Secondly, this form of technology enhances communication among people today. This means that when we use SMS, e-mails and websites like Facebook, we are able to communicate clearly and directly to our target audience. Furthermore, people today find that the message is more important than the form it comes in as an e-mail in short but clear sentences is just as good or even better than a long and formal letter. For instance, an SMS can give clear instructions in just a few words and this communicates what needs to be done quickly and directly. Thus, when the intended message can be spread clearly using short and clear information like in SMSes and emails, communication can be enhanced and there will be less problems of miscommunication.
Last but not least, e-communication creates a borderless community in the world we live in today. This is due to the fact that the boundaries that separate each country becomes less relevant when information is transferred without limitations. In addition, the world would be a better place because there is a sense of 1-World commitment, respect and tolerance for the global community through efficient and clear e-communication. Take for example, we are able to connect with people on an international basis using Facebook, Friendster, Tagged, Hotmail, Yahoo and others. Hence, these tools will enhance global unity and create a more peaceful world.
In a nutshell, this growing trend has many positive effects not just to individuals but the global society in terms of efficiency, enhancing communicative skills and shaping a borderless community. In my opinion, I still firmly believe that this latest trend is the best way forward and if we do not catch up, we will be left behind by the tide of development. Our government can encourage the proper usage of electronic communications by increasing communication amenities and broadband accessibility especially in rural areas so that they can enjoy the same facilities as city-folks therefore balancing the development of our country towards achieving Vision 2020.by Audrey Wiles
Summary AFTER analysing the sample essay
* 1 introduction
* 1 ending
* 3 main points as its body
* rough length of essay : 600 words
* relate not only to self but to global as well
* list topic sentences clearly in thesis statement
* in each body paragraph, provide 1 topic sentence, elaboration and examples
Wednesday, February 9, 2011
Scoring Band 6
I found some postings and advice on "How to score Band 6".....:
The most important thing about scoring Band 6 is practice. As a saying goes, Practice makes Perfect. If you use the language in your everyday life, it shouldn't be any problem for you to score Band 6. However, you have to be very careful especially in your writing and speaking exams.
In writing, in my honest opinion, as long as you read newspapers or follow the current issues, you will be able to answer them perfectly, set aside the objectivity and technical writing. Do not compare the writing paper with your Form 5 SPM English essay, I'd say, it's very very different. It is in fact, more academically inclined and technical writing. Most students are not able to comprehend to this style of writing. Therefore, they lose marks in this criteria.
As for speaking, always make time for practice in your group. Show your cohesiveness in your group discussion as well as your task A. Ok, for Task A, when you are preparing for that, write out all your points and choose some, I'd say about 3 points for Task A. Leave others for Task B. When you have 3 minutes, use them wisely. Talk in a moderate speed, don't rush through your ideas. Arrange your points and elaboration nicely, put them in a nice flow of ideas. Same goes with Task B.
Posted by norman goh | Sunday, October 19, 2008 11:25:00 PM
Scoring Band 6 in MUET on your first try is not that hard. Here are some tips on how to do exactly that.
Listening test
This is one of the tests in MUET which you could possibly get a perfect score. You should get a perfect score here, it is important for you to get a Band 6 because you will lose points in other tests.
Listening does not really indicate your level of English, especially if the speaker is English! So if you do lose points here, don't worry. Just try not to lose too many points here, practise many times with your MUET teachers before the actual test, try to listen to as many tapes as you can get your hands on.
Speaking test
If you can speak English naturally, please do all you can to convince the examiners that you have a good command of English during you individual presentation. Otherwise, use short sentences, put forward your main ideas in simple grammatically correct sentences. Do not just harp on a single point, try a few points, the positive side and negative side of an issue, etc. to show that you are not a narrow-minded student.
In the group discussion, you would be able to get a good score if you could lead the discussion. Be warned though, do not overdo it. Give others the opportunities to speak too. You should be polite, try to keep the flow of the discussion and help out should any of the fellow students got stuck in mid-sentence or is stammering. Remember, lead the discussion, keep its flow ("What do you think about this issue?") but do not be extravagant! Like it or not, this test is subjective and you will most probably not get a perfect score here.
Reading test
There are not many tips to share in this test. There are some tricky questions with similar answers. (esp True, False, Not Stated) If you are lucky, you could get a perfect score here but usually the better students would be able to get near perfect scores, making a few mistakes here and there.
Writing test
Seriously, I have always told people that the writing test in MUET is even easier than SPM GCE 'O' Level. In this test, it is important to keep to the rules, follow the recommend length of essays and finish them in allocated time.
Even if you are a good English user, do not attempt to write beyond the recommended length. Concentrate instead on presenting your main ideas, this test papers are marked by Malaysian teachers, so don't bother having too many idioms, figurative meanings, etc.
For students who are not too comfortable with English, this may be one of the tests which you would tend to lose many points. To avoid that, keep your sentences short, check your grammars, try to compensate for your lack of flowery language with good ideas, mature arguments and logical explanations.
To be honest, it is not so easy to score a Band 6 in MUET after all. It is not the perfect test, but it is indicative of one's command of English, mainly because it includes listening and speaking tests
The most important thing about scoring Band 6 is practice. As a saying goes, Practice makes Perfect. If you use the language in your everyday life, it shouldn't be any problem for you to score Band 6. However, you have to be very careful especially in your writing and speaking exams.
In writing, in my honest opinion, as long as you read newspapers or follow the current issues, you will be able to answer them perfectly, set aside the objectivity and technical writing. Do not compare the writing paper with your Form 5 SPM English essay, I'd say, it's very very different. It is in fact, more academically inclined and technical writing. Most students are not able to comprehend to this style of writing. Therefore, they lose marks in this criteria.
As for speaking, always make time for practice in your group. Show your cohesiveness in your group discussion as well as your task A. Ok, for Task A, when you are preparing for that, write out all your points and choose some, I'd say about 3 points for Task A. Leave others for Task B. When you have 3 minutes, use them wisely. Talk in a moderate speed, don't rush through your ideas. Arrange your points and elaboration nicely, put them in a nice flow of ideas. Same goes with Task B.
Posted by norman goh | Sunday, October 19, 2008 11:25:00 PM
Scoring Band 6 in MUET on your first try is not that hard. Here are some tips on how to do exactly that.
