BORANG PENGESAHAN STATUS TESIS

SESI PENGAJIAN: td "' / Lo 0

mengaku membenarkan tesis(PSM/Sarjana ) ini disimpan di Perpustakaan Fakulti Teknologi Maklumat dan Komunikasi degna syarat-syarat kegunaan seperti berikut:

1. Tesis dan projek adalah hakrnilik Universiti Teknikal Malaysia Melaka. 2. Perpustakaan Fakulti Teknologi Maklumat dan Komunikasi dibenarkan membuat

salinan untuk tujuan pengajian sahaja. 3. Perpustakaan Fakulti Teknologi Maklumat dan Komunikasi dibenarkan mmbuat

salinan tesis ini sebagai bahan pertukaran antara institusi pengajian tingi. 4. **Silatandakan (/)

SULIT (Mengandungi maklumat yang berdarjah keselamatan atau kepentingan Malaysia

seperti yang trrnaktub di dalam AKTA RAHSIA RASMI 1972)

TERHAD (Mengandungi maklumat TERHAD yang telah ditentukan oleh organisasi / badan di mana penyelidikan dijalankan)

TIDAK TERHAD

(TANDATANGAN PENULIS) Alamat tetap: 4\73 f C i O f i b ~ k ( 7 S&?i'Z 7 3 1 A T l i - J @ v I ~ I L ~

Tarikh:

(T NDAT NGAN PENYELIA) $ P

Tarikh: 6dbFg CATATAN: *Tesis dimaksudkan sebagai Laporan Akhir Projek Sarjana Muda(PSM) **Jika tesis ini SULIT atau TERHAD, sila lampirkan surat daripada pihak berkuasa.

DECLARATION

I hereby declare that this project report entitled

ARABIC COURSEWARE USINGCONSTRUCTIVISM

is written by me and is my own effort and that have no part has been plagiarized without citations.

STUDENT : p c e m A ~ 97 /fs a- Date: (STUDENT NAME)

SUPERVISOR : /&&%ctrm a. ~M--D (SUPERVISOR NAME)

Date: 0&/+8

IBRAHIM BIN AHMAC

DEDICATION

To my beloved hubby, parents, siblings and fiends.. . .

ACKNOWLEDGEMENT

BISMILLAH.. .alhamdulillah, finally my hard times for finishing this project has

ended. Special praise is due to Allah, and peace is upon His Messenger. Because of His

blessing, I can come out with this idea and completing this project.

Thanks also to Mr. Ibrahim bin Ahmad for giving such idea for the whole process

of this courseware development. I would like to express my gratitude to all my lecturers

that that have been teaching me since the last 3 years. All your advices and your lessons

will always in my mind and heart.

Finally, lots of love and thanks to my beloved parents and all my fiiends for the

support and kindness they gave to me.

Thank you so much to you all.

ABSTRACT

The thesis of Arabic Courseware Using Constructivism is about a courseware for final year student of session 2008.This courseware about learning through constructivism techniques which are include real world learning, problem based learning and so o n The main purpose in developing a new Arabic courseware is to encourage and support the kids in learning the language. This report concludes about introduction of the project, the literature review, project methodology, the analysis of the project, prototype design and lastly is project conclusion. Research is made in early stage of the project. It is involved the research about history of courseware, characteristics of constructivism and the way that human thinking in gain knowledge. Analysis had done by make an observation on internet or current courseware or e-learning and also questionnaires to the target users. Basically, this courseware target to the primary school student area Year 1-3 but other level of ages also can use this courseware. As a conclusion, this report show all the researches and development that achieve by the student.

