ASSIGNMENT / TUGASAN

HPGD1203
THEORIES AND PRACTICES OF TEACHING AND LEARNING
MAY 2024 SEMESTER
_________________________________________________________________________

SPECIFIC INSTRUCTION / ARAHAN KHUSUS

1. Answer in Malay or English. /

Jawab dalam Bahasa Melayu atau Bahasa Inggeris.

2. Number of words: 2500 – 3000 words excluding references. /

Jumlah patah perkataan: 2500 – 3000 patah perkataan tidak termasuk rujukan.

3. Submit your assignment ONCE only in a SINGLE file. /

Hantar tugasan SEKALI sahaja dalam SATU fail.

4. Submit your assignment ONLINE. /

Tugasan ini dihantar secara ONLINE.

5. Submission date : 17 JULY 2024. /

Tarikh penghantaran : 17 JULAI 2024.

6. This assignment accounts for 60% of the total marks for the course. /
Tugasan ini menyumbang sebanyak 60% dari jumlah markah kursus.

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 ASSIGNMENT QUESTION

Part I

QUESTION (50%)
Case Study Analysis

Constructivism in Online Learning Environments: A Case Study of Language Instruction

Scenario:

In response to the increasing demand for language proficiency and the need for engaging
online learning experiences, Dr. Rani, a language instructor, has embraced constructivist
principles in her virtual classroom. She designs her online courses to foster active learning,
communication skills, and cultural understanding among her students. Through a series of
communicative tasks, collaborative projects, and authentic language use activities, Dr. Rani
aims to create an environment where students construct their understanding of language
concepts through meaningful interactions with content and peers.

Implementation Strategies:

 Communicative Tasks: Dr. Rani develops communicative tasks that encourage

students to engage in real-life language use situations, such as role-plays, debates,
and discussions. These tasks are designed to promote active communication, critical
thinking, and problem-solving skills. By providing authentic language contexts and
tasks, Dr. Rani fosters a communicative approach to language learning and
encourages students to use the language for meaningful purposes.

 Collaborative Projects: To promote collaboration and peer learning, Dr. Rani assigns
collaborative projects where students work together to complete tasks related to
language learning and cultural exploration. Through online discussion forums, virtual
group meetings, and shared documents, students collaborate to research, create,
and present materials that showcase their language skills and cultural
understanding. This collaborative approach not only enhances students' language
proficiency but also fosters intercultural competence and empathy.

 Authentic Language Use Activities: Recognizing the importance of authentic

language use in language learning, Dr. Rani designs activities that simulate real-world
language use situations, such as interviews, storytelling, and multimedia projects.
These activities provide students with opportunities to apply their language skills in
authentic contexts and develop fluency, accuracy, and confidence in using the
language. By integrating authentic language use activities into her curriculum, Dr.
Rani prepares students for real-life communication experiences and promotes
lifelong language learning.

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Answer the following questions based on the given scenario:

1. Evaluate the effectiveness of communicative tasks in promoting constructivist

learning principles in virtual language instruction. How do these tasks encourage
active engagement, communication skills development, and cultural understanding
among students in online learning environments?

2. Explore the role of collaborative projects in fostering social constructivism in virtual

language instruction. How do these projects promote peer interaction, knowledge
sharing, and collaborative language learning among students in online learning
communities?

3. Discuss the importance of authentic language use activities in supporting

constructivist learning experiences in online language instruction. How do these
activities provide students with opportunities to use the language in meaningful
contexts, foster language fluency, and develop intercultural competence in virtual
learning environments?

4. Reflect on the challenges and opportunities of implementing constructivist principles

in online language instruction. How can educators effectively design and facilitate
constructivist learning experiences in virtual classrooms to promote active learning,
collaboration, and cultural understanding among students across diverse language
proficiency levels and cultural backgrounds?

Support the discussion with relevant literature review, from 2018 onwards. Refer to the
rubric for the breakdown of marks.

[Total: 50 marks]

Part II

ONLINE CLASS PARTICIPATION (10%)

Discuss the following topic(s) in the forum and respond to three other postings by your
peers. Submit proof of your participation in the online discussions:

1. Discuss the role of scaffolding in facilitating learning within a constructivist

framework. How can educators provide appropriate support and guidance to help
students build upon their existing knowledge and skills?

