UPSI Digital Repository (UDRep)
Start | FAQ | About

QR Code Link :

Type :thesis
Subject :LB1501 Primary Education
Main Author :Nur Nazuha Beevi Abdul Aziz
Title :Pembangunan dan penilaian modul Peningkatan Efikasi Mengajar Bahasa Inggeris (PEMBI) dalam kalangan Guru pendidikan awal kanak-kanak
Place of Production :Tanjong Malim
Publisher :Pusat Penyelidikan Perkembangan Kanak-kanak Negara
Year of Publication :2020
Notes :with CD
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file
PDF Full Text :Login required to access this item.

Abstract : Universiti Pendidikan Sultan Idris
Kajian ini bertujuan membangun dan menilai Modul Peningkatan Efikasi Mengajar Bahasa Inggeris (PEMBI) dalam kalangan guru pendidikan awal kanak-kanak. Kajian ini menggunakan kaedah penyelidikan reka bentuk dan pembangunan (DDR) dengan tiga fasa kajian. Fasa 1 iaitu fasa analisis keperluan di mana seramai 90 orang guru Tabika KEMAS telah diberi soal selidik dan ditemu bual. Fasa II iaitu fasa reka bentuk dan pembangunan modul di mana kesahan kandungan modul dinilai oleh sembilan orang panel pakar. Fasa III iaitu fasa pelaksanaan dan penilaian dijalankan terhadap 66 orang guru Tabika KEMAS yang dibahagikan kepada kumpulan rawatan (n=33) dan kumpulan kawalan (n=33) secara rawak. Pembangunan isi kandungan modul menggunakan Teori Efikasi Kendiri, model ARCS Keller dan Teori Pembelajaran Androgogi. Instrumen yang digunakan ialah Soal Selidik Tahap Efikasi Mengajar Bahasa Inggeris dan Soal Selidik Tahap Kebimbangan Mengajar Bahasa Inggeris. Dapatan kajian Fasa I menunjukkan guru percaya bahawa mereka lemah menguruskan pembangunan emosi diri (M=3.47, SP=6.55), kurang pemodelan kendiri (M=3.38, SP=0.47), kurang pengetahuan dalam mengajar Bahasa Inggeris (M=3.17, SP=0.43) serta penilaian kendiri (M=2.59, SP=4.62) yang agak rendah. Oleh itu, mereka menyokong keperluan sebuah modul dibina untuk meningkatkan efikasi kendiri mengajar Bahasa Inggeris (M=4.04, SP=0.62). Dapatan kajian Fasa II menunjukkan tahap persetujuan pakar terhadap kebolehgunaan modul melebihi 84.6 peratus. Dapatan kajian Fasa III menunjukkan terdapat perbezaan yang signifikan di antara skor min ujian pra dan ujian pasca dalam aspek kepercayaan efikasi kendiri [t(32) = -7.66; p

References

Abu Bakar Nordin. (1995). Penilaian Afektif. Kajang: MASA Enterprise.

 

Aelterman, A., Engels, N., Petegera, K. V, & Verhaeghe, J. P. (2007). The well-being of teachers in Flanders: the importance of a supportive school culture. Journal Educational Studies, 33(3), 285-297.

 

Agensi Kelayakan Malaysia. (2014). Standard Program: Pendidikan Awal Kanak- Kanak.

 

Ahmad Munawar Ismail & Mohd Nor Shahizan Ali. (2018). Kaedah penyelidikan sosial daripada perspektif Islam (2nd Edition). Bangi: UKM Press.

 

Aiken, L. R. (2002). Psychology testing and assessment. (10th) Boston: Allyn and Bacon.

 

Akthar, P., & Reddy, V. D. (2011). Self-efficacy: The career determiner of students.New Delhi: Discovery Publishing House.

 

Alijah Ujang. (2016). Pembangunan modul pembelajaran WEBQUEST Pendidikan Kesihatan untuk guru pelatih murid bermasalah pembelajaran. Tesis doktor falsafah. Kuala Lumpur: Universiti Malaya. Diperoleh daripada http://studentsrepo.um.edu.my/id/eprint/6775.

 

Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Speacial Education, 17(2), 86-95.

 

Aliza Ali. (2016). Pembangunan modul pengajaran dan pembelajaran berasaskan bermain bagi kemahiran Bahasa Melayu Kanak-Kanak Prasekolah. Tesis Ijazah Doktor Falsafah yang tidak diterbitkan. Bangi: Universiti Kebangsaan Malaysia.

 

Aliza Ali & Zamri Mahamod. (2016). Pembangunan dan Kebolehgunaan Modul Berasaskan Bermain Bagi Pembelajaran Kemahiran Bahasa Melayu Kanak- Kanak Prasekolah. Jurnal Pendidikan Bahasa Melayu. 6(1),16-29.

 

Almuhammadi, A. (2017). EFL professional development: Discussion of effective models in literature. English Language Teaching, 10(6), 118-127. doi: 10.5539/elt.v10n6p118

 

Alsaqqaf, A., Swanto, S., Din, W. A., Siti Jamilah Bidin & Ahmad Affendi Shabdin (2017). Factors causing language anxiety among Arab PhD holders and candidates: A cultural dimension? American Journal of Educational Research, 5(12), 1208-1211.

 

Altmisdört, G. (2017). A study on students’ and teachers’ needs and expectations in English for specific purpose programs. Science Journal of Turkish Millitary Academy, 27(1), 53-78.

 

Anyadubalu, C. C. (2010). Self-Efficacy, Anxiety and Performance in the English Language among Middle School Students in English Language Program in Satri Si Suriyothai School, Bangkok. International Journal of Human and Social Sciences, 5(3), 193-198.

 

Arifani, Y., & Suryanti, S. (2019). The influence of male and female ESP teachers’ creativity toward learners’ involvement. International Journal of Instruction, 12(1), 231-250.

 

Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman.

 

Ata-Aktürk, A., & Demircan, H. ?. (2017). Preschool teachers’ teacher-child communication skills: The role of self-efficacy beliefs and some demographics. Journal of Education and Human Development, 6(3), 86-97. doi: 10.15640/jehd.v6n3a10

 

Awanis Mohd, Ainunmadiah Mohd Nawawi & Siti Noor Ismail. (2016). Tahap efikasi guru dan hubungannya dengan pencapaian sekolah di sekolah-sekolah menengah dalam daerah Bachok. Prosiding International Seminar on Generating Knowledge Through Research.

 

Aziah Ismail, Loh Hooi Yen & Abdul Ghani Kanesan Abdullah. (2015). Komuniti Pembelajaran Profesional dan Efikasi Kendiri Guru Sekolah Menengah di Pulau Pinang. Jurnal Kepimpinan Pendidikan, 2(1), 1-12.

 

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.Eaglewood Cliffs, NJ: Prentice-Hall

 

Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: Freeman.

 

Bandura, A. (2006). Guide for constructing self-efficacy scales. In Self-Efficacy Belief of Adolescents. (pp. 307-337).

 

Barboza, E. C., Torres, J. M. T., & Nùnez, J. A. L. (2015). Accomplishments in learning self-regulation in personal environments. Creative Education, 6(11), 201-213.

 

Barnyak, N. C., & Mc Nelly, T. A. (2009). An urban school district’s parent involvement : A study of teachers’ and administrators’ beliefs and practices. The School Community Journal, 19(1), 33-58.

 

Bartkowiak, J. (2013). The self-esteem workbook. US: The McGraw-Hill Companies.

