Pengurusan Sukan- Menjaring Bola Baling

Pengurusan Sukan- Menjaring Bola Baling

Menjaring

           

Menjaring merupakan kemahiran dalam mendapatkan mata kemenangan kepada setiap sukan. Prinsip-prinsip yang perluditerapkan dalam pemain ketika mengasah kemahiran dalam menjaringkan gol termasuklah mempunyai keyakinan diri dan dapat mengawal keseimbangan dan pengerakan badan dalam tempoh permainan. Selain itu, pemain perlu memberikan tumpuan yang sepenuhnya pada gerakkan yang ingin dilakukan di samping melakukan gerakan mengikut lajak. Untuk kemahiran menjaringkan gol, pemain perlu peka untuk menepati sasaran iaitu gelanggang gol. Penjaring gol juga perlu cekap menilai ruang yang kosong dan kedudukan penjaga gol semasa ingin membuat jaringan. Terdapat pelbagai teknik yang boleh dilakukan berdasarkan situasi tertentu dalam kemahiran jaringan.

Jaringan dari Atas Kepala

            Jaringan dari atas kepala merupakan jaringan yang biasa dan mudah dilakukan. Teknik jaringan ini boleh dilakukan sama ada dalam keadaan statik mahupun dalam keadaan bergerak.

            Untuk melakukan jaringan ini, pemain perlu bergerak satu langkah ke hadapan dan membengkokkan kaki kanan. Berat badan hendaklah diletakkan pada kaki kiri, tangan yang memegang bola dibongkokkan sedikit dan dibawa ke belakang kepala aras bahu. Seterusnya,  lonjakan dilakukan dan tangan yang memegang bola diluruskan ke atas kepala dan membaling ke arah sasaran. Selepas selesai membuat jaringan, tangan dan badan perlu mengikut lanjak untuk kembali dalam keadaan bersedia menerima bola.

Jaringan dari Bawah Lengan/ Jaringan Lantun

            

Jaringan dari bawah lengan atau jaringan lantun kurang berkesan untuk menjaringkan bola. Tetapi teknik jaringan ini boleh dilakukan bila kita menghadapi pemain yang berbadan tinggi. Dalam teknik ini, bola selalunya akan dijaringkan ke sudut bawah gol pihak lawan.

            Dalam menjaringkan gol dari bawah lengan, kaki kiri pemain perlu melangkah ke hadapan sementara  kaki kanan dibengkokkan dan membawa bola ke belakang bawah aras bahu. Kemudian, kaki kanan melangkah ke hadapan, bola melontar ke arah sasaran. Akhir sekali, kaki kiri dianjak ke belakang dan bola pada tangan kanan dilepaskan.

Jaringan Sisi

Jaringan sisi dihasilkan apabila pemain tangan kanan berpura-pura membuat jaringan pada arah kiri pemain. Secara tiba-tiba dia akan mengangkat kaki kanannya, menggerakan badannya ke kiri, dan berdiri pada kaki kiri. Apabila mendarat di sisi, pemain berkenaan memusingkan sedikit badan dan bahunya. Pemain membawa bola lebih rendah dan menjaring secara mengejut di bawah lengan pihak lawan.

Jaringan lompat

            Untuk melakukan jaringan lompat, pemain perlu bergerak sebanyak tiga langkah (kurang daripada tiga langkah) sebelum membuat jaringan. Namun dalam pertandingan, jaringan ini sering dilakukan dan banyak gol diperolehi melalui jaringan lompat ini. Jaringan ini dilakukan selepas serangan pantas dan biasanya, jaringan dilakukan apabila posisi bola berada di puncak lompatan.

Pemain bergerak sebaik-baiknya tiga langkah ke garisan gol. Ketika ini pemain memegang bola dengan kedua-dua belah tangan. Di luar garisan gol, pemain akan melonjak tinggi ke kawasan gol sambil membuat jaringan dengan menggunakan sebelah tangan seperti cara jaringan dari atas kepala. Arah yang dituju ialah satu daripada empat penjuru gol pihak lawan. Pemain akan mendarat dalam kawasan gol selepas bola dilontarkan.Tangan dan badan pemain hendaklah mengikut lajak selepas membuat jaringan.

Jaringan Voli

            Jaringan voli hampir serupa dengan jaringan lompat. Jaringan ini dimulakan dengan pemain melompat ke arah bola hantaran. Semasa melompat, pemain menangkap bola dengan kedua-dua belah tangan. Pemain membuat jaringan sebelum mendarat. Selepas mendarat, tangan dan badan pemain perlu mengikut lajak.