Listening test
This is one of the tests in MUET which you could possibly get a perfect score. You should get a perfect score here, it is important for you to get a Band 6 because you will lose points in other tests.
Listening does not really indicate your level of English, especially if the speaker is English! So if you do lose points here, don't worry. Just try not to lose too many points here, practise many times with your MUET teachers before the actual test, try to listen to as many tapes as you can get your hands on.
Speaking test
If you can speak English naturally, please do all you can to convince the examiners that you have a good command of English during you individual presentation. Otherwise, use short sentences, put forward your main ideas in simple grammatically correct sentences. Do not just harp on a single point, try a few points, the positive side and negative side of an issue, etc. to show that you are not a narrow-minded student.
In the group discussion, you would be able to get a good score if you could lead the discussion. Be warned though, do not overdo it. Give others the opportunities to speak too. You should be polite, try to keep the flow of the discussion and help out should any of the fellow students got stuck in mid-sentence or is stammering. Remember, lead the discussion, keep its flow ("What do you think about this issue?") but do not be extravagant! Like it or not, this test is subjective and you will most probably not get a perfect score here.
Reading test
There are not many tips to share in this test. There are some tricky questions with similar answers. (esp True, False, Not Stated) If you are lucky, you could get a perfect score here but usually the better students would be able to get near perfect scores, making a few mistakes here and there.
Writing test
Seriously, I have always told people that the writing test in MUET is even easier than SPM GCE 'O' Level. In this test, it is important to keep to the rules, follow the recommend length of essays and finish them in allocated time.
Even if you are a good English user, do not attempt to write beyond the recommended length. Concentrate instead on presenting your main ideas, this test papers are marked by Malaysian teachers, so don't bother having too many idioms, figurative meanings, etc.
For students who are not too comfortable with English, this may be one of the tests which you would tend to lose many points. To avoid that, keep your sentences short, check your grammars, try to compensate for your lack of flowery language with good ideas, mature arguments and logical explanations.
To be honest, it is not so easy to score a Band 6 in MUET after all. It is not the perfect test, but it is indicative of one's command of English, mainly because it includes listening and speaking tests
Some Random Speaking Topics (year 2006)
Task A: A good life partner should be religious
Task B:...Which do u think would make a good life partner?
1)should be religious
2)should be good looking
3)should be wealthy
4)should be fun to be with
the challenges youth in 21st century face..
(a) knowledgeable skills.
(b) to be resourceful
(c) ICT skills
(d) to be good in studies as well as active in extra-cocurricular activities
Decide the best way to attract more customers (supermarket) :
i)Items sold should be fresh and varied
ii)business hours of supermarket to be extended
iii)courteous and helpful staff
iv) items should be priced competitively
Task B:...Which do u think would make a good life partner?
1)should be religious
2)should be good looking
3)should be wealthy
4)should be fun to be with
the challenges youth in 21st century face..
(a) knowledgeable skills.
(b) to be resourceful
(c) ICT skills
(d) to be good in studies as well as active in extra-cocurricular activities
Decide the best way to attract more customers (supermarket) :
i)Items sold should be fresh and varied
ii)business hours of supermarket to be extended
iii)courteous and helpful staff
iv) items should be priced competitively
Info for Colloqium or Folio Penyelidikan
A FOLIO PENYELIDIKAN
Kandungan:
1 Senarai nama murid dan kumpulan selian
2 Bahan-bahan Taklimat Penyelidikan
3 Jadual Perancangan Penyelidikan murid (perjumpaan,perbincangan & minit curai)
4 Pelan Tindakan/Carta Gantt
5 Senarai semak proses penyelidikan
6 Jadual Konsultasi
7 Laporan konsultasi
8 Perancangan Jadual Kolokium
9 Borang Pengesahan penghantaran laporan/Borang Penilaian
10 Bukti Pembentangan Kolokium
B PANDUAN ASAS PELAKSANAAN KAJIAN
UNTUK GURU DAN PELAJAR TINGKATAN ENAM
1. PENDAHULUAN
Usaha pembudayaan penyelidikan di kalangan guru telah lama diperkenalkan di dalam bilik, sesuai dengan perkembangan untuk menjadikan guru sebagai pengamal reflektif. Penyelidikan dapat membantu mereka untuk memahami bidang ilmu pengetahuan yang mereka ceburi dan juga aspek-aspek pedagogi dalam menguruskan pengajaran dan pembelajaran di bilik darjah dengan lebih mendalam dan meluas. Guru seharusnya sentiasa melakukan penyelidikan sepanjang menjalankan tugas masing-masing. Mereka perlu memahami kepelbagaian kaedah dan prosedur dalam melaksanakan penyelidikan, seperti pelaksanaan penyelidikan kualitatif, kuantitatif atau penyelidikan tindakan. Penyelidikan berskala kecil seperti penyelidikan tindakan tidaklah memerlukan masa dan kos yang begitu banyak untuk melaksanakannya. Yang penting adalah hasil dari proses penyelidikan tersebut akan dapat membantu guru menambah baik tugas masing-masing sebagai pendidik.
Garis panduan ini bertujuan untuk membantu guru-guru dan pelajar Tingkatan 6 menjalankan kajian di sekolah, di samping memberi kemahiran kepada guru-guru untuk membimbing dan menyelia pelajar Tingkatan 6 dalam pelaksanaan kajian. Ia juga dapat membantu penyelarasan dan penyeragaman kaedah pelaksanaan penyelidikan dari peringkat awal sehingga kepada penulisan laporan.
2. CARA PELAKSANAAN KAJIAN
Dijalankan secara individu atau berkumpulan tidak melebihi empat orang pelajar di bawah seliaan seorang penyelia (guru). Setiap kumpulan wajib melaksanakan dan menyediakan laporan kajian. Kajian dilaksanakan dalam tempoh maksimum tiga semester. Proses kajian termasuk menghadiri kelas(bersemuka), penyediaan kertas cadangan kajian, pelaksanaan kajian, penulisan laporan kajian dan pembentangan kajian dalam satu kolokium.