 

Bautista, N. U. (2011). Investigating the use of Vicarious and Mastery experiences in influencing early childhood education majors’ elf-efficacy belief. Journal Science Teacher Education, 22, 333–349.

 

Berman, P. (1977). Federal programs supporting educational: factors affecting implementation and continuation. Santa Monica, CA: The Rand Corporation.

 

Brookfield, S. (1986). Understanding and Facilitating Adult Learning. San Francisco: Jossey-Bass.

 

Bruce, W. T., & Mohammed A. W. (1981). Evaluating an individualized science programme for community college students. Journal of Research in Science Teaching. 18(6), 489-495.

 

Butler, D. L., Lauscher, H. N., Selinger, S. J., & Beckingham, B. (2004). Collaboration and self-regulation in teachers’ professional development. Teaching and Teacher Education, 20(5), 435-455.

 

Cakìr, O., & Devrim (2009). Seeing self as others see you: variability in self-efficacy ratings in student teaching. Teachers and Teaching, 15(5), 541-561.

 

Calley, N. G. (2011). Program development in the 21 st century: An evidence-based approach to design, implementation and evaluation. Los Angeles: Sage Publication Inc.

 

Cantrell, S. A., Almasi, J. F., Carter, J. C., & Rintamaa, M. (2013). Reading intervention in middle and high schools: Implementation fidelity, teacher efficacy, and student achievement. Reading Psychology, 34(1), 26-58.

 

Chamot, A. (2005). Language learning strategy instruction: Current issues and research.Annual Review of Applied Linguistics, 25, 112-130.

 

Chan, J. C. Y., & Lam, S. F. (2008). Effect of different evaluative feedback on students’ self-efficacy in learning. InstrSci, 38(1), 37-58.

 

Chan, S. (2010). Appications of androgogy in multi-diciplined teaching and learning.Journal of Adult Education, 39(2), 25-35.

 

Chang, N. C., & Chen, H. H. (2015). A motivational analysis of the ARCS Model for information literacy courses in a blended learning environment. Libri, 65(2), 129-142.

 

Chaves, O., & Guapacha, M. E. (2016). An eclectic professional development proposal for English language teachers. PROFILE Issues in Teachers’ Professional Development, 18(1), 71 – 96. doi: http://dx.doi.org/10.15446/profile.v18n1.49946

 

Chee, J., Mariani, M. N., Othman, A. J., & Nor Mashitah, M. R. (2017). Understanding the content pedagogical knowledge among preschool teachers and application of developmentally appropriate practices in teaching. International Journal of Advanced and Applied Sciences, 35(1), 81-93. doi https ://doi org/10.21833/ijaas.2017.03.023

 

Chen, H. T., Donaldson, S. I., & Mark, M. M. (2011). Validity frame works for outcome evaluation. In Chen, H.T, Donaldson, S. I., & Mark, M.M. (Eds), Advance New Direction for Evaluation 130, 5-16.

 

Chinnasamy,  J.  (2013).  Mentoring  and  adult  learning:  Androgogy  in  action.International Journal Of Management Research and Review, 3(5), 2835-2844.

 

Chua, Y. P. (2016). Mastering research methods. Kuala Lumpur: McGraw-Hill Malaysia.

 

Chularut, P., & DeBacker, T. K. (2004). The influence of concept mapping on achievement, self-regulation, self-efficacy and in students of English as a second language. Contemporary Educational Psychology, 29(3), 248-263.

 

Clapper, T. C. (2010). Beyond Knowles: What those conducting simulation need to know about adult learning theory. Clinical Simulation in Nursing, 6(1), 7-14.

 

Clark, S. K., & Newberry, M. (2019). Are we building preservice teacher self-efficacy? A large scale study examining teacher education program experiences. Asia Pacific Journal of Teacher Education, 47(1), 32-47.

 

Clement et al. 1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417-448.

 

Cohen, A. D., & Macaro, E. (2007). Language learner strategies: Thirty years of research and practice. Oxford: Oxford University Press.

 

Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education. New York: Routledge.

 

Cohen, L., Manion, L. & Morrison, K. (2003). Research methods in education. New York: Taylor & Francis Group.

 

Coladarci, T. (1994). Teachers’ sense of efficacy and commitment to teaching. Journal of Experimental Education, 60(4), 323–337.

 

Colker, L. (2008). Twelve characteristics of effective early childhood teachers. Young children, 63(2), 68-73.

 

Cresswell, J. W., & Clark, V. P. (2018). Designing and conducting mixed methods research (3rd Edition). United States of America: Sage Publications Inc.

 

Cresswell, J. W (2007). Qualitative inquiry and research design: Choosing among five approaches (3rd Edition). Thousand Oaks: Sage.

 

Çubukcu, F. (2008). Enhancing vocabulary development and reading comprehension through metacognitive strategies. Issues in Educational Research, 18(1), 201- 213.

 

Davis, S. A. (2011). Teacher disposition and efficacy with english language learners in grades P-4 in Northen Arkansas. Dissertation Abstracts International.

 

DeWitt, D. (2010). Development of collaborative Mlearning Module on nutrition for form two students. Tesis Doktor Falsafah. Kuala Lumpur: Universiti Malaya.

 

Dick, W., Carey, L., & Carey, J. O. (2001). The systematic design of instruction. US: Longman.

 

Diener, E., Suh, E. M., Lucas, R. E., & Smith, H. L. (1999). Subjective well-being: Three decades of progress. Psychological Bulletin, 125(2), 276-302.

 

Dolgun, H. & Caner, M. (2018). Self-efficacy belief profiles of pre-service and in- service EFL teachers. Mehmet Akif Ersoy Üniversitesi Egitim Fakültesi Dergisi, 48, 602-623.

 

Dörnyei, Z. (1994). Motivation and Motivating in the foreign language classroom. The Modern Language Journal, 78(3), 273-284.

 

Dörnyei, Z., & Kubanyiora, M. (2014). Motivating learners, motivating teachers.United Kingdom: Cambridge University Press.

 

Doungprom, U., Phusee-on, S., & Prachanant, N. (2016). Development desire of non- English major teachers in small rural primary schools in Thailand: Participatory action research. Educational Research and Review, 11(16), 1612-1621.

 

Duffin, L. C., French, B. F., Patrick, H. (2012). The Teachers’ Sense of Efficacy Scale: Confirming the factor structure with beginning pre-service teachers. Teaching and Teacher Education, 28(6), 827-834.

 

Dulay, H. & Burt, M. (1977). Viewpoints on English as a second language. New York: Regents Press.

 

Ebel, Robert, L., & Frisbie, D. A., (1991). Essentials of educational measurement.Englewood, New Jersey: Prentice Hall.

 

Egel, I., P. (2009). The prospective English language teacher’s reflections of self efficacy. Procedia Social and Behavioral Sciences, 1, 1561-1567.

 

Ekoto, C. E., & Gaikwad, P. (2015). The impact of androgogy on learning satisfaction of graduate students. American Journal of Educational Research, 3(11), 1378- 1386.

 

Ellis, T. J., & Levy, Y. (2010). A guide for novice researchers: Design and development research methods. Proceedings Of Informing Sciences and IT Education Conference (INSITE), 107-118.

 

Epstein, A., & Willhite, G. L. (2015). Teacher efficacy in an early childhood professional development school. International Electronic Journal of Elementary Education, 7(2), 189-198.