2. Evaluate the effectiveness of constructivist instructional strategies, such as problem-

based learning or inquiry-based learning, in promoting deeper understanding and
higher-order thinking skills among students. Provide examples of how these
strategies can be implemented in various educational contexts.

[Total: 10 marks]

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 SOALAN TUGASAN

Bahagian I

SOALAN (50%)
Analisis Kajian Kes

Konstruktivisme dalam Persekitaran Pembelajaran Dalam Talian: Satu Kajian Kes

Pengajaran Bahasa

Senario:

Sebagai respons terhadap permintaan yang semakin meningkat untuk kecekapan

berbahasa dan keperluan pengalaman pembelajaran dalam talian yang menarik, Dr.
Rani, seorang pengajar bahasa, telah mengaplikasikan prinsip konstruktivisme dalam
bilik darjah mayanya. Beliau merancang kursus dalam talian dengan tujuan
menggalakkan pembelajaran aktif, kemahiran berkomunikasi, dan pemahaman budaya
di kalangan pelajarnya. Melalui siri tugas komunikatif, projek kolaboratif, dan aktiviti
penggunaan bahasa autentik, Tujuan Dr. Rani adalah untuk mencipta persekitaran di
mana pelajar membina pemahaman mereka terhadap konsep bahasa melalui interaksi
yang bermakna dengan kandungan dan rakan sekelas.

Strategi Pelaksanaan:

 Tugas Komunikatif: Dr. Rani membangunkan tugas komunikatif yang

menggalakkan pelajar untuk terlibat dalam situasi penggunaan bahasa dalam
kehidupan sebenar, seperti main peranan, perbahasan, dan perbincangan.
Tugas-tugas ini direka untuk menggalakkan komunikasi aktif, pemikiran kritis,
dan kemahiran menyelesaikan masalah. Dengan menyediakan konteks dan tugas
bahasa autentik, Dr. Rani menggalakkan pendekatan komunikatif dalam
pembelajaran bahasa dan mendorong pelajar untuk menggunakan bahasa untuk
tujuan yang bermakna.

 Projek Kolaboratif: Untuk menggalakkan kerjasama dan pembelajaran bersama,

Dr. Rani memberikan projek kolaboratif di mana pelajar bekerja sama untuk
menyelesaikan tugas berkaitan dengan pembelajaran bahasa dan penjelajahan
budaya. Melalui forum perbincangan dalam talian, mesyuarat kumpulan maya,
dan dokumen yang berkongsi, pelajar berkolaborasi untuk melakukan
penyelidikan, mencipta, dan menyampaikan bahan yang memperlihatkan
kemahiran bahasa mereka dan pemahaman budaya. Pendekatan kolaboratif ini

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 tidak hanya meningkatkan kecekapan bahasa pelajar tetapi juga memupuk
kecekapan antarabudaya dan empati.

 Aktiviti Penggunaan Bahasa Autentik: Memahami kepentingan penggunaan

bahasa autentik dalam pembelajaran bahasa, Dr. Rani merangka aktiviti yang
mensimulasikan situasi penggunaan bahasa dalam kehidupan sebenar, seperti
temu ramah, bercerita, dan projek multimedia. Aktiviti-aktiviti ini memberi
pelajar peluang untuk menggunakan kemahiran bahasa mereka dalam konteks
yang autentik dan mengembangkan kefasihan, ketepatan, dan keyakinan dalam
menggunakan bahasa. Dengan mengintegrasikan aktiviti penggunaan bahasa
autentik dalam kurikulumnya, Dr. Rani menyediakan pelajar dengan persediaan
untuk pengalaman komunikasi dalam kehidupan sebenar dan menggalakkan
pembelajaran bahasa sepanjang hayat.

Jawab soalan-soalan berikut berdasarkan senario yang diberikan:

1. Nilai keberkesanan tugas komunikatif dalam menggalakkan prinsip pembelajaran

konstruktivis dalam pengajaran bahasa maya. Bagaimanakah tugas-tugas ini
menggalakkan penglibatan aktif, pembangunan kemahiran berkomunikasi, dan
pemahaman budaya di kalangan pelajar dalam persekitaran pembelajaran dalam
talian?