ABSTRAK

Tesis ini ialah CD Pembelajaran Bahasa Arab menggunakan teknik konstruktivism, merupakan projek akhir pelajar sesi 200812009. CD ini ialah tentang pembelajaran menerusi teknik konstruktivism yang mana ia meliputi pembelajaran melalui dunia sebenar, belajar melalui permasalahan dan sebagainya. Tujuan utama membinaan CD pembelajaran ini ialah untuk menggalakkan dan membantu pelajar dalam mempelajari bahasa yang agak rumit ini. Laporan ini mengandungi pengenalan tentang pengenalan projek, literature review, metodologi projek, analisa projek, rekabentuk prototaip dan akhir sekali kesimpulan projek. Kaji selidik dijalankan pada permulaan projek. Ia mengandungi kaji selidik tentang sejarah CD Pembelajaran, ciri-ciri konstruktivism dan bagaimana manusia berfikir dan belajar mencari ilrnu. Analisa juga dilakukan dengan membuat tinjam dan pemerhatian di internet atau sistem-sistem yang ada di pasaran dan soalan-soalan di edarkan untuk menentukan keberkesanan kepada pengguna yang disasarkan. Secara asasnya, CD Pembelajaran ini ialah untuk pelajar sekolah rendah sekitar Tahun 1 hingga Tahun 3 tetapi peringkat umur yang lebih tinggi juga boleh menggunakannya. Kesimpulannya, laporan ini menunjukkan semua kaji selidik dan pemerhatian dan juga pembinaan projek ini yang diterima oleh pelajar.