 

Erkan, D. Y., Saban, A. I. (2013). Writing performance relative to writing apprehension, self efficacy in writing and attitudes towards writing: A correlational study in Turkish Tertiary-Level EFL. Asian EFL Journal, 13(1), 164-192.

 

Fraenkel, J.R., Wallen, N.E. & Hyun, H.H. (2012). How to design and evaluate research in education. New York: McGraw Hill.

 

Gabarre, S., Gabarre, C., Din, R., Shah, P., & Aidah Abdul Karim (2016). Adressing foreign language learning anxiety with facebook. Creative Education, 7(1), 93- 104.

 

Gagne, M. R., Wager, W. W., Golas, K. C., & Keller, J. M. (2005). Principles of instructional design (5th Edition). Belmont, CA: Wadsworth.

 

Gardner, R. C. (2007). Motivation and second language acquisition. PORTA LINGUARUM, 8, 9-20.

 

Gardner, R. C., & MacIntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language Learning, 43(2), 157-194.

 

Gay, L. R., & Airisian, P. (2003). Educational research: Competencies for analysis and application. New Jersey: Pearson Education Inc.

 

Gencer, A. S., & J. Cakiroglu. (2007). Turkish preservice science teachers’ efficacy beliefs regarding science teaching and their beliefs about classroom management. Teaching and Teacher Education, 23(5), 664-675.

 

George, G., & Mallery, P. (2010).SPSS for windows step by step: A simple guide and reference. 18.0 update. Boston, MA: Prentice Hall.

 

Ghaith, G., & Yaghi, H. (1997). Relationships among experience, teacher efficacy and attitudes toward the implementation of instructional innovation. Teaching and Teacher Education,13(4), 451-458.

 

Ghasemboland, F. (2014). Self-efficacy beliefs among English as a foreign language teachers in selected language centers. Tesis doktor falsafah. Kuala Lumpur: Universiti Malaya. Diperoleh daripada http://studentsrepo.um.edu.my/id/eprint/4699.

 

Ghazvini, S. D., & Khajehpour, M. (2011). Attitudes and motivation in learning English as a second language in high school students. Procedia Social and Behavioral Sciences, 15, 1209-1213.

 

Gibbs. C., (2003). “Explaining effective teaching: self-efficacy ang thought control of action”. Journal of Educational Enquiry, 4(2).

 

Gibson, S., & Dembo, M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 669-682.

 

Goker, S. D. (2006). Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System, 34, 239-254.

 

Goldschmid, B. & Goldschmid, M. L. (1972). Modular Instruction in Higher Education: A Review. Centre for Learning and Development: Eric.

 

Graham, S. (2007). Learner strategies and self-efficacy: making the connection.Language Learning Journal, 35(1), 81-93.

 

Guemri, A., Kacem, N., Naffeti, C., & Bahloul, M. (2016) The personal sense of efficacy as an indicator of efficiency of student teaching of physical education and sports. Advances in Physical Education, 6(4), 417-448.

 

Guo, Y., Kaderavek, J., Piasta, S., Justice, L. & Mcginty, A. (2011). Preschool teachers‘ sense of community, instructional quality, and children‘s language and literacy gains. Early Education and Development, 22(2), 206-233.

 

Guskey, T. R. (1988). Teacher efficacy, self-concept and attitudes towards the implementation of instructional innovation. Teaching and Teacher Education, 4(1), 63-69.

 

Gustafon, K., & Branch, R. (2002). Survey of Instructional Development Models. New York: Clearinghouse of Instructional Technology, Syracuse University.

 

Habib Mat Som & Syed Kamaruzaman Syed Ali. (2011). Komitmen guru dalam pelaksanaan kurikulum dan inovasi berkesan. Masalah Pendidikan

 

Hallinger, P., Hosseingholizadeh, R., Nooriyah Hashemi & Kouhsari, M. (2018). Do beliefs make a difference? Exploring how principal self-efficacy and instructional leadership impact teacher efficacy an commitment in Iran. Educational Management Administration and Leadership, 46(5), 800-819.

 

Horwitz, E. K. (1996). Even teachers get the blues: Recognizing and alleviating language teachers’ feelings of foreign language anxiety. Foreign Language Annals, 29(3), 251-275..

 

Horwitz, E. K., M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.

 

Hoy, A. W.,W. K. Hoyand N. M. Kurz. (2008). Teachers’ academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24 (4), 821-835.

 

Hsieh, P. P. H., & Kang, H. S. (2010). Attribution and self-efficacy and their interrelationship in the Korean EFL context. Language Learning, 60(3), 201- 213.

 

Hsieh, P. H. P., & Schallert. D. L. (2008). Implications from self-efficacy and attribution theories for an understanding of undergraduates’ motivation in a foreign language course. Contemporary Educational Psychology, 33

 

Huang, B., & Hew, K. F. (2017). Factors influencing learning and factors influencing persistence : A mixed-method study of MOOC learners’ motivation. Proceeding of the International Conference on Information System and Data Mining (ICISDM ’17).

 

Isahak Haron, Abdul Latif Gapor, Md. Nasir Masran, Abdul Halim Ibrahim & Mariam Mohamed Noor. (2008). Kesan pengajaran Matematik dan Sains dalam Bahasa Inggeris di sekolah rendah. Laporan Penyelidikan, Tanjong Malim: Universiti Pendidikan Sultan Idris.

 

Jamaludin Ahmad. (2002). Kesahan, kebolehpercayaan dan keberkesanan modul program maju diri ke atas motivasi pencapaian di kalangan pelajar sekolah menengah negeri Selangor. Serdang: Universiti Putra Malaysia.

 

Jamaludin Ahmad. (2016). Modul motivasi diri. Kuala Lumpur: Dewan Bahasa dan Pustaka.

 

Jamariah Muhamad (2020). Rekabentuk dan pembangunan Modul Pergerakan Kreatif Berunsur Drama terhadap pembentukan interaksi lisan kanak-kanak prasekolah. Tesis kedoktoran yang tidak diterbitkan. Tanjung Malim: Universiti Pendidikan Sultan Idris.

 

Jamariah Muhamad & Loy, C. L. (2017). Pembangunan dan kesahan modul pergerakan kreatif dalam elemen drama (PETIF-MA) bagi Kanak-kanak prasekolah. Jurnal Pendidikan Awal Kanak-Kanak Kebangsaan 6(2), 67-78.

 

Jarret, O. S., Sutterby, J., De Marie, D., & Stenhouse, V. (2015). Children’s play opportunities are not equitable : Access to quality play experiences as a social justice issue. Spot-light on play. Washington, DC: National Association for the Education of Young Children.

 

Jemaah Nazir dan Jaminan Kualiti. (JNJK). (2012). Laporan kebangsaan pemeriksaan bertema pendidikan prasekolah. Kementerian Pendidikan Malaysia.

 

Jemaah Nazir dan Jaminan Kualiti (JNJK). (2013). Laporan kebangsaan pemeriksaan khas pendidikan prasekolah. Kementerian Pendidikan Malaysia.

 

Jemaah Nazir Jaminan Kualiti (JNJNK). (2014). Laporan pemeriksaan kebangsaan pendidikan prasekolah. Kementerian Pendidikan Malaysia.

 

Jeng, D. J.-F., & Tzeng, G. –H. (2012). Social influence on the use of Clinical Decision Support Systems : Revisiting the Unified Theory of Acceptance and Use of Technology by the fuzzy DEMATEL technique. Computer & Industrial Engineering, 62(3), 819-828.