Setiap laporan kajian dihantar pada minggu pertama semester ketiga dengan mengikut format:
• 15 hingga 25 muka surat
• langkau satu setengah baris
• font Arial 11
3. ISI KANDUNGAN DAN JADUAL PELAKSANAAN ASAS KAJIAN
I. SEMESTER 1 :TINGKATAN 6 BAWAH (20 MINGGU)
A KONSEP KAJIAN: (12 MINGGU)
a) Konsep kajian (1minggu/2 waktu)
i. Definisi
ii. Ciri-ciri
iii. Tujuan
b) Jenis-jenis Kajian (3 minggu/6 waktu)
i. Tinjauan
ii. Kajian Kes
iii. Eksperimental
iv. Ex-post facto
v. Kajian tindakan
c) Proses Kajian (3 minggu/6 waktu)
i. Mengenal pasti isu/masalah
ii. Merancang strategi
iii. Melaksanakan kajian
iv. Mengumpul dan menganalisis data
v. Kesimpulan dan perbincangan
d) Metodologi Kajian (5 minggu/10 waktu)
i. Rekabentuk kajian
ii. Persampelan
iii. instrumen kajian
iv. prosedur kajian
v. kaedah analisis data
B. PENYEDIAAN KERTAS CADANGAN KAJIAN (8 MINGGU)
a. Teknik penulisan ilmiah (2minggu/4 waktu)
i. Format kertas cadangan kajian
ii. Teknik membuat rujukan/nukilan (citation)
iii. Format menulis bibliografi
b. Penulisan Kertas Cadangan (6 minggu/12 waktu)
i. Mengenal pasti isu/masalah
ii. Sorotan kajian
iii. Metodologi kajian
iv. Jadual pelaksanaan kajian
II. SEMESTER 2 : TINGKATAN 6 ATAS (20 MINGGU)
C. PELAKSANAAN KAJIAN (10 MINGGU)
a) Pembentangan kertas cadangan
b) Laporan kemajuan kajian mengikut jadual
c) Perjumpaan berkala dengan penyelia
D. PENYEDIAAN LAPORAN KAJIAN(10 MINGGU)
a. Ciri-ciri laporan kajian yang baik
b. Format laporan kajian
c. Penulisan laporan kajian
III. SEMESTER 3 : TINGKATAN 6 ATAS (20 MINGGU)
E. KOLOKIUM
a. Pembentangan peringkat sekolah
b. Pembentangan peringkat daerah
c. Pembentangan peringkat negeri
C FORMAT PENULISAN PENYELIDIKAN
PELAJAR TINGKATAN 6 (2010/2011)
1. Kertas Konsep
1.1 Contoh Format Kertas Kerja
1.Pendahuluan
2. Rasional pemilihan tajuk (menjurus kepada
manafaat,menarik atau berbentuk informatif, kurikulum dll)
3. Isi-isi kandungan (huraian garis kasar sahaja)
4. Data/gambar/fakta yang sesuai untuk dimuatkan
(huraian sahaja)
5. Cadangan Kerja Lapangan/Mencari bahan sumber.
6. Jadual Perancangan Pelajar.
1.2 Contoh Urutan Format Penulisan Kertas Konsep.
Halaman Judul
Pendahuluan
Tajuk-tajuk isi kandungan
Rumusan/penutup
Rujukan
2. Penyelidikan
2.1 Contoh Format Kertas Cadangan
Halaman Judul
Bab 1 PENDAHULUAN
1.1 Pendahuluan
1.2 Latar Belakang Kajian
1.3 Penyata Masalah
1.4 Objektif Kajian
1.5 Hipotesis /Soalan Kajian
1.6 Batasan Kajian
Bab 2 TINJAUAN LITERATURE
2.1 Pendahuluan
2.2 Tinjauan Am
2.3 Tinjauan releven dengan soalan kajian
2.2 Rumusan
Bab 3 METODOLOGI
3.1 Pendahuluan
3.2 Instrumen
3.3 Populasi/persampelan
3.4 Prosedur mengumpul data (kaedah & kajian rintis)
3.5 Pemerosesan dan Analisis Data
3.6 Jadual Perancangan Kerja
3.7 Anggaran Kos
BIBLIOGRAFI
LAMPIRAN
2.2 Contoh Format Laporan Kajian
Halaman
Halaman Judul i
Isi Kandungan ii
Abstrak iii
Bab 1 PENDAHULUAN
1.1 Pengenalan
1.2 Matlamat kajian
1.3 Objektif Kajian
1.4 Hipotesis /Soalan Kajian
1.5 Batasan Kajian
Bab 2 TINJAUAN LITERATURE
2.1 Pendahuluan
2.2 Tinjauan Am
2.3 Tinjauan releven dengan soalan kajian
2.2 Rumusan
Bab 3 METODOLOGI
3.1 Pendahuluan
3.2 Instrumen
3.3 Populasi/persampelan
3.4 Instrumentasi
3.5 Prosedur Kajian
3.6 Rumusan
Bab 4 DAPATAN KAJIAN
Bab 5 ANALISIS DATA
Bab 6 PENUTUP
BIBLIOGRAFI
LAMPIRAN
D PANDUAN PENULISAN ILMIAH/PENYELIDIKAN
PELAJAR TINGKATAN 6 (2010/2011)
1. Penulisan Ilmiah merupakan satu penulisan bersifat akademik yang boleh dibuat dalam bentuk penyelidikan/kertas konsep/ kajian tindakan/tesis/atau disertasi untuk dibentangkan di seminar, kolokium, simposium, persidangan atau sekadar untuk diterbitkan di dalam jurnal, buku atau majalah ilmiah.
2. Objektifnya ialah untuk memberi pendedahan kepada pelajar-pelajar Tingkatan 6 dengan kaedah menyediakan satu penulisan ilmiah yang baik sebagai persediaan awal dan latihan untuk mereka menyampaikan idea-idea secara lebih akademik dan matang. Penulisan yang dihasilkan perlulah mencerminkan intelek pelajar-pelajar pada tahap Tingkatan 6 atau pra-universiti.
3. Pelajar dibenarkan menghasilkan kerja secara bersendirian atau sebaiknya dalam kumpulan dan mereka akan diselia oleh seorang guru.
4. Dalam memilih tajuk guru penyelia haruslah membimbing pelajar supaya tajuk yang dipilih ada menafaat dan layak dibahaskan, ada kaitan dengan sukatan mata pelajaran Tingkatan 6, menarik dan berbentuk informatif dan bahan penulisan dapat diperolehi dan mencukupi. Bantu mereka untuk mengenal pasti isi kandungan, data dan gambar rajah yang releven. Bimbing pelajar untuk menghadkan skop penulisan supaya tidak terlalu luas atau sempit.