2. Jelaskan peranan projek kolaboratif dalam memupuk konstruktivisme sosial dalam

pengajaran bahasa dalam talian. Bagaimanakah projek-projek ini menggalakkan
interaksi rakan sebaya, perkongsian pengetahuan, dan pembelajaran bahasa secara
berkolaborasi di kalangan pelajar dalam komuniti pembelajaran dalam talian?

3. Bincangkan kepentingan aktiviti penggunaan bahasa autentik dalam menyokong

pengalaman pembelajaran konstruktivis dalam pengajaran bahasa dalam talian.
Bagaimanakah aktiviti-aktiviti ini memberi peluang kepada pelajar untuk
menggunakan bahasa dalam konteks yang bermakna, memupuk kecekapan bahasa,
dan membangunkan kecekapan antarabudaya dalam persekitaran pembelajaran
dalam talian?

4. Berikan refleksi tentang cabaran dan peluang pelaksanaan prinsip konstruktivisme

dalam pengajaran bahasa dalam talian. Bagaimanakah pendidik dapat merangka dan
memudahkan pengalaman pembelajaran konstruktivis dalam bilik darjah maya untuk
menggalakkan pembelajaran aktif, kerjasama, dan pemahaman budaya di kalangan
pelajar dalam pelbagai tahap kecekapan bahasa dan latar belakang budaya yang
berbeza?

Sokong perbincangan anda dengan kajian literatur yang relevan, dari tahun 2018 ke
atas. Rujuk kepada rubrik untuk pecahan markah.
[Jumlah: 50 markah]

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Bahagian II

PENYERTAAN DALAM TALIAN (10%)

Bincangkan topik berkenaan di dalam forum dan berikan respon terhadap tiga
perbincangan yang lain. Hantarkan bukti penglibatan anda dalam forum.

1. Bincangkan peranan perancah (scaffolding) dalam memudahkan pembelajaran

dalam kerangka konstruktivisme. Bagaimanakah pendidik memberikan sokongan dan
panduan yang sesuai untuk membantu pelajar membina pengetahuan dan
kemahiran mereka?

2. Nilai keberkesanan strategi pengajaran konstruktivis, seperti pembelajaran

berasaskan masalah atau pembelajaran berasaskan penyiasatan, dalam
menggalakkan pemahaman yang lebih mendalam dan kemahiran berfikir tahap
tinggi di kalangan pelajar. Berikan contoh bagaimana strategi ini boleh dilaksanakan
dalam pelbagai konteks pendidikan.

[Jumlah: 10 markah]

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INSTRUCTION ON HOW TO SUBMIT PROOF OF ONLINE CLASS PARTICIPATION:
1. Select the best FIVE (5) of your postings from your forum discussion set in the
assignment.
2. Do screenshots of the postings and include them as images in your Part 1 and Part 2
assignment file.
3. The screenshots should be in an image file (either in JPG or PNG format). Refer to the
sample of Screen Grab below
4. The screenshots should contain the name, title of the discussion, day, date and time.

ARAHAN BAGI TATACARA PENGHANTARAN SEBAGAI BUKTI AKTIVITI ONLINE CLASS

PARTICIPATION (10%)

1. Pilih LIMA (5) postings terbaik dari perbincangan dalam talian yang telah di sediakan
oleh tutor anda.
2. Laksanakan screen shot posting dan isikan dalam tugasan anda sebagai file imej.
3. Imej screen shot mesti dalam format imej (sama ada JPG atau PNG). Rujuk pada
contoh screen shot di bawah.
4. Screen shot mesti mengandungi: Nama, Tajuk Perbincangan, Hari, Tarikh dan Masa.

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 ATTACHMENT
ASSIGNMENT RUBRICS
HPGD1203 THEORIES AND PRACTICES OF TEACHING AND LEARNING / MAY 2024

QUESTION/ SOALAN (50%)

Unsatisfactory
Excellent/ Good/ Fair/ Poor/
*QN/ Criteria/ Weight/ Or Max
CLO Cemerlang Baik Sederhana Lemah
*NS Kriteria Pemberat No response Marks
4 3 2 1 0

1 3 Communicative Tasks 2.5 Demonstrates a deep Shows a good Demonstrates a basic Provides a minimal or Unsatisfactory/ No 10
understanding of the role understanding of the role understanding of the role vague explanation of response
of ICT in facilitating of ICT in facilitating of ICT in facilitating the role of ICT in
communicative tasks. communicative tasks. communicative tasks. facilitating
communicative tasks.