TABLE OF CONTENTS

CHAPTER SUBJECT

DECLARATION

DEDICATION

ACKNOWLEDGEMENT

ABSTRACT

ABSTRAK

TABLE OF CONTENTS

LIST OF TABLES

LIST OF FIGURES

CHAPTER I INTRODUCTION

1.1 Project Background

1.2 Problem Statement

1 3 Objective

1.4 Scopes

1.5 Project Significance

1.6 Conclusion

CHAPTER I1 LITERATURE REVIEW AND PROJECT

METHODOLOGY

2.1 Introduction

2.2 Fact and Finding

2.2.1 Definition of Courseware

2.2.1.1 Primary Courseware

2.2.1.2 Secondary Courseware

2.2.1.3 Tertiary Courseware

PAGE

i

ii

iii

iv

v

vi

X

xi

2.2.2 Educational Courseware 9

2.2.3 What Makes A Good Courseware? 11

2.2.4 Constructivism Theory 13

2.2.5 Characteristics of Constructivism 14

2.2.5.1 Two Way Communication or Active Learning 14

2.2.5.2 Contents inside Courseware (A Good Content) 15

2.2.53 Real World Learning 17

2.2.5.4 Problem Based Learning (PBL) 19

2.2.5.5 Assessment should be Authentic and Interwoven 21

with Teaching

2.2.6 Courseware 1 e-learning (technology) as Cognitive 23

Tools in Constructivism

2.2.6.1 Rationales for Using Technology as Cognitive 24

Tools

2.2.7 Constructivism and Human Brain 27

2.3 Project Methodology 28

2.4 Project Requirement 30

2.4.1 Development Requirement 30

2.4.1.1 Software Requirement 30

2.4.1.2 Hardware Requirement 31

2.4.2 Runtime Requirement 32

2.4.2.1 Software Requirement 32

2.4.2.2 Hardware Requirement 32

2.43 Other Requirement 32

2.5 Project Schedule and Milestones 33

2.6 Conclusion 34

CHAPTER 111 ANALYSIS

3.1 Introduction

3.2 Problem Analysis

3.2.1 Need Assessment

viii

3.2.1.1 Observation

3.2.1.2 Existing System

3.2.1.3 Reading Material

3.2.2 Problems Clarification

3.3 Requirement Analysis

3.3.1 Content Analysis

3.3.2 Functional Requirements

3.3.3 Non-functional Requirements

3.3.4 Development Requirements

3.3.4.1 Software Requirements

3.3.4.2 Hardware Requirements

3.4 Conclusion

CHAPTER n7 DESIGN

4.1 Introduction

4.2 System Architecture

4.3 Preliminary Design

4.3.1 Storyboard Design

4.4 User Interface Design

4.4.1 Navigation Design

4.4.2 Input Design

4.4.3 Output Design

4.5 Conclusion

CHAPTER V IMPLEMENTATION

5.1 Introduction

5.2 Production and Implementation

5.2.1 Production of Text

5.2.2 Production of Graphics

5.2.3 Production of Audio

5.2.4 Production of Animation

5.2.5 Process of Integration

5.3 Software Configuration Management

5.3.1 Configuration Environment Setup

5.3.2 Version Control Procedure

5.4 Implementation Status

5.5 Conclusion

CHAPTER VI TESTING

6.1 Introduction

6.2 Test Plan

6.2.1 Test Organization

6.2.2 Test Environment

6.2.3 Test Schedule

6 3 Test Strategy

63.1 Classes of Test

6.4 Test Design

6.4.1 Test Description

6.4.1.1 Alpha Testing

6.4.1.2 Beta Testing

6.4.2 Test Data

6.5 Test Results and Analysis

6.6 Conclusion

CHAPTER VII PROJECT CONCLUSION

7.1 Observation on Weaknesses and Strength

7.1.1 Weaknesses

7.1.2 Strength

7.2 Proposition for Improvement

7.3 Contribution

7.4 Conclusion

REFERENCES

BIBLIOGRAPHY

APPENDICES

LIST OF TABLES

TABLE

Table 2.1

Table 2.2

Table 2.3

Table 2.4

Table 2.5

Table 3.1

Table 5.1

Table 5.2

Table 5.3

Table 6.1

Table 6.2

TITLE

How instructional design principles can complement

the operational capabilities of the computer to ensure

learning

Information Delivery

Performance Feedback

ADDIE Model Phases and its Deliverables

Hardware Specification for Courseware Development

Hardware Specification for Courseware Development

Configuration Environment Setup

Version's of Software Used

Description on the Implementation Status

Test schedule for Arabic Courseware

Description of test cases

PAGE

FIGURE

LIST OF FIGURES

TITLE PAGE

Figure 2.1 Figure 3.1 Figure 4.1 Figure 4.2 Figure 4.3 Figure 4.4 Figure 4.5 Figure 4.6

' Figure 4.7 Figure 4.8 Figure 5.1 Figure 5.2 Figure 5.3 Figure 5.4 Figure 5.5 Figure 6.1 Figure 6.2 Figure 6.3 Figure 6.4 Figure 6.5 Figure 6.6 Figure 6.7 Figure 6.8 Figure 6.9 Figure 6.10 Figure 6.1 1

The ADDIE Model The Flow of this Courseware System Architecture Model for Arabic Courseware Format of Storyboard The Main Character Interface Design for Intro Main Menu Interface Design for Mengenal Huruf Belajar Ayat Arab page Perbualan page Exercises Illustration Lesson Illustration Normalization Process 1 Normalization Process 2 Lip Sync Animations Test Case form Test Case 1 Alpha Testing Test Case 2 Alpha Testing Test Case 3 for Alpha Testing Test Case 1 for Beta Testing Question 1 Question 2 Question 3 Question 4 Question 5 Question 6

CHAPTER I

INTRODUCTION

1.1 Project Background

Technologies from the ecological perspective such as Gibson (1979), afford the

most meaningful thinking when used as tools. The process of building knowledge

bases using technologies will engage the children more and result in more meaningful

and transferable knowledge to the children. Example of application in technologies is

courseware.

According to Amit Schitai Multimedia Design Specialist Long Beach College,

information, computation and multimedia are three popular components found in

educational courseware. In many cases, courseware programs include these

components by making use of the computer's operational capabilities, however

instructional design considerations need to be applied to each one of these

components to ensure learning has indeed occurred.

Courseware is educational software that delivers course material and instruction

via computer. It contains instructional modules which deliver a collection of lessons

on a specific topic (Dewey, 1980). For this courseware, a constructivism has been

chosen for learning theory. Constructivism is a philosophy of learning founded on the

premise that, by reflecting on experiences. Humans generate their own "rules" and

mental models," which they use to make sense of the experiences. Learning,

therefore, is simply the process of adjusting our mental models to accommodate new

experience.