5. Guru penyelia hendaklah menyemak deraf penulisan pelajar secara berperingkat/berkala. Semasa perjumpaan/konsultasi, guru perlulah memberi cadangan dan bimbingan untuk memperbaiki dan memantapkan lagi hasil penulisan mereka. Penulisan perlulah bersandarkan kepada bahan literatur, fakta dan data yang sumbernya perlu ditulis sebagai bahan rujukan.
6. Tempoh untuk menyedia dan menyiapkan Laporan/Penulisan ialah dari November 2010 hingga April 2011(sila rujuk Carta Gantt).
7. Laporan/penulisan seperti yang dikehendaki oleh KPM/JPWP ialah antara 15 – 25 muka surat, font Arial 11 dan langkau satu setengah baris. Jidar yang biasa digunakan adalah 2.5 cm di sebelah atas, kanan dan bawah tetapi lebih besar pada sebelah kiri untuk memudahkan penjilidan/binding. Kertas bersaiz A4.
8. Guru penyelia dikehendaki menilai hasil kerja pelajar masing-masing. Satu Borang Penilaian/Penghantaran Laporan yang standard akan digunakan.
9. Sesalinan laporan/penulisan pelajar perlu diserahkan kepada Ketua Penyelidikan untuk simpanan pihak pentadbir.
10. Kolokium/pembentangan peringkat sekolah akan diadakan untuk penilaian hasil laporan penyelidikan/penulisan pelajar-pelajar daripada setiap kumpulan.
JADUAL KONSULTASI PENULISAN ILMIAH/PENYELIDIKAN
PELAJAR TINGKATAN 6 (2010/2011)
Guru Penyelia : ………………………………………….
Nama Pelajar : 1.………………………………………..
2………………………………………...
3…………………………………………
4………………………………………….
MINGGU/
PERKARA YANG AKAN DIBINCANG HASIL KERJA
Minggu 1
Nov-2010
Perlantikan Ketua Kumpulan
Perbincangan Jadual Konsultasi guru penyelia
Penulisan Jadual Perancangan Pelajar.
Pemilihan tajuk
Penjelasan tentang format penulisan kertas cadangan.
Jadual perancangan pelajar
Deraf format kertas cadangan/kerja.
Minggu 2
Nov-2010
Menerima dan menyemak deraf kertas cadangan.
Membincang penambahbaikan/pembetulan kpd. kertas cadangan (jika ada)
Deraf kertas cadangan/kerja.
Minggu 3
Nov-2010
Menerima kertas cadangan yang telah siap.
Membincang format penulisan & garis kasar kandungan laporan.
Pengenalan/Lit. Review
Isi-isi penting yang akan dikemukakan.
Fakta dan data yang boleh disertakan.
Cadangan tempat rujukan/kerja lapangan dan pelaksanaan kerja.
Agihan tanggungjawab penulisan untuk setiap bahagian.
Kertas cadangan/kerja siap
(CUTI AKHIR TAHUN -KERJA LAPANGAN PELAJAR)
Minggu 1,2,3,4
Dis-2010
Laporan dan pengumpulan bahan hasil kerja lapangan oleh setiap
ahli kumpulan
Perbincangan penambahbaikan bahan penulisan
Perbincangan cara penggunaan bahan di dalam penulisan
Koleksi sumber bahan penulisan
Koleksi bahan yang terkemaskinikan
Minggu 1
Jan-2011 Serahan & semakan Deraf penulisan Bahagian 1 :
Pengenalan
Isi kandungan pertama
Perkara-perkara yang perlu dibuat pembetulan.
Cadangan dan perbincangan penulisan Bahagian 2.
Isi kandungan ke-2 & ke-3
Deraf loporan bahagian pertama telah disemak.
Minggu 2
Jan-2011 Semakan pembetulan kepada Deraf penulisan Bahagian 1.
Serahan dan Semakan Deraf penulisan Bahagian 2.
Isi kandungan ke-2 & ke-3
Perkara-perkara yang perlu dibuat pembetulan
Cadangan dan perbincangan penulisan Bahagian 3, Isi kandungan ke-4 dll
Rumusan/Penutup
Laporan Bahagian pertama siap
Laporan deraf Bahagian ke-2 telah disemak
Minggu 3
Jan-2011 Semakan pembetulan kepada Deraf penulisan Bahagian 2.
Serahan dan Semakan Deraf penulisan Bahagian 3 /akhir.
Isi kandungan ke-4 & ke-5
Rumusan/Penutup
Laporan Bahagian ke-2 siap
Laporan deraf Bahagian ke-3 telah disemak
Minggu 4
Jan-2011 Semakan pembetulan kepada Deraf penulisan Bahagian 3/akhir.
Perancangan pembentangan/kolokium
Perancangan penghantaran laporan yang siap dijilid.
Laporan siap.
Minggu 1&2
Feb-2011
Penyerahan Kertas Cadangan dan Laporan yang telad siap & dijilid
Semakan & Pemberian Markah oleh Guru Penyelia
Minggu 3,4
Feb-2011
Minggu 1,2,3 &4
March-2011
Cuti Penggal & Ujian Selaras
Minggu 1
April-2011
Kolokium Peringkat Sekolah.
Minggu 2
April-2011 Penyerahan Bahan Kolokium kepada penolong Kanan Tingkatan 6 untuk simpanan di Pejabat Sekolah.