 

Kamaruzaman Moidunny. (2009). Keberkesanan program kelayakan profesional kepengetuaan kebangsaan (NPQH). Tesis Doktor Falsafah. Bangi: Universiti Kebangsaan Malaysia.

 

Kamisah Buang. (2013). Literasi membaca: Satu kajian rintis penggunaan modul asas intervensi membaca (2012). Perkembangan literasi: Tinjauan prestasi kanak- kanak dan perspektif kajian, 58-98.

 

Karbasi, S., & Samani, S. (2016). Psychometric properties of Teacher Self-Efficacy Scale. Procedia-Social and Behavioral Sciences, 217, 618-621. doi: 10.1016/j.sbspro.2016.02.069

 

Karim Shabani. (2010). Vygotsky’s Zone of Proximal Development: Instructional Implication and Teachers’. Professional Development English Language Teaching, 3(4), 125-132.

 

Kearsley, G. (2010). Androgogy (M. Knowles): The theory into practice database.

Retrieved from http://tip.psychology.org.

 

Keller, J. M. (1987). Developmentand use of the model of motivational design. Journal of Instructional Development, 10(3), 2-10.

 

Keller, J. M. (2009). Motivational design for learning and performance : The ARCS Model Approach. New York: Springer.

 

Kementerian Pendidikan Malaysia. (2018). The Roadmap 2015-2025: English Language Education Reform in Malaysia.

 

Kementerian Pendidikan Malaysia. (2013). Pelan Pembangunan Pendidikan Malaysia 2013-2025 : Pendidikan Prasekolah Hingga Lepas Menengah.

 

Kementerian Pendidikan Malaysia. (2010). Buku Penerangan Kurikulum Standard Prasekolah Kebangsaan (KSPK) (Semakan 2010).

 

Kementerian Pendidikan Malaysia. (2017). Buku Penerangan Kurikulum Standard Prasekolah Kebangsaan (KSPK) (Semakan 2017).

 

Kementerian Pendidikan Malaysia. (2010). Siri Panduan Guru Prasekolah: Pembelajaran menyeronokkan dan bermakna “English Learning Modules”.

 

Kementerian Pendidikan Malaysia. (2011). Siri Panduan Guru Prasekolah: Pembelajaran menyeronokkan dan bermakna “Preschool English Language Communication”.

 

Kementerian Pendidikan Malaysia. (2014). Dasar Memartabatkan Bahasa Malaysia Memperkukuh Bahasa Inggeris (MBMMBI).

 

Kementerian Pendidikan Malaysia. (2016). Surat Pekeliling Ikhtisas Kementerian Pendidikan Malaysia Bil 7 Tahun 2016 - Pelaksanaan Kurikulum Standard Prasekolah Kebangsaan (KSPK) (Semakan 2017).

 

Kennedy, M. M. (2016). How does professional development improve teaching?Review of Educational Research, 1-36.

 

Khajavi, Y., & Ketabi, S. (2012). Influencing EFL learners’ reading comprehension and self-efficacy beliefs: The effect of concept mapping strategy. PortaLinguarum, 17, 9-27.

 

Khan, A., Fleva, E., & Qazi, T. (2015). Role of self esteem and general self-efficacy in teachers’ efficacy in primary schools. Psychology, 6(1), 117-125.

 

Kioko, A. N. & Muthwii, M. J. (2001). The demands of a changing society : English in Education in Kenya Today. Language, Culture and Curriculum, 14(3), 201-213.

 

Kioko, A. N. & Ndung’u, R. W., Njoroge, M. C., & Jayne Mutiga. (2014). Mother tongue and education in africa: Publicising the reality. Multilingual Education, 4(18), 201-213.

 

Kirk, R. E. (2013). Experimental design: Procedures for the behavioral sciences (4th Edition). Thousand Oaks, CA: Sage.

 

Kitikanan, P., & Sasimonton, P. (2017). The relationship between english self-efficacy and english learning achievement of L2 Thai Learners. Language Education and Acquisition Research Network (LEARN) Journal, 10(1), 748-755.

 

Klassen, R. M., Tze, V. M. C., Betts, S. M., & Gordon, K. A. (2011). Teacher efficacy research 1998 – 2009: Sign of progress or unfulfilled promise?. Education Psychology Review, 23, 21-43.

 

Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Teachers’ occupational well-being and quality of instruction : The important role of self- regulatory patterns. Journal of Educational Psychology, 100(3), 702-715.

 

Knoblauch, D., &. (1990). Hoy, A. W. (2008). “Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24(1), 166-179.

 

Knowles, M. (1980). The modern practice of adult education: from pedagogy to androgogy (2nd Edition). New York: Cambridge Book.

 

Knowles, M. (1984). Androgogy in action. San Francisco: Jossey-Bass.

 

Knowles, M. (1990). The adult learner: A neglected species (4th Edition). Houstan, Texas Gulf.

 

Krashen, S. & Terrell, T. (1983). The natural approach. Hayward, CA: Alemany Press. 

 

Krashen, S. D. (1982). Principles and practice in second language acquisition. New York: Pergamon Press Inc.

 

Lambert. M. (2012). A beginner’s guide to doing your education research project.United Kingdom: Sage Publication Ltd.

 

Liu, L., Song, H., & Miao, P. (2018). Navigating individual and collective notions of teacher well being as a complex phenomenon shaped by national context. Compar : A Journal of Comparative and International Education, 48(1), 1-19.

 

Liu, M. (2007). Anxiety in oral English classrooms : A case study in China. Indonesian Journal of English Language Teaching, 3(1), 251-275.

 

Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to communicate and foreign language anxiety. The Modern Language Formal, 92(1), 71-86.

 

MacIntyre, P.D. & Gardner, R.C (1989). Anxiety and second-language learning: Towards a theoritical clarification. Language Learning, 39, 251-275.

 

Macrina, M. (2011). Effect of teacher characteristics on intervention teams referrals for preschool english language learners. Dissertation Abstracts International. (UMI No. 3456749)

 

Magnano, P., Santisi, G., & Ramaci, T. (2014). Does the metacognitive attitude predict work motivation in Italian teachers?. Open Journal of Social Sciences, 2(12), 417-448.

 

Magogwe, J. M., & Oliver, R. (2007). The relationship between language learning strategies, proficiency, age and self-efficacy beliefs: A study of language learners in Botswana. System, 35, 338-352.

 

Malachi Edwin Vethamani. (2011). Teacher education in Malaysia: Preparing and training of english language teacher educators. The Journal of Asia TEFL, 8(4), 85-110.

 

Mardziah Abdullah, Mariani Md Nor, Fonny Damaety & Jain Chee. (2017). Teaching approaches in the classroom among preschool teachers. International Journal of Academic Research in Business and Social Sciences, 7(3),748-755.

 

Mariah Kamaruddin. (2017). Kesan modul kemahiran asas menolong terhadap Pengetahuan Dan Kemahiran Asas Menolong Pembimbing Rakan Sebaya. Tanjong Malim: Universiti Pendidikan Sultan Idris.

 

Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job Burnout. Annual Review of Psychology, 52, 397-422.

 

Matthews, P. H. (2010). Factors influencing self-efficacy judgements of university students in foreign language. The Modern Language Journal, 94(4), 618-635.

 

Mazlina Che Mustafa & Maznah Ahmad. (2017). Effective intercation strategies in teaching and learning of English for preschoool children. International Journal of Academic Research in Progressive Education and Development, 6(4), 13-40.