1.2 Problem Statement

Teaching and learning process involves two types of material; paper based

material (conventional approach) and computer based. In market and Internet, there

was a lot of courseware and e-learning courseware available for every subject, level

and age. All of this courseware is designed creatively and interesting where it features

includes multimedia elements like animation, audio, video and so on but it was

dficult to find an Arabic courseware.

There were only Arabic coursewares which are not suitable for Malaysian

especially kids. This is because almost Arabic developers not coming fiom this

country but other country like Middle East, Iran, United State and they not use

Malaysian's Arabic pronunciation. This situation makes Arabic courseware in market

dficult to understand and learning by Malaysian's people. That is why Malaysian

not interested in learning Arabic- because the lack of suitable additional tools.

For this courseware, pedagogy that will be used is constructivism. Constructivism

is a theory about learning which fall somewhere between cognitive and humanistic

views (Gestalt, 1994). It recognizes the importance of the wind in making sense of the

material with which it is presented. Constructivism particularly in its social forms

suggests that the learner is much more actively involved in class. So, when

constructivism was apply in courseware, the courseware need to involved a

characteristics of constructivism such as real world, problem based learning, multiple

perspectives, content are presented and encouraged and so on, so that this pedagogy

successful and enable to use in technology, not only in classroom.

1.3 Objectives

There are three objectives to be achieved in this project which are:

To develop an interactive courseware that stimulate children to learning

Arabic language, whereby the courseware will be in CD for children at Year 1

till Year 3

To identify student's mastery in Arabic language after use this courseware and

this will be show in testing chapter

To see an expert opinion and this will be explained in questionnaire section

1.4 Scope

This courseware is very suitable for primary school's children who learning basic

Arabic language. It provides a basic learning such as alphabets, objects and simple

conversation based on MOE Arabic language syllabus for Year 1 till Year 3. The

main target user was student at primary school in Year 1 till Year 3 but also suitable

for anyone who wants to learn about Arabic language. This courseware also can use

by teachers as an instrument in teaching Arabic language to their students.

This courseware is a standalone courseware that will be running on normal

personal computer using Window platform. Malay will be the communication

language in this language. Expected output of this courseware would be in a form of

CD application where it is a standalone application.

1.5 Project Significance

Learning in classroom is not enough as it require homework what was being learnt at

school. Thus, by using this courseware, it will help the student to review what they had

learned at school.

Due to that, it will increase the student understanding towards the language during

class within a short time. Children in age seven until nine will get benefits from this

product. This is because it not only a good lesson but also an interactive and interesting

activities. When it coming with CD, student can keep it and use it when they need it

again.

1.6 Conclusion

It can be concluded that, this chapter emphasizes of project determination on its

scope, objective as well as the study area of this topic. Problem statement is also stated in

this chapter so that this project's significance can be determined. Thus, the benefits of

this project can be measured.

The next activities will be more on literature review where it requires a lot of research

on fact and finding. Project methodology and project requirement will be discussed on

next chapter.

CHAPTER I1

LITERATURE REVIEW AND PROJECT METHODOLOGY

2.1 Introduction

A literature review is an account of what has been published on a topic by

accredited scholars and researchers. Based on Oxford Dictionary, Second Edition (2001),

research is a careful study or investigate carryout on order to discover new fact or

information as knowledge or perhaps to find solutions to overcome a problem. It also

refer to searching, collecting, analyzing and drawing conclusion from all debates and

issues raised in relevant body of literature.

In this chapter, fact and finding is one of the literature review elements based on

the development of this courseware. This include of searching, collecting, analyzing and

drawing conclusion from all debates and issues raised in relevant body of literature. This

chapter will discuss about the meaning of courseware and courseware development

according to expert perspectives.

In Chapter 11, the methodology for the courseware development will be discussed.