2 Collaborative Projects 2.5 Demonstrates a Shows a good Demonstrates a basic Provides a minimal or Unsatisfactory/ No 10
comprehensive understanding of the understanding of the vague explanation of response
understanding of the significance of significance of the significance of
significance of collaborative projects in collaborative projects in collaborative projects
collaborative projects in enhancing learning enhancing learning in enhancing learning
enhancing learning outcomes. outcomes. outcomes.
outcomes.

3 Authentic Language 2.5 Demonstrates a Shows a good Demonstrates a basic Provides a minimal or Unsatisfactory/ No 10
Use Activities comprehensive understanding of the understanding of the vague explanation of response
understanding of the significance of authentic significance of authentic the significance of
significance of authentic language use activities in language use activities in authentic language use
language use activities in language learning. language learning. activities in language
language learning. learning.

4 Reflection on 2.5 Demonstrates a Shows a good Demonstrates a basic Provides a minimal or Unsatisfactory/ No 10
Challenges and comprehensive understanding of the understanding of the vague reflection on the response
Opportunities understanding of the challenges and challenges and challenges and
challenges and opportunities associated opportunities associated opportunities

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 opportunities associated with the implementation of with the implementation of associated with the
with the implementation the discussed strategies. the discussed strategies. implementation of the
of the discussed strategies. Reflects on 2 specific Reflects on 1 specific discussed strategies.
Provides a thorough challenges faced and 2 challenge faced and 1 Lacks depth in
reflection on 3 specific potential opportunities potential opportunity addressing specific
challenges faced and 3 identified, with some identified, with limited challenges or
potential opportunities analysis provided on how analysis provided on how opportunities, with
identified, supported by these factors may impact these factors may impact little to no analysis
insightful analysis and the effectiveness of the the effectiveness of the provided on their
suggestions for addressing strategies. strategies. potential impact on
these issues effectively. the effectiveness of
the strategies.

References 1.25 References are effectively All references are listed Most of the references are Few references are on Unsatisfactory/ No 5
used to support research according to the citations on the list according to the the list according to submission
arguments. in the text. citations in the text. the citations in the
text.
All references are listed References listing conforms Reference listing adheres
according to the citations to APA conventions with to APA conventions with Reference listing
in the text. few errors. multiple errors. contravenes several
basic APA conventions.
References listing
conforms to APA
conventions with minimal
errors.

Clarity 1.25 The report effectively The report lacks The report lacks a clear or The report lacks Unsatisfactory/ No 5
synthesizes findings and consistency in consistent flow of ideas, coherence in submission
integrates them into a argumentation and with noticeable disruptions maintaining focus, with
coherent narrative, support, with significant or inconsistencies in the significant
drawing meaningful gaps or inconsistencies in organization. inconsistencies or
conclusions. the evidence and analysis confusion.
presented.

Total Marks 12.5 50

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 PART II: ONLINE CLASS PARTICIPATION

Marks for the forum will be given based on the following rubric:

Excellent Good Fair Poor Unsatisfactory Max

QN CLO Criteria Weightage 4 3 2 1 0 marks

Question 1 Quality of All five comments are Four comments are Two or three One post was submitted. Postings are done
Postings reasonable, reasonable, comments are OR All posts are done in past the assignment
Question 2 appropriate, relevant, appropriate, relevant, somewhat reasonable, one day. timeline.
Affective meaningful, and meaningful, and appropriate, OR None of the comments OR No postings given
Domain respectful. respectful. meaningful, and is excellent and relevant. as proof of
3 2.5 Postings reflect active Postings reflect respectful. OR Comments are short participation in 10
(A3)
participation within participation within Postings show responses that are not discussion.
the assignment the assignment relatively short substantial or meaningful.
timeline. timeline. participation time. Minimum effort (e.g. “I
agree with Tina”).

Total Marks 2.5 10

*QN = Question Number

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