The procedure. The questions. Then the inquiring mind after perplexing Malay vocabulary of ICT. These were some of the aspects that the Group 4 students of SKBP 1023 were tested for in Uji ICT during the course tutorials today. I was under the impression that the main objective of the test was to see whether the students and I understand the use of ICT in relation to the courses we have attended for the programme (English language Studies); however, to my surprise, I could see more and more questions asking on parts of the computer, like hardware, software which are inclusive of monitor, mouse, printer, scanner, CD ROM and others.

 ’I'm dead’ I said. But a thought quickly raced later in my mind. Okay, ’how about enjoying this test rather than complaining about it? My understanding of ICT components are so little, as I had the problems of identifying the various parts in-depth. This problem may have probably stemmed from my lack of awareness during my times when classes on computer were first held back in 2000 in my eighth grade. To relate this to the experience of sitting for the test, I started answering with thoughts like, ‘What does this term mean in English?’. And to some extent there were even instances where two Malay ICT terms are not used interchangeably. It is like I observed ‘cakera liut’ at one time and ‘disket’ in another. The more questions were asked the more high likelihood of me to have been under serious confusion. I ended the test with a super shock feeling when I scored the following:

Your #Attempts

: 1
Total Class #Attempts : 374
Your Quiz Score : 25/30
Your Highest Score Ever : 25
Note: This may not be your final marks. Due to some of the subjective and semi-objective questions (short essay and fill in the blank).

 

Well that was just about the experience, but personally I found the test is somehow encouraging though. Firstly, it appears to motivate one to have fully grasp on the components of a basic computer, thus creating deep awareness on the understanding itself. Questions like ‘ The following are some examples of software, EXCEPT’…, ‘In order to put images in a word-processing document, the following step is relevant…‘, and ‘The right person to refer to with regard to the information management in a company is…’. Put it simply, one can anticipate brain-cracking questions designated to trigger answers on the uses and applications of ICT. Second, I would rather say that the test was formatted in a such user-friendly way; that one can leave the questions if he or she is unable to complete it and return to that later (which is very easy and prompt!), and that the result is displayed in detail (looks at the total score and some proceeding instructions following it). Third is because the test is facilitated by our course coordinator- Assoc. Prof. Datin Dr Norizan Abd Razak, meaning that the students won’t be allowed to receive clues or answers from peers, or browsing through application software like Ms Word or Ms Excel to seek for answers.

 

On the other hand, I could find some discouraging elements or some de-motivating factors of one to attend to this test. Why? Simply because there are lists of procedures before finally getting through to the test alone. It’s like moving up a ladder slowly step-by-step thus consuming a lot of time. This could be a hindrance to the students who are yet to be a know-how ICT savvy. Next, is the way of reviewing the answers. Personally, there is an absent of a link for the test takers to see which questions were done wrongly, and this in turn could not provide additional information about the aspects that the examinee should improve on. From the experience itself, I did not even manage to look at which aspects I am weak at. Am I weak at Excel, Word or the hardware and software? Third is the probability of the test-candidate to cheat while completing the test at home. There are no security features added, except that only the SMPWEB password was asked. But is there really a fix to a problem in, ‘If I were a new test taker and needed to do it for some professional or educational requirements, wouldn’t I be able to ask my brother who is majoring in Computer Programming to complete the test, just by giving the password?’In effect, such tiny security features can pose a major problem to self-honesty. Not only do security features are pivotal in ensuring the validity of the test findings, but also the background design of the test was mundane and drab. The online test takers were presented with a white colored background, with no related ICT visuals and pictures as the background. Pictures, which are nonverbal cues to support verbal language, are centrally fundamental as they reinforce the motivation of one to complete the test. Some pictures of hardware components, tiny wires connected to a CPU or even a mouse ca n help. Another important aspect in which the test could be re-designed is on borrowings. As I have stressed above, there seems to be unclear ICT terms in which they are not used interchangeably and could leave a test taker to quit the test. A number of samples of terms which were not seen used synonymously are, ‘cakera liut and disket‘, ‘word-processing and pemprosesan word’, and ‘tetikus and mouse’. In return, if no emphasis on borrowings are not made heightened, it could result in the test takers querying over the medium of instruction in which the test is written.

 

Today’s tutorial marks the last tutorial with our course coordinator, (of whom I shall refer to as Datin here), and the Group 4 students of this course. Fortunately, much have been learnt, ‘digested’ and reflected by the students, including myself. I can no longer be included in the technological-adverse group as I am now aware of the uses and applications of ICT in most of future workplacement. As a Kementerian Pelajaran Tinggi Malaysia scholar, the course ( Language and ICT) has much contributed to my awareness or shall I say, has opened my eyes, to the use of ICT in developing extensive English language studies to the rest of Malaysians. Blogging, the critical uses of emails, smses and chattings can be used as a medium in which components of English language can be imparted on. I owe many thanks to Datin and my friends who have helped a lot in giving me ideas on how to blog, how to put attractions in it (video clips, blogroll and calendar) for my pre- knowledge of ICT was insufficient to relate that to the applications of ICT to English, as a whole. I regard highly the openness of Datin and the ways how the course is approached.

 

Except in that, I do believe in putting another critical assignment. My suggestion is regarding the project paper that the students need to do in their upcoming respective third year. Consider having 3 blog-postings, and the rest of the week will be spent on formulating a possible research question needed for the project paper that has someting about English and ICT in it. Not only will the students be reflecting on the uses of the course deeply, but this implementation shall enable learners to realize that some parts of the course itself can be used as variables in their researches later on. The introduction to the application of Concordance is beneficiary as well.  I now realize that there is a software programme to track the uses of English used in previous essay-writing back in 2003-2006.

 

 Having said about the advantageous, without doubt, the course (Language and ICT) is rated at 8 out of 10 scores. To complement this gratitude further, I would like to congratulate the first-year students of both ELS and ELit, who have (eventually) went through good and pain memories striving to produce the best in attending the courses.

 

And of course, blogging continues.