Kandungan:
1 Senarai nama murid dan kumpulan selian
2 Bahan-bahan Taklimat Penyelidikan
3 Jadual Perancangan Penyelidikan murid (perjumpaan,perbincangan & minit curai)
4 Pelan Tindakan/Carta Gantt
5 Senarai semak proses penyelidikan
6 Jadual Konsultasi
7 Laporan konsultasi
8 Perancangan Jadual Kolokium
9 Borang Pengesahan penghantaran laporan/Borang Penilaian
10 Bukti Pembentangan Kolokium
B PANDUAN ASAS PELAKSANAAN KAJIAN
UNTUK GURU DAN PELAJAR TINGKATAN ENAM
1. PENDAHULUAN
Usaha pembudayaan penyelidikan di kalangan guru telah lama diperkenalkan di dalam bilik, sesuai dengan perkembangan untuk menjadikan guru sebagai pengamal reflektif. Penyelidikan dapat membantu mereka untuk memahami bidang ilmu pengetahuan yang mereka ceburi dan juga aspek-aspek pedagogi dalam menguruskan pengajaran dan pembelajaran di bilik darjah dengan lebih mendalam dan meluas. Guru seharusnya sentiasa melakukan penyelidikan sepanjang menjalankan tugas masing-masing. Mereka perlu memahami kepelbagaian kaedah dan prosedur dalam melaksanakan penyelidikan, seperti pelaksanaan penyelidikan kualitatif, kuantitatif atau penyelidikan tindakan. Penyelidikan berskala kecil seperti penyelidikan tindakan tidaklah memerlukan masa dan kos yang begitu banyak untuk melaksanakannya. Yang penting adalah hasil dari proses penyelidikan tersebut akan dapat membantu guru menambah baik tugas masing-masing sebagai pendidik.
Garis panduan ini bertujuan untuk membantu guru-guru dan pelajar Tingkatan 6 menjalankan kajian di sekolah, di samping memberi kemahiran kepada guru-guru untuk membimbing dan menyelia pelajar Tingkatan 6 dalam pelaksanaan kajian. Ia juga dapat membantu penyelarasan dan penyeragaman kaedah pelaksanaan penyelidikan dari peringkat awal sehingga kepada penulisan laporan.
2. CARA PELAKSANAAN KAJIAN
Dijalankan secara individu atau berkumpulan tidak melebihi empat orang pelajar di bawah seliaan seorang penyelia (guru). Setiap kumpulan wajib melaksanakan dan menyediakan laporan kajian. Kajian dilaksanakan dalam tempoh maksimum tiga semester. Proses kajian termasuk menghadiri kelas(bersemuka), penyediaan kertas cadangan kajian, pelaksanaan kajian, penulisan laporan kajian dan pembentangan kajian dalam satu kolokium.
Setiap laporan kajian dihantar pada minggu pertama semester ketiga dengan mengikut format:
• 15 hingga 25 muka surat
• langkau satu setengah baris
• font Arial 11
3. ISI KANDUNGAN DAN JADUAL PELAKSANAAN ASAS KAJIAN
I. SEMESTER 1 :TINGKATAN 6 BAWAH (20 MINGGU)
A KONSEP KAJIAN: (12 MINGGU)
a) Konsep kajian (1minggu/2 waktu)
i. Definisi
ii. Ciri-ciri
iii. Tujuan
b) Jenis-jenis Kajian (3 minggu/6 waktu)
i. Tinjauan
ii. Kajian Kes
iii. Eksperimental
iv. Ex-post facto
v. Kajian tindakan
c) Proses Kajian (3 minggu/6 waktu)
i. Mengenal pasti isu/masalah
ii. Merancang strategi
iii. Melaksanakan kajian
iv. Mengumpul dan menganalisis data
v. Kesimpulan dan perbincangan
d) Metodologi Kajian (5 minggu/10 waktu)
i. Rekabentuk kajian
ii. Persampelan
iii. instrumen kajian
iv. prosedur kajian
v. kaedah analisis data
B. PENYEDIAAN KERTAS CADANGAN KAJIAN (8 MINGGU)
a. Teknik penulisan ilmiah (2minggu/4 waktu)
i. Format kertas cadangan kajian
ii. Teknik membuat rujukan/nukilan (citation)
iii. Format menulis bibliografi
b. Penulisan Kertas Cadangan (6 minggu/12 waktu)
i. Mengenal pasti isu/masalah
ii. Sorotan kajian
iii. Metodologi kajian
iv. Jadual pelaksanaan kajian
II. SEMESTER 2 : TINGKATAN 6 ATAS (20 MINGGU)
C. PELAKSANAAN KAJIAN (10 MINGGU)
a) Pembentangan kertas cadangan
b) Laporan kemajuan kajian mengikut jadual
c) Perjumpaan berkala dengan penyelia
D. PENYEDIAAN LAPORAN KAJIAN(10 MINGGU)
a. Ciri-ciri laporan kajian yang baik
b. Format laporan kajian
c. Penulisan laporan kajian
III. SEMESTER 3 : TINGKATAN 6 ATAS (20 MINGGU)
E. KOLOKIUM
a. Pembentangan peringkat sekolah
b. Pembentangan peringkat daerah
c. Pembentangan peringkat negeri
C FORMAT PENULISAN PENYELIDIKAN
PELAJAR TINGKATAN 6 (2010/2011)
1. Kertas Konsep
1.1 Contoh Format Kertas Kerja
1.Pendahuluan
2. Rasional pemilihan tajuk (menjurus kepada
manafaat,menarik atau berbentuk informatif, kurikulum dll)
3. Isi-isi kandungan (huraian garis kasar sahaja)
4. Data/gambar/fakta yang sesuai untuk dimuatkan
(huraian sahaja)