 

Mazlina Che Mustafa, Siti Hamira Ngajib, Zainiah Mohamed Isa, Ainon Omar, Zaharah Osman, Noor Aini Ahmad, Mohammad Aziz Shah Mohamed Arip, Ain Nur Fatina Muhammad Amran. (2018). Early childhood teachers’ challenges in using english to interact with young english language learners. International Journal of Academic Research in Business and Social Sciences, 8(6), 60-73.

 

McInerney, D. M., Korpershoek, H., Wang, H. & Morin, A. J. S. (2018). Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions. Teaching and Teacher Education, 71, 145-158.

 

Mede, E. & Karairmak, Ö. (2017). The predictor roles of speaking anxiety and english self efficacy on foreign language speaking anxiety. Journal of Teacher Education and Educators, 6(1),117-131.

 

Merç, A. (2015). Foreign language teaching anxiety and self-efficacy beliefs of Turkish pre service EFL teachers. Educational Research Association The International Journal of Research in Teacher Education, 6(3), 40-58.

 

Mertens, D. M. (2010). Research and evaluation in education and psychology- Integrating diversity with quantitative, qualitative and mixed methods. California: Sage Publication Inc.

 

Midgley, C., Feldlaufer, H., & Eccles., J . (1989). Change in teacher efficacy and student self and task-related beliefs in Mathematics during the transition to Junior High School. Journal of Educational Psychology, 81(12), 247-258.

 

Milfont, T. L., Denny, S., Ameratunga, S., Robinson, E., & Merry, S. (2008). Burnout and well being: Testing the Copenhagen Burnout Inventory in New Zealand teachers. Social Indicators Research, 89(1), 169-177.

 

Mills, N., Pajares, F., & Herron, C. (2006). A Revaluation of the role of Anxiety : Self- Efficacy, Anxiety, and Their Relation to Reading and Listening Proficiency. Foreigns Language Annals, 39(2), 276-294.

 

Milner, H. R. (2002). A case study of an experienced teacher’s self-efficacy and persistence through crisis situations: Theoritical and practical considerations. The High School Journal, 86(1), 28-35.

 

Mizell, H. (2010). Why profesional development matters. United States: Learning Forward.

 

Modul Program Peningkatan Profesiensi Bahasa Inggeris Guru Prasekolah Agensi Kerajaan. (2014). Bahagian Perancangan dan Penyelidikan Dasar Pendidikan, Kementerian Pendidikan Malaysia.

 

Moghavi, E. H., Lavasani, M. G., Baghesian, V., & Afshari, J. (2011). Relationship between perceived teacher’s academic optimism and English achievement: Role of self-efficacy. Procedia Social and Behavioral Sciences, 15, 2329-2333.

 

Mohammad Aziz Shah Mohamed Arip. (2018). Pembinaan dan pengujian modul.Selangor: I Psychology and Counselling Academy.

 

Mohammad Aziz Shah Mohamed Arip. (2018). Pembinaan dan pengujian instrumen penyelidikan. Selangor: I Psychology and Counselling Academy.

 

Mohammad Aziz Shah Mohamed Arip. (2018). Pelaksanaan eksperimen modul.Selangor: I Psychology and Counselling Academy.

 

Mohammad Aziz Shah Mohamed Arip. (2010). Kesan kelompok bimbingan terapi kognitif-tingkahlaku ke atas konsep kendiri, kelangsangan dan daya tahan remaja. Bangi: Universiti Kebangsaan Malaysia.

 

Mohammad Aziz Shah Mohamed Arip, Mohammad Nasir Bistaman, Ahmad Jazimin Jusoh, Syed Sofian Syed Salim & Roslee Ahmad. (2015). Manual fasilitator Pengubahsuaian Corak Pemikiran (PCP) Berdasarkan Terapi Kognitif- Tingkah Laku (TKT). Tanjong Malim: Universiti Pendidikan Sultan Idris.

 

Mohamad Najib Abdul Ghafar. (1999). Penyelidikan pendidikan. Skudai : Penerbitan Universiti Teknologi Malaysia.

 

Mohd Izwan Mahmud, Sidek Mohd. Noah, Jamaludin Ahmad & Wan Marzuki Wan Ahmad. (2016). Modul Kesediaan Kerjaya Berdasarkan Teori Cognitive Information Processing (CIP). Jurnal Kurikulum dan Pengajaran Asia Pasifik, 4(3), 1-17.

 

Mohd Majid Konting. (2005). Research methods in Education. Kuala Lumpur: Dewan Bahasa dan Pustaka.

 

Mohd Nazri Abdul Rahman & Wan Nurul Baizura Wan Mohamad Noor. (2018). Pelaksanaan Kurikulum Standard Prasekolah Kebangsaan Semakan 2017: Retrospeksi Guru. Jurnal Kepimpinan Pendidikan, 5(3), 59–71.

 

Mohd Qhairil Anwar Azhar & Zamri Mahamod (2018). Tahap perbezaan pengetahuan, sikap dan amalan menggunakan enam topi pemikiran berdasarkan jantina dan pengkhususan dalam kalangan guru Bahasa Melayu sekolah kebangsaan. Jurnal Pendidikan Bahasa Melay: Malay Language Education (MyLEJ), 8(12), 13-24.

 

Mohd Ridhuan Mohd Jamil, Zaharah Hussin, Nurul Rabihah Mat Noh, Ahmad Arifin Sapar & Norlidah Alias. (2013). Application of Fuzzy Delphi method in educational research, design and developmental research. Dalam Saedah Siraj, Norlidah Alias, Dewitt, D., & Zaharah Hussin (pnyt), Kuala Lumpur: Pearson Malaysia Sdn. Bhd.

 

Morgan, K. A. J. (2008). Teacher efficacy of teachers of english language learners : The effects of teacher preparation models. Dissertation Abstracts International. (UMI No. 3513060)

 

Morris, D. B. (2010). Sources of teaching self-efficacy: A scale validation. Dissertation Abstracts International. (UMI No. 3423100)

 

Nazeera Ahmad Bazari. (2017). Development of an online case-based problem solving module for ESL writing instruction. Tesis doktor falsafah. Universiti Malaya. Diperoleh daripada http://studentsrepo.um.edu.my/id/eprint/8288.

 

Neuman, W. L. (2016). Understanding research. US: Pearson Education.

 

Ngu K. S. (2016). Pembangunan modul kurikulum intergenerasi berasaskan perkongsian kemahiran. Tesis doktor falsafah. Kuala Lumpur: Universiti Malaya. Diperoleh daripada http://studentsrepo.um.edu.my/id/eprint/6762.

 

Noraini Idris. (2013). Penyelidikan dalam pendidikan. Kuala Lumpur: McGraw-Hill Education.

 

Nor Aizal Akmal Rohaizad. (2015). Keberkesanan modul pengajaran dan pembelajaran dalam perkembangan kecerdasan emosi murid-murid prasekolah. Tesis Doktor Fal safah. Johor: Universiti Teknologi Malaysia.

 

Norazlin Mohd Rusdin, Siti Rahaimah Ali & Md Nasir Masran. (2019). Teachers’ knowledge and skills in implementing 21st century learning through multiple- based of active learning strategies. Proceeding Best Practice in Education Management: Teaching, Learning an Research, 78-88.