Jaringan menjunam

            Jaringan menjunam merupakan jaringan yang sukar and biasa dilakukan sekiranyan dalam kawasan balingan percuma. Pemain perlu membengkokkan badan supaya membesarkan sudut jaringan.   Jaringan boleh dibuat sekiranyan pemain berada di luar garisan gol. Dengan menggunakan kaki kiri, pemain melonjakkan badannya ke udara menuju kawasan gol. Semasa melonjak, pemain membuat jaringan ke sasaran dan jaringan dibuat ketika berada di udara sebelum mendarat. Pemain mendarat dengan mempertahankan badan menggunakan tangan atau menggulingkan badan.

Jaringan Penalti

Jaringan penalti dibuat dari garisan 7 meter. Jaringan ini terhad mengikut undang-undang penting, iaitu kaki penjaring tidak boleh memijak atau melepasi garisan balingan dan jaringan perlu dilakukan dalam masa 3 saat selepas pengadil meniupkan wisel.

 Penjaring perlu berada di tempat penalti bersama-sama dengan bola. Penjaring perlu fokus kepada penjaga gol untuk memerhatikan kemungkinan pergerakan yang bakal dilakukan oleh penjaga gol. Kemudian penjaring gol akan melakukan jaringan pada sebarang sudut gol pihak lawan. Penjaring boleh menggunakan pelbagai teknik jaringan untuk menjaringkan gol mengikut situasi.

 Refleksi

            Kumpulan kami dikehendaki melakukan sesi pembelajaran untuk permainan bola baling. Kebanyakan daripada kita tidak mempunyai pengalaman dalam permainan ini atau mengetahui peraturan permainan bola baling. Sebelum sesi pembelajaran dimulakan, kami telah membuat persediaan, melengkapkan diri kami dengan pengetahuan serba sedikit mengenai peraturan dan kemahiran asas (hantaran, jaringan, menghadang) bola baling.

            Secara umumnya sepasukan bola baling yang turun ke gelanggang mempunyai 7 orang termasuk penjaga gol. Bola baling agak sama dengan permainan sukan yang lain dalam konteks ‘body contact’. Pemain tidak boleh menarik baju, memukul atau merampas bola daripada pihak lawan sekiranya bola masih dalam tangan pihak lawan atau memeluk pihak lawan walaupun ingin menghalang pihak lawan daripada mendapatkan bola.

            Dalam sesi pengajaran kami, selepas melakukan aktiviti memanaskan badan, kami memulakan pengajaran dengan memperkenalkan kemahiran-kemahiran yang ada dalam bolah jarring. Kemahiran-kemahiran yang terlibat termasuklah kemahiran membuat hantaran, kemahiran menangkap bola, kemahiran menjaring dan kemahiran menghadang. Selepas itu, sesi pengajaran diteruskan lagi dengan perlawanan antara dua pasukan.

            Melalui perlawanan kecil antara 2 pasukan tersebut, murid dapat melakukan kemahiran tersebut secara spontan dan seterusnya lebih memahami sukan tersebut. Perlawanan seperti ini membolehkan murid berlari seluruh padang dengan memberi fokus kepada posisi bola. Murid juga bebas melakukan teknik jaringan berdasarkan situasi dan keselesaan mereka. Melalui perlawanan ini, secara tidak sedar, murid dapat mengaplikasikan segala kemahiran yang telah dipelajari.

            Dari segi kognitif, saya dapat menerima teori asas kemahiran dan teknik bermain bola baling sebelum memulakan permainan kerana saya tidak melibatkan diri secara langsung dalam bola baling sebelum ini. Dari segi afektif, saya dapat merasai permainan ini sendiri dan merasai semangat kesukanan apabila kedua-dua kumpulan bekerjasama untuk meneruskan permainan tersebut sehingga wisel ditiupkan, menandakan permainan tamat dan dari segi psikomotor pula, saya dapat mengaplikasikan kemahiran yang telah dipelajari ketika melibatkan diri dalam permainan ini di padang.

Language Games

ACADEMIC WRITING SKILL FOR ACADEMIC PURPOSE

Literature Review

 Using language games is one of the most effective strategies in enhancing foreign language acquisition. While, introducing foreign language or second language as fun and easy language to learn is very important to motivate the students’ interest and attention. Teachers can introduce second language and grab students’ attention by choosing the appropriate language games to apply in the classroom. Language games can be described as a welcome break that differs from usual, dull language classroom. Schuna (2015) claimed that playing educational games help the students to sharpen their focus, memory and self-esteem. By playing educational language games, students are using more sensory senses in adapting the surrounding information. They will focus and pay their attention in achieving the goal in the games and slowly, their self-esteem will be built because they can participate in classroom learning process actively. Language acquisition will occur when they start to memorize the words or new vocabularies they learn through language games.