5. Cadangan Kerja Lapangan/Mencari bahan sumber.
6. Jadual Perancangan Pelajar.
1.2 Contoh Urutan Format Penulisan Kertas Konsep.
Halaman Judul
Pendahuluan
Tajuk-tajuk isi kandungan
Rumusan/penutup
Rujukan
2. Penyelidikan
2.1 Contoh Format Kertas Cadangan
Halaman Judul
Bab 1 PENDAHULUAN
1.1 Pendahuluan
1.2 Latar Belakang Kajian
1.3 Penyata Masalah
1.4 Objektif Kajian
1.5 Hipotesis /Soalan Kajian
1.6 Batasan Kajian
Bab 2 TINJAUAN LITERATURE
2.1 Pendahuluan
2.2 Tinjauan Am
2.3 Tinjauan releven dengan soalan kajian
2.2 Rumusan
Bab 3 METODOLOGI
3.1 Pendahuluan
3.2 Instrumen
3.3 Populasi/persampelan
3.4 Prosedur mengumpul data (kaedah & kajian rintis)
3.5 Pemerosesan dan Analisis Data
3.6 Jadual Perancangan Kerja
3.7 Anggaran Kos
BIBLIOGRAFI
LAMPIRAN
2.2 Contoh Format Laporan Kajian
Halaman
Halaman Judul i
Isi Kandungan ii
Abstrak iii
Bab 1 PENDAHULUAN
1.1 Pengenalan
1.2 Matlamat kajian
1.3 Objektif Kajian
1.4 Hipotesis /Soalan Kajian
1.5 Batasan Kajian
Bab 2 TINJAUAN LITERATURE
2.1 Pendahuluan
2.2 Tinjauan Am
2.3 Tinjauan releven dengan soalan kajian
2.2 Rumusan
Bab 3 METODOLOGI
3.1 Pendahuluan
3.2 Instrumen
3.3 Populasi/persampelan
3.4 Instrumentasi
3.5 Prosedur Kajian
3.6 Rumusan
Bab 4 DAPATAN KAJIAN
Bab 5 ANALISIS DATA
Bab 6 PENUTUP
BIBLIOGRAFI
LAMPIRAN
D PANDUAN PENULISAN ILMIAH/PENYELIDIKAN
PELAJAR TINGKATAN 6 (2010/2011)
1. Penulisan Ilmiah merupakan satu penulisan bersifat akademik yang boleh dibuat dalam bentuk penyelidikan/kertas konsep/ kajian tindakan/tesis/atau disertasi untuk dibentangkan di seminar, kolokium, simposium, persidangan atau sekadar untuk diterbitkan di dalam jurnal, buku atau majalah ilmiah.
2. Objektifnya ialah untuk memberi pendedahan kepada pelajar-pelajar Tingkatan 6 dengan kaedah menyediakan satu penulisan ilmiah yang baik sebagai persediaan awal dan latihan untuk mereka menyampaikan idea-idea secara lebih akademik dan matang. Penulisan yang dihasilkan perlulah mencerminkan intelek pelajar-pelajar pada tahap Tingkatan 6 atau pra-universiti.
3. Pelajar dibenarkan menghasilkan kerja secara bersendirian atau sebaiknya dalam kumpulan dan mereka akan diselia oleh seorang guru.
4. Dalam memilih tajuk guru penyelia haruslah membimbing pelajar supaya tajuk yang dipilih ada menafaat dan layak dibahaskan, ada kaitan dengan sukatan mata pelajaran Tingkatan 6, menarik dan berbentuk informatif dan bahan penulisan dapat diperolehi dan mencukupi. Bantu mereka untuk mengenal pasti isi kandungan, data dan gambar rajah yang releven. Bimbing pelajar untuk menghadkan skop penulisan supaya tidak terlalu luas atau sempit.
5. Guru penyelia hendaklah menyemak deraf penulisan pelajar secara berperingkat/berkala. Semasa perjumpaan/konsultasi, guru perlulah memberi cadangan dan bimbingan untuk memperbaiki dan memantapkan lagi hasil penulisan mereka. Penulisan perlulah bersandarkan kepada bahan literatur, fakta dan data yang sumbernya perlu ditulis sebagai bahan rujukan.
6. Tempoh untuk menyedia dan menyiapkan Laporan/Penulisan ialah dari November 2010 hingga April 2011(sila rujuk Carta Gantt).
7. Laporan/penulisan seperti yang dikehendaki oleh KPM/JPWP ialah antara 15 – 25 muka surat, font Arial 11 dan langkau satu setengah baris. Jidar yang biasa digunakan adalah 2.5 cm di sebelah atas, kanan dan bawah tetapi lebih besar pada sebelah kiri untuk memudahkan penjilidan/binding. Kertas bersaiz A4.
8. Guru penyelia dikehendaki menilai hasil kerja pelajar masing-masing. Satu Borang Penilaian/Penghantaran Laporan yang standard akan digunakan.
9. Sesalinan laporan/penulisan pelajar perlu diserahkan kepada Ketua Penyelidikan untuk simpanan pihak pentadbir.
10. Kolokium/pembentangan peringkat sekolah akan diadakan untuk penilaian hasil laporan penyelidikan/penulisan pelajar-pelajar daripada setiap kumpulan.
JADUAL KONSULTASI PENULISAN ILMIAH/PENYELIDIKAN
PELAJAR TINGKATAN 6 (2010/2011)
Guru Penyelia : ………………………………………….
Nama Pelajar : 1.………………………………………..
2………………………………………...
3…………………………………………
4………………………………………….
MINGGU/
PERKARA YANG AKAN DIBINCANG HASIL KERJA
Minggu 1
Nov-2010
Perlantikan Ketua Kumpulan
Perbincangan Jadual Konsultasi guru penyelia
Penulisan Jadual Perancangan Pelajar.
Pemilihan tajuk
Penjelasan tentang format penulisan kertas cadangan.
Jadual perancangan pelajar
Deraf format kertas cadangan/kerja.
Minggu 2
Nov-2010
Menerima dan menyemak deraf kertas cadangan.
Membincang penambahbaikan/pembetulan kpd. kertas cadangan (jika ada)
Deraf kertas cadangan/kerja.
Minggu 3
Nov-2010
Menerima kertas cadangan yang telah siap.
Membincang format penulisan & garis kasar kandungan laporan.
Pengenalan/Lit. Review
Isi-isi penting yang akan dikemukakan.
Fakta dan data yang boleh disertakan.
Cadangan tempat rujukan/kerja lapangan dan pelaksanaan kerja.
Agihan tanggungjawab penulisan untuk setiap bahagian.
Kertas cadangan/kerja siap
(CUTI AKHIR TAHUN -KERJA LAPANGAN PELAJAR)
Minggu 1,2,3,4
Dis-2010
Laporan dan pengumpulan bahan hasil kerja lapangan oleh setiap
ahli kumpulan
Perbincangan penambahbaikan bahan penulisan
Perbincangan cara penggunaan bahan di dalam penulisan
Koleksi sumber bahan penulisan
Koleksi bahan yang terkemaskinikan
Minggu 1
Jan-2011 Serahan & semakan Deraf penulisan Bahagian 1 :
Pengenalan
Isi kandungan pertama
Perkara-perkara yang perlu dibuat pembetulan.
Cadangan dan perbincangan penulisan Bahagian 2.
Isi kandungan ke-2 & ke-3
Deraf loporan bahagian pertama telah disemak.
Minggu 2
Jan-2011 Semakan pembetulan kepada Deraf penulisan Bahagian 1.