According to www.~arliament.vic.~ov.au , methodology is a procedures and techniques

used to collect, store, analyze and present information; a research process. The project

methodology that will be used in developing the courseware is ADDIE model. ADDIE

model consists of five phases that is; analysis, design, development, implementation and

evaluation.

2.2 Fact and Finding

This part of the chapter will discuss on the fact and finding focusing on the

technical issues in developing Arabic courseware. Beside that, the criteria of choosing

characteristics of constructivism will be explained in this chapter.

2.2.1 Definition of Courseware

Courseware is educational material intended as kits for teachers or trainers or as

tutorials for students, usually packaged for use with a computer. Courseware can

encompass any knowledge area, but information technology subjects are most common.

Courseware is frequently used for delivering education about the personal computer and

its most popular business applications, such as word processing and spreadsheet

programs. Courseware is also widely used in information technology industry

certification programs, such as the Microsoft Certified Systems Engineer (MCSE) and the

Computing Technology Industry Associaton's A+ examination.

Courseware can include:

J Material for instructor-led classes

J Material for self-directed computer-based training (CBT)

J Web sites that offer interactive tutorials

J Material that is coordinated with distance learning, such as live classes conducted

over the Internet

J Videos for use individually or as part of classes

* The CD-ROM is the most common means of delivering courseware that is not offered

online. For teachers and trainers, courseware content may include set-up information, a

course plan, teaching notes, and exercises. The three stages identified in the learning

Mework , provide a framework for the evaluation of courseware developed using

advanced learning technology (ALT) for education. Three kinds of courseware can be

identified:

Primary courseware (conceptualization) will support the presentation of content.

Secondary courseware (construction) will provide resources for the doing of

learning tasks.

Tertiary courseware (dialogue) will support dialogue through communication.

2.2.1.1 Primary Courseware

Primary courseware is courseware produced professionally, authored by subject

matter experts but usually designed and programmed by specialists. It involves the

presentation of what is termed the 'primary exposition. Traditional linear media,

especially film and television, and the new multimedia environments, are highly effective

for orientation; to give interesting overviews and entice people into a new subject area.

Much recent literature has discussed the suitability of hypermedia for exploration,

whether a rich set of interconnections will allow opportunity for learning by browsing.

Initial enthusiasm for this paradigm has given way to a realization that free exploration is

inefficient and needs to be supplemented by guidance.

For experimentation technology, particularly in the form of interactive

simulations or expert systems, can begin to achieve real added-value for learning. The

learner can interactive with the software. The answers to the learners' questions are

provided through the (re)action of the simulation sohare. Here we begin to encounter

the idea of the computer as a virtual laboratory.

2.2.1.2 Secondary Courseware

Secondary courseware is constructed by teachers for their own courses or is

tailored from primary sources. The same tools can also be used by the learners to create

their own courseware. Secondary courseware supports the tasks students actually do

when learning. This covers formal activities such as the completion of assignments,

essays, projects, laboratory work as well as informal activities such as organizing notes,

searching for material, practicing for exams. Here productivity tools can be used far more

effectively if put in the hands of the learners to create their own material rather than for

teachers to deliver material. It is the process of collecting, organizing and explaining the

material for other people which facilitates learning rather than reading the results of other

people's learning activities. These tools range h m word processors, graphics packages,

authoring packages, expert system shells and even video conferencing.

2.2.1.3 Tertiary Courseware

Tertiary courseware is a new kind of courseware, which hardly exists at present,

but represents an idea which is currently attracting attention. Learning is facilitated

through communication. The communication may take the form of questions, answers

and discussion. This provides material for re-conceptualization.

Tertiary courseware provides the best current oppor!mity for adding effective

support to learning. It is centered on communications and uses technology to provide

opportunities for discussion and reflection. This is particularly relevant to the needs of

distant learners to provide a sense of belonging to a group, but is also relevant to campus

based institutions, especially multi-campus or those wishing to share resources and those

wishing to broaden the learning experience for their students by introducing guest

lecturers and broadening their peer community.