Students do not have sufficient vocabulary to do further explanation in expressing their thought. The percentage of redundant words used in their essay show the low proficiency of vocabulary knowledge. Lack of vocabulary and adjective phrases provide difficulties in describing certain situation or expression. Moreover, they show less motivation in learning second language, English. Nguyen and Khuat (2003) define the relationship between the roles of games in language learning by emphasized that the role of games in teaching and learning vocabulary cannot be denied. Language learning can help in adapting new words easier because the fun way to learn language can help the students remember better. For an example, by playing scrabble, students learn to join words and create more words from the existing letter. Students can create the words ‘igloo’ or ‘incredible’ from the phoneme /i/  in mice.

            Genevieve Roth (1998) claims that language games are a medium for second language’s fluency and stay focus in language learning . Since students are more likely to forget what they have learned in class, they can use their language in more spontaneous way by participating in language games. If students enjoy the activities and games carried out in the classroom, they can adapt second language better because they can remember the vocabularies easier as compared to usual dull classroom. Moreover, students will engage themselves actively in the classroom activities if the classroom is using fun and easy learning approach.

            According to Avedon (1971), students tend to spur motivation and participate actively in games and be more competitive in language learning. Games promote an active approach to liven up the atmosphere in the classroom. While creating extrinsic motivation to learn as teachers are dividing the students into groups and they have their classmates as opponent, they will likely to participate in the learning process in order to win. Thus, students’ confidence can be boosted when they practice new skills and try to apply it in the classroom by solving the tasks given. The difference between the dull classroom and active language classroom can be seen either by the performance of the students or the participation of the students during the teaching and learning process.

            Language games show a better learning of second language in the classroom. How language games show the effectiveness in learning vocabularies? According to Adam Simpson (2015), using language games as approaches to enhance language learning abilities have prove the effectiveness in learning vocabulary in many ways. First, language games bring fun and relaxation learning atmosphere for students. This can help them to learn and retain new vocabularies easily. Second, language games grab students’ attention and help them to stay focus as language games in the classroom usually involve friendly competition. These extrinsic motivation encourage the students to participate actively in the learning process. Third, language games enable the students to use English in a communicative way but at the same time. New words can be learned and students can learn to apply them in formal and non-formal context.

REFERENCES

Aydan Ersoz. (2000). The Internet TESL Journal : Six Games for EFL/ ESL Classroom, Vol. VI,

No. 6. Available from  http://iteslj.org/Lessons/Ersoz-Games.html [6 December 2016].

Nguyen Thi Thanh Huyen and Khuat Thi Thu Nga. (2013). Learning Vocabulary Through Games: The Effectiveness of Learning Vocabulary Through Game .'Asian EFL Journal' - December 2003

Adam Simpson (2015). Using Games in the Language Classroom.Smashwords.

Schuna, Carly. (2015). "The Advantages of Learning Games for Kids. Available from : http://www.livestrong.com/article/214084-the-advantages-of-learning-games-for-kids/ [1 December 2016].

Genevieve Roth. (1998). Teaching Very Young Children. Madrid, Spain. Espanol Santillana Universidad de Salamanca.

Avedon, M.E. and B.S.Brian. 1971. Learning through Games. The Study of Games. New York: John Wiley & Sons, Inc: pp 315-321. 

METHODOLOGY IN TEACHING

METHODOLOGY IN TEACHING

Lesson Plan

Group of students              : Form 2 (A class of 25 students, 4 males and 21 females).

Learning Objective           : Students should be able to apply Subject-Verb agreement in       making clauses and sentences.

Teaching Procedures        :

1.      Teacher will give some introduction to students about the topic on the day.

2.      Teacher will distribute paper strips (verbs) to students.

3.      Teacher will explain the relation between pronouns and verbs by using the whiteboard and marker pen.

4.      Students are encouraged to read out the words one by one and try to fit the verbs into the correct Pronounce column while the teacher writes them on the board.

5.      Those who got the blank paper strips will need to give some examples of verbs.

6.      Next, teacher will give opportunity to students to pick three of the verbs and form sentences verbally by using the verbs given.

7.      Teacher will give feedback to make correction for the grammatical errors.

8.      Finally, the teacher will summarize the rule of Subject and Verb agreement in English.

Teaching Materials          : 1. White board and marker pen
2. Paper strips

REFLECTION ON CLASSROOM TEACHING

From my previous micro teaching class, I decided to give more information about subject and verb agreement to my students. From my point of view, subject and verb agreement is an important rule in English to ensure the forming of grammatical and syntactical sentences. In the teaching process, I enjoyed the interaction between me and my students because my students were able to give good feedback and response when I asked questions or asked about their opinion. I think I am quite success with my teaching method because I can evaluate my teaching based on the response from my students. They can understand about the relationship between singular and plural pronouns with verbs. They were able to participate actively in the classroom activities. For the example, they tried to form simple sentences by using verbs or pronouns given. So, I can evaluate my teaching performance based on my students’ responses and feedback given in the classroom.