 

Norlidah Alias. (2010). Pembangunan modul pedagogi berasaskan teknologi dan gaya pembelajaran Felder-Silverman kurikulum Fizik sekolah menengah. Kuala Lumpur: Universiti Malaya.

 

Norlidah Alias, Saedah Siraj, Mohd Nazri Abdul Rahman, & Dewitt, D. (2013). Design and development research: Emergent trends in educational research. Kuala Lumpur: Pearson.

 

Nugent, R. (2009). The 50 secrets of self-confidence. United Kingdom: John Murray Learning.

 

Nunan, D. (2015). Teaching English to speakers of other language: An introduction.New York & London: Routledge & Taylor & Francis Group.

 

Nur Nazuha Beevi Abdul Aziz & Nordin Mamat. (2018). Development and usability of training module on the efficacy and anxiety levels of teaching english among early childhood education teachers.International Journal of Academic Research in Business and Social Sciences, 8(12), 2250-2264.

 

Nur Nazuha Beevi Abdul Aziz & Nordin Mamat. (2018). English Teaching Efficacy Enhancement Module (PEMBI) for early childhood education teachers: Measuring its validity through experts viewpoints. International Journal of Academic Research in Progressive Education and Development, 7(4), 447-458.

 

Nur Nazuha Beevi Abdul Aziz & Nordin Mamat. (2018). Kesahan dan kebolehpercayaan Modul PEMBI. Jurnal Penyelidikan TEKNOKRAT II, 7(12), 316-326.

 

Nur Nazuha Beevi Abdul Aziz & Nordin Mamat. (2018). Pembinaan soal Selidik Efikasi Pengajaran Bahasa Inggeris (SSEPBI) untuk mengenal pasti tahap efikasi mengajar bahasa inggeris di kalangan guru prasekolah. Jurnal Pendidikan Kontemporari KPTMAS AL-HIKMAH, 2, 10-20.

 

Nur Nazuha Beevi Abdul Aziz & Nordin Mamat. (2017). Content criteria for the Module of Efficacy Enhancement in English Teaching for Preschool Teachers (MEET-PT) based on Bandura Self Efficacy Theory. International Journal of Academic Research in Business and Social Sciences,7(12), 316-326.

 

Nur Nazuha Beevi Abdul Aziz & Nordin Mamat (2017). Pembangunan Modul Peningkatan Efikasi Mengajar Bahasa Inggeris Guru Prasekolah: Kajian Rintis.Prosiding Seminar Kebangsaan Pascasiswazah Pendidikan Awal Kanak- Kanak 2017.

 

Nur Nazuha Beevi Abdul Aziz & Nordin Mamat. (2017). Kesahan dan kebolehpercayaan soal selidik efikasi pengajaran bahasa inggeris dalam kalangan guru prasekolah.Prosiding Seminar Wacana Pendidikan 2017 (SWAPEN)

 

Nur Nazuha Beevi Abdul Aziz & Nordin Mamat. (2015). Efikasi kendiri guru dan hubungannya dengan pencapaian akademik di sekolah.Prosiding Seminar Kebangsaan Pascasiswazah Asuhan dan Didikan Kanak-Kanak.

 

Nur Nazuha Beevi Abdul Aziz & Nordin Mamat. (2017). Analisis keperluan: Pembangunan modul efikasi pengajaran bahasa inggeris guru prasekolah. Proceedings National Conference on Education Social Science, Engineering and Technology (NCESET 2017). Kedah: Association of Malaysian Researchers & Social Services (AMRASS).

 

Nur Nazuha Beevi Abdul Aziz. (2015). Kebolehgunaan modul latihan untuk meningkatkan literasi dan mengurangkan kebimbangan Guru Pendidikan Awal Kanak-kanak mengajar Bahasa Inggeris. International Conference On Education and Teacher Development (ICE702019) 23 – 24 Mei 2019.

 

Nurul Huda Kasim & Che Nidzam Che Ahmad. (2018). PRO-STEM Module: The Development and Validation. International Journal of Academic Research in Business and Social Sciences, 8(1), 728-739.

 

Othman Talib. (2013). Asas penulisan tesis penyelidikan dan statistik. Serdang : Universiti Putra Malaysia.

 

Oxford, R. (1999). Anxiety and the language learner: New insights. In Arnold, J. (Ed), Affect in language learning. Cambridge, United Kingdom: Cambridge University Press.

 

Oxford, R. L. (2011). Teaching and researching language learning strategies. United Kingdom : Pearson Longman.

 

Pajares, F., Johnson., & Usher, M. J. (2007). Sources of writing self-efficacy beliefs of Elementary Middle and High School Students. Research in the Teaching English, 42(1), 104-120.

 

Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success : self-efficacy, self- concept and school achievement. In Riding, R. J., & Rayner, S. G. (Eds) International Perspectives on Individual Differences Self-Perception, 12, 239- 265.

 

Pajares, F., & Urdan, T. (2005). Self-efficacy beliefs of adolescents. United States of America : Information Age Publishing Inc.

 

Pelan Strategik Interim Kementerian Pelajaran Malaysia 2011 – 2020. (2012). Bahagian Perancangan dan Penyelidikan Dasar Pendidikan, Kementerian Pendidikan Malaysia.

 

Pichette, F. (2009). Second language anxiety and distance language learning. Foreign Language Annals, 42(1).

 

Pietarinen, J., Pyhältö, K., Soini, T., & Aro, K. S. (2013). Validity and realibility of the socio-contextual Teacher Burnout Inventory (STBI). Psychology, 14(1), 13-82.

 

Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’ perception. Educational Psychology Journal, 27(2), 191-218.

 

Prince, G. M., (2002). Anxiety: Definition and Strategies. New York: Prentice Hall.

 

Putri Zabariah Megat Abdul Rahman, Bustam Kamri & Raja Hamizah Raja Harun. (2006). Tadika berkualiti. Kuala Lumpur: PTS Professional Publishing Sdn. Bhd.

 

Rahil Mahyuddin, Habibah Elias, Loh Sau Cheong, Muhd Fauzi Muhamad, Nooreen Noordin & Maria Chong Abdullah. (2006). The relationship between students’ self efficacy and their english language achievement. Jurnal Pendidik dan Pendidikan, 21, 61–71.

 

Rahimi, A., & Abedini, A. (2009). The interface between EFL learner’s self-efficacy concerning listening comprehensionand listening proficiency. Novitas Royal, 3(1), 14-28.

 

Rahimpour, M., & Safarie, M. (2011). The effect of on-line and pre-task planning on descriptive writing of Iranian EFL Learners. International Journal Of English Linguistics, 1(2), 274-284.

 

Raoofi, S., Tan, B. H., & Chan, S.H. (2012). Self-efficacy in second / foreign language learning contexs. English Language Teaching, 5(11), 60-73.

 

Rashidah Mamat. (2013). Pembangunan dan penilaian pakej pembelajaran mudah alih Komsas dalam Bahasa Inggeris tingkatan empat. Tesis Doktor Falsafah. Bangi: Universiti Kebangsaan Malaysia.

 

Reem Yousef, Hazri Jamil, & Nordin Razak. (2013). Willingness to communicate in English: A study of Malaysian pre-service English teachers. English Language Teaching, 6(9), 205-216.

 

Reinbold, S. (2013). Using the ADDIE model in designing library instruction. Medical Reference Services Quarterly, 32(3), 244-256.

 

Rekha, K. N., & Ganesh, M. P. (2012). Do mentors learn by mentoring others?International Journal of Mentoring and Coaching in Education 1(3).

