Arabic Courseware Using Constructivism.

BORANG PENGESAHAN STATUS TESIS

SESI PENGAJIAN:

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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 (/)
(Mengandungi maklumat yang berdarjah
keselamatan atau kepentingan Malaysia

seperti yang trrnaktub di dalam AKTA RAHSIA RASMI 1972)
SULIT

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 fi
b ~ k ( 7 S&?i'Z
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Tarikh:

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(T NDAT NGAN PENYELIA)

$

Tarikh:

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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

: pcemA~

97 /fs a-

Date:

(STUDENT NAME)
SUPERVISOR :

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a. ~M--D

(SUPERVISOR NAME)

IBRAHIM BIN AHMAC

Date:

0&/+8

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 iniyang diterima oleh pelajar.

TABLE OF CONTENTS

CHAPTER

CHAPTER I

SUBJECT

PAGE

DECLARATION

i

DEDICATION

ii

ACKNOWLEDGEMENT

iii

ABSTRACT

iv

ABSTRAK

v

TABLE OF CONTENTS

vi

LIST OF TABLES

X

LIST OF FIGURES

xi

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

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

TITLE

Table 2.1

How instructional design principles can complement
the operational capabilities of the computer to ensure
learning

Table 2.2

Information Delivery

Table 2.3

Performance Feedback

Table 2.4

ADDIE Model Phases and its Deliverables

Table 2.5

Hardware Specification for Courseware Development

Table 3.1

Hardware Specification for Courseware Development

Table 5.1

Configuration Environment Setup

Table 5.2

Version's of Software Used

Table 5.3

Description on the Implementation Status

Table 6.1

Test schedule for Arabic Courseware

Table 6.2

Description of test cases

PAGE

LIST OF FIGURES

'

FIGURE

TITLE

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

PAGE

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
J
J

J

Material for instructor-led classes
Material for self-directed computer-based training (CBT)
Web sites that offer interactive tutorials
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
M e w o r k , 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 s o h a r e . 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
Information Delivery
Method

Turn Page
Unknown
Educational
Outcomes

Browse

Analyze

DoAccomplish a
Task
Sound
Educational
Outcomes

Be- Tab a
Role

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.