Serahan dan Semakan Deraf penulisan Bahagian 2.
Isi kandungan ke-2 & ke-3
Perkara-perkara yang perlu dibuat pembetulan
Cadangan dan perbincangan penulisan Bahagian 3, Isi kandungan ke-4 dll
Rumusan/Penutup
Laporan Bahagian pertama siap
Laporan deraf Bahagian ke-2 telah disemak
Minggu 3
Jan-2011 Semakan pembetulan kepada Deraf penulisan Bahagian 2.
Serahan dan Semakan Deraf penulisan Bahagian 3 /akhir.
Isi kandungan ke-4 & ke-5
Rumusan/Penutup
Laporan Bahagian ke-2 siap
Laporan deraf Bahagian ke-3 telah disemak
Minggu 4
Jan-2011 Semakan pembetulan kepada Deraf penulisan Bahagian 3/akhir.
Perancangan pembentangan/kolokium
Perancangan penghantaran laporan yang siap dijilid.
Laporan siap.
Minggu 1&2
Feb-2011
Penyerahan Kertas Cadangan dan Laporan yang telad siap & dijilid
Semakan & Pemberian Markah oleh Guru Penyelia
Minggu 3,4
Feb-2011
Minggu 1,2,3 &4
March-2011
Cuti Penggal & Ujian Selaras
Minggu 1
April-2011
Kolokium Peringkat Sekolah.
Minggu 2
April-2011 Penyerahan Bahan Kolokium kepada penolong Kanan Tingkatan 6 untuk simpanan di Pejabat Sekolah.
MUET BAND Description
MUET Band Description
Band 6 – Very good user (Aggregated Score: 260 – 300)
Very good command of the language. Highly expressive, fluent, accurate and appropriate language: hardly any inaccuracies. Very good understanding of language and contexts. Functions extremely well in the language.
Band 5 – Good user (Aggregated Score: 220 – 259)
Good command of the language. Expressive, fluent, accurate and appropriate language but with minor inaccuracies. Good understanding of language and contexts. Functions well in the language.
Band 4 – Competent user (Aggregated Score: 180 – 219)
Satisfactory command of the language. Satisfactory expressive and fluent, appropriate language but with occasional inaccuracies. Satisfactory understanding of language and contexts. Functions satisfactorily in the language.
Band 3 – Modest user (Aggregated Score: 140 – 179)
Modest command of the language. Modestly expressive and fluent, appropriate language but with noticeable inaccuracies. Modest understanding of language and contexts. Able to function modestly in the language.
Band 2 – Limited user (Aggregated Score: 100 – 139)
Limited command of the language. Lacks expressiveness, fluency and appropriacy: inaccurate use of the language resulting in breakdown in communication. Limited understanding of language and contexts. Limited ability to function in the language.
Band 1 – Extremely limited user (Below 100)
Poor command of the language. Unable to use language to express ideas: inaccurate use of the language resulting in frequent breakdowns in communication. Little or poor understanding of language and contexts. Hardly able to function in the language.
Band 6 – Very good user (Aggregated Score: 260 – 300)
Very good command of the language. Highly expressive, fluent, accurate and appropriate language: hardly any inaccuracies. Very good understanding of language and contexts. Functions extremely well in the language.
Band 5 – Good user (Aggregated Score: 220 – 259)
Good command of the language. Expressive, fluent, accurate and appropriate language but with minor inaccuracies. Good understanding of language and contexts. Functions well in the language.
Band 4 – Competent user (Aggregated Score: 180 – 219)
Satisfactory command of the language. Satisfactory expressive and fluent, appropriate language but with occasional inaccuracies. Satisfactory understanding of language and contexts. Functions satisfactorily in the language.
Band 3 – Modest user (Aggregated Score: 140 – 179)
Modest command of the language. Modestly expressive and fluent, appropriate language but with noticeable inaccuracies. Modest understanding of language and contexts. Able to function modestly in the language.
Band 2 – Limited user (Aggregated Score: 100 – 139)
Limited command of the language. Lacks expressiveness, fluency and appropriacy: inaccurate use of the language resulting in breakdown in communication. Limited understanding of language and contexts. Limited ability to function in the language.
Band 1 – Extremely limited user (Below 100)
Poor command of the language. Unable to use language to express ideas: inaccurate use of the language resulting in frequent breakdowns in communication. Little or poor understanding of language and contexts. Hardly able to function in the language.
Title,Overview, General Trend,Body,Conclusion
In the sample essay I have copied from somewhere and pasted for you, I want you to find the above elements: Title, Overview, General Trend, Body and Conclusion!
As I have taught you in class, the above is THE ONLY WAY to tackle Question 1.
Read now an adapted method by Audrey Wiles: (with some changes made by me)
Firstly, extract the TITLE from the question and underline it.
For the first paragraph, it consists of minimum 2 sentences: the OverView (OV) and General Trend (GT).
OV- What does the stimuli present? Answer: a bar graph, diagram, pie chart, pictograph, newspaper headline or article, some notes etc.
GT - What is the general trend of all the stimuli combined? Answer: Increasing, Decreasing, Consistent or Fluctuating (NOTE: These are the FOUR main trends)
BodyFor the second and/or third paragraphs, you need to identify the Key Features (KFs) which are the MOST OUTSTANDING ideas from the stimuli.
(NOTE: report will be marked DOWN if students just LIST ALL FEATURES and information from the stimuli without choosing the MOST IMPORTANT AND OUTSTANDING details, students must be SELECTIVE of which details to include)
*There is no set number of KFs that need to be identified (10 points). Therefore, this report writing is more difficult to perfect as it depends heavily on the students' understanding and proficiency.
**Also ensure that students do not make any external ASSUMPTIONS! Do not give your own ideas and opinions no matter how plausible they may be. This is NOT LIKE PENGAJIAN AM where ANDAIAN is part of the marking scheme.
***You may write in just 1 paragraph but 2 or 3 paragraphs are also accepted, generally it depends on what kind of stimuli are given. Begin each paragraph with phrases like:
i) According to the...
ii) Based on the...
iii) With reference to...
ConclusionFor the closing, it consists of minimum two sentences, Prediction (Pi) and Proposal (Pii).
P(i)- What future trend can you predict? Answer: If x happens, then y will continue to increase, decrease, stabilise or fluctuate.