 

Riahta, R. & Kurniawati, F. (2019). The Sekolah Ramah Inklusi (SERASI) training programs’ effectiveness in improving the attitutude of primary teachers to inclusive education. Advances in Social Science, Education & Humanities Research, 229, 656-668.

 

Richey, R. C., & Klein, J (2007). Design and development research. New York: Routledge, Taylor & Francis Group.

 

Richey, R. C., Klein, J. D., & Nelson, W.A. (2004). Developmental research: Studies of instructional design and development. In Jonassen, D. H. (Ed), Handbook of research on educational communications and technology. New York: Lawrence Erlbaum Associates Publisher.

 

Rivera, V. Y. (2012). The impact of teachers’ expectations, parent expectations and academic self-efficacy on the achievement of english language learners. Dissertation Abstracts International (UMI No. 3532231)

 

Rohaida Bakar. (2017). Efikasi kendiri, sikap, kesediaan dan cabaran menjalankan perkhidmatan bimbingan dan kaunseling klien berkeperluan khas. Pulau Pinang: Universiti Sains Malaysia.

 

Rohaty Mohd Majzub. (2013). Critical issues in preschool education in Malaysia. Paper Presented at 4th International Conference on Education and Educational Technologies EET13.

 

Rose, J., & Bruce, C. (2007). Professional development effect on teacher efficacy: Result of randomized field trial. Journal of Educational Research, 101(1), 50- 60.

 

Rosen, M., & Oxenbury, H. (2016). We’re Going on a Bear Hunt. San Francisco: Jossey-Bass.

 

Rosmah Binti Abd. Ghani & Mariani Md Nor. (2014). Pelaksanaan Kurikulum Standard Prasekolah Kebangsaan oleh guru prasekolah. Jurnal Peradaban, 7, 40–68. https://ejournal.um.edu.my/index.php/ADAB/article/view/4807

 

Ross, J.A., Hogaboam-Gray, A., & Hannay, L. (2001). Effects of teacher efficacy on computer skills and computer cognition of Canadian students in Grades K-3. The Elementary School Journal, 12(2), 141-156.

 

Rozman Salleh & Ahmad Jazimin Jusoh. (2015). Kesahan dan kebolehpercayaan soal selidik egogram analisis transaksional dalam kalangan pelajar sekolah menengah. Jurnal PERKAMA, 19, 67–82.

 

Rubie-Davies, C. M. (2007). Classroom interactions: Exploring the practices of high - and low-expectation teachers. British Journal of Educational Psychology, 77(2), 289-306.

 

Russell, J.D. (1974). Modular Instruction: A Guide to the design, selection, utilization and evaluation of modular materials. New York: Publishing Company.

 

Sabokrouh, F. (2014). The effect of EFL teachers’ attitude toward English language and English language proficiency on their sense of efficacy. English Language Teaching, 7(1), 66-74.

 

Saedah Siraj, Norlidah Alias, Dorothy DeWitt & Zaharah Hussin. (2013). Design and developmental research: Emergent trends in educational research. Kuala Lumpur: Pearson Malaysia.

 

Salehi, M., & Marefat, F. (2014). The effects of foreign language anxiety and test anxiety on foreign language test performance. Theory and Practice in Language Studies, 4(5), 931-940.

 

Sammephet, B., & Wanphet, P. (2013). Pre-service teachers’ anxiety and anxiety management during the first encounter with students in EFL classroom. Journal of Education and Practice, 4(2), 66-77.

 

Schmidt, R. (2010). Attention, awareness and individual differences in language’ learning. In Chan, W. M, Chi, S. Cib, K.N., Istanlo, J., Nagami, M., Sew, J. W., Suthiwan, T., & Walker, I. Proceedings of CLASIC 2010.

 

Schwarzer, R., & Hallum, S. (2008). Perceived teacher self-efficacy as a predictor of job stress and burnout: mediation analyses. Applied Psychology: An International Review, 57, 152-171.

 

Scovel, T. (1978). The effect of affect on foreign language learning: A review of the anxiety research. Language Learning, 28(1), 128-142.

 

Sejpal, K. (2013). Modular method of teaching. International Journal for Research in Education, 2(2), 169-171.

 

Selbie, L. (2015). Examining the sources of teacher efficacy and how the context of teaching contributes to teacher efficacy. Tesis doktor falsafah. Diperoleh daripada http://csuepress.columbusstate.edu/theses_dissertations/208.

 

Sevimel, A., & Subasi, G. (2018). The factors affecting teacher efficacy perception of Turkish pre-service English language teachers. TheJournal of Language Teaching and Learning, 8(1), 1-17.

 

Sharifian, Farzad., & Clyne, M. (2008). English as an international language: Synthesis.Australian Review of Applied Linguistics, 31(3), 36.1-36.19.

 

Shahriza Said. (2017). Pembangunan modul latihan pendidikan seksualiti untuk guru Program Pendidikan Khas Integrasi (PPKI) peringkat sekolah rendah. Tesis doktor falsafah. Universiti Malaya. Diperoleh daripada http://studentsrepo.um.edu.my/id/eprint. Language Learning, 44(3), 417 – 448.

 

Shang, H. F. (2010). Reading strategy use, self-efficacy and EFL Reading Comprehension. The Asian EFL Journal Quarterly, 12(2), 18-42.

 

Sharifah Alwiah Alsagoff. (1986). Ilmu Pendidikan: Pedagogi. Kuala Lumpur: Heinemann (Malaysia) Sdn. Bhd.

 

Shulman, L. (1987). Knowledge and teaching: foundations of the new reform in Harvard. Educational Review, 57(1), 1-22.

 

Sidek Mohd. Noah. (2005). Pengujian dan penilaian kaunseling: Teori dan aplikasi.Serdang: Universiti Putra Malaysia.

 

Sidek Mohd. Noah & Jamaludin Ahmad. (2005).Pembinaan modul. Bagaimana membina modul latihan dan modul akademik. Serdang: Penerbit UPM.

 

Sidek Mohd. Noah & Wan Marzuki Wan Jaafar. (2007). Analisis kesahan dan kebolehpercayaan soal selidik penilaian kaunselor terhadap penyelia (IPKtP). Jurnal PERKAMA, 13, 1-13.

 

Siti Hajar Halili & Mohd Razha Abd Rashid. (2012). Aplikasi prinsip pembangunan dewasa Knowles dengan penggunaan mod penyampaian teknologi sidang video dalam kalangan pelajar jarak jauh. Asean Journal of Teaching and Learning in Higher Education, 4(2), 79-90.

 

Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout : A study of relations. Teaching and Teacher Education, 26(4), 1059-1069.

 

Soleimani, H. & Akbari, M. (2013). The effect of storytelling on children’s learning English vocabulary: A case in Iran. Research Journal of Applied and Basic Sciences, 4(11), 4005-4014.

 

Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher – student relationships. Educational Psychology Review, 23(4), 457-477.

 

Starinne, A. R. & Kurniawati, D. (2019). Self efficacy of pre-service English teachers in using English as a language instruction. Journal of English Teaching, Literature and Applied Linguistics, 3(1), 191-218.

 

Su, M. H., & Duo, P. C. (2012). EFL learners’ language learning strategy use and perceived self-efficacy. European Journal of Social Sciences, 27(3), 335-345.

 

Sunhaji. (2013). Konsep pendidikan orang dewasa. Jurnal Kependidikan, 1(1), 1-11. 