What technology now offers in support of dialogue is an environment in which

discussions can occur without the participants being physically close andlor

simultaneously present Video conferencing makes distance unimportant but time is still

crucial. Therefore this is not suitable for open learning. With the use of asynchronous

communication tools such as computer conferencing and email either time or location are

important. Moreover, technologies such as the Internet allow the appropriate participants

to locate one another in the first place.

2.2.2 Educational Courseware

Technology was integrated into class curricular and more online courses were

offered in many educational institutions. The ways technology is used and positively

affect student's learning in these courses were examined. Information, computation and

multimedia were three popular components found in educational courseware. In many

cases, courseware programs include these components by making use of the computer's

operational capabilities, however instructional design considerations need to be applied to

each one of these components to ensure learning has indeed occurred. When using the

computer operational capabilities to provide information, computation and multimedia, it

is important to recognize three premises:

- delivering information learning

- provide performance computation learning

- including multimedia in the course learning

Table 2.1: how instructional design principles can complement the operational

capabilities of the computer to ensure learning

OPERATIONAL CAPABILITY

Information delivery

Performance computatian

Multimedia

INSTRUCTIONAL DESIGN LINK TO LEARNING

Design information processors / strategies

Provide individualized feedback

Define media combinations & interactivity level '

Courseware of various types ( e.g linear presentations like Powerpoint, non-linear

courseware, Web pages used to facilitate class and on-line courses) often provide learners

with screens full of information and students are required to scroll down pages or click on

buttons to go through the material delivered their way. However, the fact that material

was delivered is not enough to assume that learning has indeed occurred; there is no

guarantee that students have successfblly processed the information and retained it. To

acquire information and learn, students need tools with which they can process the

information passed on to them.

Table 2.2: Information Delivery

Unknown Educational Outcomes

Sound Educational Outcomes

Method

Turn Page

Browse

Analyze

Do- Accomplish a

Task

Be- Tab a Role

Information Delivery

Examples fi-om Courseware

wait.. .when you ready, click continue read the following

= read my explanation

click to select a menu option find information about.. . . Search for.. .in this picture gallery

Drag and drop in the appropriate place Set appropriate sequence Identify.. .in t!s picture by clichg on it

Mix the appropriate solutions to get.. . Ask for directions and navigate your way based on the answers

You an Alaska Salmon. What do you want to do next? You are an ER physician. A patient in a come has just arrived. What are you doing next?

Educational courseware programs often include images, sounds and movies.

Unfortunately, in many instances, the inclusion of media in the courseware has very little

effect on learning. Displaying a picture, for example, because "it's cute" or because it

breaks a text segment does not mean that students learn better with it.

Analyzing the characteristic of each medium leads to many potential learning

hurdles. Video grabs students' attention, however it is a very passive medium. After a

short time of watching video, students' concentration level and interest often decreases.

Learning fiom audio is quite difficult, it requires concentration, internalization and

processing skills that in many cases are not easy to apply.

2.2.3 What Makes A Good Courseware?

To develop a good courseware, there are two features need to be added to make

sure that the courseware more educational and interesting. According to Amit

Schitai(2000), all successful courseware should have both of this features:

Performance Computation. Reporting on students' performance does not mean

that learning has indeed occurred. Since computation is what computers do best, it

is very natural for courseware developers to use this capability as a performance

analysis tool. Thus, many courseware programs include a quiz or a similar

assessment and then provide feedback like: "You have answered 20 questions and

14 of them COTT~C~". Some programs make use of the computer's ability to

compute time and add to the previous assessment in "3 minutes and 45 seconds".

Providing computation to analyze students' performance, the programs function

as merely a delivery agent rather than a learning resource. In this way, the

programs are similar to a letter get the facts but no advice is provided about what

to do or how to improve the situation. Students still need an analysis tool to

understand what they did wrong and what is necessary to improve their

performance.