P(ii)- What recommendation can you propose? Answer: The government/company/United Nations can...
*P(ii) is not compulsory but it will differentiate the higher bands from the lower ones.
NOTE: While the word limit suggested is 150 to 200 words, you must write exactly 200 words!
Writing more means there may be more grammatical errors which will cause you to be marked down.
As I have taught you in class, the above is THE ONLY WAY to tackle Question 1.
Read now an adapted method by Audrey Wiles: (with some changes made by me)
Firstly, extract the TITLE from the question and underline it.
For the first paragraph, it consists of minimum 2 sentences: the OverView (OV) and General Trend (GT).
OV- What does the stimuli present? Answer: a bar graph, diagram, pie chart, pictograph, newspaper headline or article, some notes etc.
GT - What is the general trend of all the stimuli combined? Answer: Increasing, Decreasing, Consistent or Fluctuating (NOTE: These are the FOUR main trends)
BodyFor the second and/or third paragraphs, you need to identify the Key Features (KFs) which are the MOST OUTSTANDING ideas from the stimuli.
(NOTE: report will be marked DOWN if students just LIST ALL FEATURES and information from the stimuli without choosing the MOST IMPORTANT AND OUTSTANDING details, students must be SELECTIVE of which details to include)
*There is no set number of KFs that need to be identified (10 points). Therefore, this report writing is more difficult to perfect as it depends heavily on the students' understanding and proficiency.
**Also ensure that students do not make any external ASSUMPTIONS! Do not give your own ideas and opinions no matter how plausible they may be. This is NOT LIKE PENGAJIAN AM where ANDAIAN is part of the marking scheme.
***You may write in just 1 paragraph but 2 or 3 paragraphs are also accepted, generally it depends on what kind of stimuli are given. Begin each paragraph with phrases like:
i) According to the...
ii) Based on the...
iii) With reference to...
ConclusionFor the closing, it consists of minimum two sentences, Prediction (Pi) and Proposal (Pii).
P(i)- What future trend can you predict? Answer: If x happens, then y will continue to increase, decrease, stabilise or fluctuate.
P(ii)- What recommendation can you propose? Answer: The government/company/United Nations can...
*P(ii) is not compulsory but it will differentiate the higher bands from the lower ones.
NOTE: While the word limit suggested is 150 to 200 words, you must write exactly 200 words!
Writing more means there may be more grammatical errors which will cause you to be marked down.
model answer for the mid year MUET writing paper, question 1.
Dear Students,
Please get hold of 2010 Mid year MUET Paper Question 1
Question 1 MUET Mid Year Writing Paper 800/4 sample answer
Frequency of Visits to the Three Music Websites by Teenagers
The stimuli present a bar graph on visits to the three music websites by teenagers in the month of August and a table on promotional activities of the three sites within the same period. In general, visits to the music websites especially Music Connect increased in direct proportion to the frequency and type of promotional activities provided by the websites.
According to the bar graph, Music Connect was the most popularly visited website by teenagers as it recorded a total of about 133 000 visitors for the month of August. This was followed closely by Music Network which had 125 000 visitors while the least visited of the three websits was Era Music with only 50 000 visitors. The number of visitors fluctuated from week to week and website to website depending on how attractive were the promotional activities carried out by each website each week.
Based on the table, Music Network was the only website that had a promotional activity called 'Name that tune' in the first week therefore it scored the highest hits with 40 000 visitors compared to Music Connect (15 000) and Era Music (10 000). In week 2, Music Connect organised free music CDs for its visitors which gave them 35 000 hits. This promotion was more attractive than 'Name the singer' by Music Network and 'Name the movie' by Era Music therefore the type of promotionial activity carried out is a major factor to draw more visitors to the websites. Week 3 showed the least hits for all three websites as there were no promotional activities carried out at that time. Finally, in week 4, visits to Music Connect skyrocketed to 55 000 hits because they organised free concert tickets for its visitors. Music Network came in second after carrying out a 'Whose line is it' promotion compared to Era Music which attracted only 10 000 as they did not plan any promotional activity for their website.
In conclusion, if websites carry out exciting and attractive promotional activities such as those conducted by Music Connect, then the number of teenage visitors will continue to increase. The websites should increase promotional activities that can capture the attention of more teenagers by providing free gifts or meet the celebrity tickets because it will directly affect their website's popularity especially among the younger generation.
By Audrey Wiles,
Papar , Sabah
Please get hold of 2010 Mid year MUET Paper Question 1
Question 1 MUET Mid Year Writing Paper 800/4 sample answer
Frequency of Visits to the Three Music Websites by Teenagers
The stimuli present a bar graph on visits to the three music websites by teenagers in the month of August and a table on promotional activities of the three sites within the same period. In general, visits to the music websites especially Music Connect increased in direct proportion to the frequency and type of promotional activities provided by the websites.
According to the bar graph, Music Connect was the most popularly visited website by teenagers as it recorded a total of about 133 000 visitors for the month of August. This was followed closely by Music Network which had 125 000 visitors while the least visited of the three websits was Era Music with only 50 000 visitors. The number of visitors fluctuated from week to week and website to website depending on how attractive were the promotional activities carried out by each website each week.
Based on the table, Music Network was the only website that had a promotional activity called 'Name that tune' in the first week therefore it scored the highest hits with 40 000 visitors compared to Music Connect (15 000) and Era Music (10 000). In week 2, Music Connect organised free music CDs for its visitors which gave them 35 000 hits. This promotion was more attractive than 'Name the singer' by Music Network and 'Name the movie' by Era Music therefore the type of promotionial activity carried out is a major factor to draw more visitors to the websites. Week 3 showed the least hits for all three websites as there were no promotional activities carried out at that time. Finally, in week 4, visits to Music Connect skyrocketed to 55 000 hits because they organised free concert tickets for its visitors. Music Network came in second after carrying out a 'Whose line is it' promotion compared to Era Music which attracted only 10 000 as they did not plan any promotional activity for their website.
In conclusion, if websites carry out exciting and attractive promotional activities such as those conducted by Music Connect, then the number of teenage visitors will continue to increase. The websites should increase promotional activities that can capture the attention of more teenagers by providing free gifts or meet the celebrity tickets because it will directly affect their website's popularity especially among the younger generation.
By Audrey Wiles,
Papar , Sabah
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