 

Syafrimen Syafril. (2010). Pembinaan Modul EQ untuk latihan kecerdasan emosi guru-guru Malaysia. Tesis doktor falsafah. Diperoleh daripada http://repository.radenintan.ac.id/id/eprint/96.

 

Tee, Y. Q. (2018). Development of a preschool creative play early science module.Kuala Lumpur: Universiti Malaysia.

 

Teh Pei Ling, Zaidatol Akmaliah Lope Pihie, Soaib Asimirin & Foo Say Fooi. (2015). The Validity and realibility of teacher efficacy revisited in Malaysia secondary schools.Journal of Studies in Education, 5(1). Selangor: University Putra Malaysia.

 

Tengku Sarina Aini Tengku Kasim & Fadillah Mansor. (2007). Keperluan motivasi dalam pengurusan kerja berkualiti dari perspektif pemikiran islam. Jurnal Usuluddin, 25, 103–124.

 

Thompson, G. (2016). Japanese High School English teachers’ self efficacy beliefs about teaching English. Disertasi doktor falsafah. Diperoleh daripada eprints.qut.edu.au (No. Penerbitan ABN 83791724622)

 

Tilfarlioglu, F. Y., & Ciftci, F. S. (2011). Supporting self-efficacy and learner autonomy in reaction to academic success in EFL classroom (A case study). Theory and Practice in Language Studies, 1(10), 1284-1294.

 

Tran, T.T.T., Baldauf Jr, R. B., & Moni, K. (2012). Foreign language anxiety: Understanding its status and insiders’ awareness and attitudes. TESOL Quarterly, 47(2), 216-226.

 

Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing and elusive construct. Teaching and Teacher Education, 17(7), 783-805.

 

Tschannen-Moran, M., Hoy, A.W., & Hoy, W.K. (1998). Teacher efficacy: Its meaning and measure: Review of Educational Research, 68(2), 202-248.

 

Tuckman, B.W. & Harper, B.E. (2012). Conducting educational research. United Kingdom : Rowman & Littlefield Publishers.

 

Tum, D. O. (2012). Feelings of language anxiety amongst non-native student teachers.Procedia Social and Behavioral Sciences, 47, 2055-2059.

 

Ushida, E. (2005). The role of students’ attitudes and motivation in second language learning in online language courses. CALICO Journal, 23(1), 49-78.

 

Uztosun, M. E. (2016). Pre-service and In-service English teachers’ efficacy beliefs about teaching English at primary schools. Elementary Education Online, 15(4), 1191-1205. doi: http://dx.doi.org/10.17051/io.2016.80068

 

Vesely, A. K., Saklofske, D. H., & Leschied, A. D. W. (2013). Teachers-the vital resource : The contribution of emotional intelligence to teacher efficacy and well being. Canadian Journal of School Psychology, 28(1), 71-89.

 

Viel-Ruma., Houchins, K., Jolivette, D., & Benson, K. (2010). Efficiency beliefs of special educators : The relationships among collective efficacy, teacher self- efficacy and job satisfaction. Teacher Education and Special Education, 33(3), 225-233.

 

Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA : Harvard University Press.

 

Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press.

 

Wang, C., & Li, Y. (2010). An empirical study of reading self-efficacy and the use of reading strategies in the Chinese EFL Context. The Asian EFL Journal Quarterly, 12(2), 144-162.

 

Wang, C., & Pape, S. J. (2007). A probe into three Chinese boys’ self-efficacy beliefs learning english as a second language. Journal of Research in Childhood Education, 21(4), 364-377.

 

Watson, S. (2013). Understanding profesional development from the perspective of social learning theory.Proceedings Centre of Research in Mathematics Education (CERME-8), 3287–3296.

 

Watson, S. (2014). The impact of profesional development on Mathematics teachers’s belief and practices. United Kingdom : University of Nottingham.

 

White, T.L. & McBurney, D. (2013). Research methods. Belmont, CA: Wadsworth, Cengage Learning.

 

Wiersma, W., & Jurs, S. G. (2009). Research methods in education: An Introduction.Bacon: A. Pearson.

 

Wiersma, W. (2000). Research methods in education.Needhams Height, MA: A. Pearson.

 

Wong, M. S. L (2005). Language learning strategies and language self-efficacy: Investigating the relationship in Malaysia. Regional Language Centre Journal, 36(3), 245-269.

 

Woodrow, L. (2006). Anxiety and speaking English as a second language. RELCJournal, 37(3), 308-328.

 

Woolfolk, A.E., & Hoy, W.K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91.

 

Yilmaz, C. (2011). Teachers’ perceptions of self-efficacy, English proficiency and instructional strategies. International Journal, 39(1), 91-100.

 

Yin, H., Huang, S., & Wang, W (2016). Work environment characteristics and teacher well-being: The mediation of emotion regulation strategies. InternationalJournal of Environmental Research and Public Health, 13(9), 907.

 

Ying Guo., Joan, N. Kaderavek., Shayne, B. Piasta., Laura, M. Justice., & Anita, McGinty. (2011). Preschool teachers’ sense of community, instructional quality, and children’s language and literacy gains. Early Education and Development, 22(2), 206-233.

 

Yu, Y.Y., Xu, L.Y., & Zheng, C. P. (2017). the design and application of the self- efficacy questionnaire for english language learners in China. International Conference on Education Science and Education Management (ESEM 2017), 113-116.

 

Yusni Mohamad Yusop, Melati Sumari, Fatanah Mohamed, Shahriza Said, Mohd Ibrahim K. Azeez & Mohd Ridhuan Mohd Jamil. (2015). The need analysis in self-concept module development. The Malaysian Online Journal of Educational Science, 3(1), 44-55.

 

Zahri Ramlan. (2017). Reka Bentuk Modul Latihan Perkembangan Profesional Guru Dalam Persekitaran Pembelajaran Maya. Kuala Lumpur: Universiti Malaysia.

 

Zainuddin Ibrahim. (2017). Pembangunan modul pembelajaran seni reka grafik berasaskan teknologi dan gaya pembelajaran pelajar bermasalah pendengaran. Tesis doktor falsafah. Universiti Malaya. Diperoleh daripada http://studentsrepo.um.edu.my/id/eprint/7224.

 

Zanariah Ahmad. (2017). Pembangunan modul kelas berbalik berasaskan pembelajaran reflektif untuk politeknik premier. Tesis doktor falsafah. Universiti Malaya. Diperoleh daripada http://studentsrepo.um.edu.my/id/eprint/7786.

 

Zheng, D., Michael, F., Young, M., Robert, B., & Wagner, M. (2009). Attitude and self- efficacy change : English language learning in virtual worlds. CALICO Journal, 27(1), 205-231.

 

Zimmerman, B. J., & Clearly, T. J. (2006). Adolescents’ development of personal agency. In Pajares, F., & Urdan, T. (Eds), Adolescence and Education (Vol 5): Self efficacy beliefs of adolescents. Greenwich, CI: Information Age Publishing.


This material may be protected under Copyright Act which governs the making of photocopies or reproductions of copyrighted materials.
You may use the digitized material for private study, scholarship, or research.

Back to previous page

Installed and configured by Bahagian Automasi, Perpustakaan Tuanku Bainun, Universiti Pendidikan Sultan Idris
If you have enquiries with this repository, kindly contact us at pustakasys@upsi.edu.my or Whatsapp +60163630263 (Office hours only)