            The strength of my teaching method is I provided clear explanation about the relation between singular and plural pronouns and verbs. I delivered the information based on variety of verbs which were verbs with and without ‘s’. I provided variety of verbs in paper strips and distributed to students. Next, my students will categorize the verbs into the column that I have drawn on the whiteboard. As a result, they can identify the difference between singular and plural pronouns. Furthermore, I encouraged them to make simple sentences by joining either the singular or the plural pronouns with verbs. They saw how the verbs work with the pronouns and understood the meaning and the function of the verbs. However, I realized a weakness in my teaching method. I should write the verbs in two different situations. For the examples, the verb ‘go’ for singular pronouns he and she is ‘goes’ while for plural pronouns we, they and you, the verb for ‘go’ will remain as ‘go’. But I just categorized verbs with ‘s’ under singular pronouns and verbs without ‘s’ under plural pronouns. So students probably will recognize the verb ‘goes’ just for singular pronouns and go cannot use for plural pronouns. Then, they will easily confused for certain verbs and misunderstand by memorizing ‘goes’ can be use only for he and she but not for Ali or Lim.

            In my class, I think I managed the classroom well because I did not divide them in group. If I formed theme into group, I will have problem to manage the classroom because every student is moving around and the classroom will likely to be noisy. My purpose of my teaching method was to raise the participation of the students in the classroom by saying out their verbs with confidence and encouraged them to make sentences spontaneously. Besides on input, I hope they can give output too, by create their own sentences and share their sentences or thinking in the classroom. However, there were some students that did not pay much attention to the classroom activities and kept talking to their friends. As a teacher, I need to handle the obstacles to make sure the teaching and learning process was under control. I would call them by names to let them know I need their attention for my teaching session and asked them to give some information that related to my teaching lesson on that day. I would also likely to encourage some problematic students to give more examples of verbs to make sure that they were still engaged with the classroom activities. The classroom is not difficult to control if we approached the students with nice and polite way.

           My previous teaching method on Subject-Verb agreement was teaching about basic rules in making sentences. For clearer explanation, I hope every students can make their own sentences based on the verbs given in their note book. Moreover, students can suggest more verbs that can we use in their daily life and classify them into singular and plural pronouns by using the same verbs. For the second stage in learning to make sentences, maybe the students need to divide themselves into groups and give opinion in creating new sentences. After they present their ideas in front of the class, they can join the sentences into essay form. By this learning method, create ideas in group, do presentation of ideas in front of the classroom by the guidance of teacher and form the sentence into essay, they can learn more about the rules in forming grammatical sentences during the learning process. In addition, teacher can also encourage the students to look up for more verbs and adjectives in the dictionary and try to build more sentences based on the words. As the time going, students will be able to identify the grammatical and ungrammatical sentences.

            Micro teaching is a very useful activity for students who study in educational field. For me, I think it is a form of preparation for teaching the students in the future. Through micro teaching, teacher knows the importance of planning before teaching, observation during teaching and learning process in the classroom and reflection towards our teaching method. Before teaching, teacher needs to plan the detail of teaching schedule to make sure the teaching and learning process in the classroom will going on smoothly. During the teaching and learning process, teacher needs to observe the students and the classroom. Teacher needs to ensure the environment is suitable for students to learn comfortably. Furthermore, the feedback from the students also important and teacher need to avoid one way teaching method or teacher-centered learning. Next, micro teaching also sharpens teachers’ skills on how to deliver knowledge through the right path or with the right approaches. For the example, every subject has different approach in delivering the information or the knowledge to the students effectively. For science subject, maybe the teacher needs to deliver the content of the knowledge by carrying out experiments to show the evidence to the students. While in language classroom such as English or Malay, teachers need to enhance students’ language skills in four basic aspects such as listening, speaking, reading and writing. Thus, language teaching can be considered as hard and time consuming task. In other words, all the teachers need to do is prepare.

MULTIMEDIA AND SOFTWARE APPLICATION

MULTIMEDIA AND SOFTWARE APPLICATION

THE ANALYSIS PROCESS IN ADDIE’S MODEL

Introduction

            Analysis process in ADDIE’s model can be considered as Goal-Setting stage as all the creator of a certain element will begin with this stage to ensure the flow of their creation going well. Thus, consideration is every certain part about the program or the task such as outcome of the project or the main focus for the targeted participants has been carried out.In analysis process, the objectives of the task and the targets or participants need to be clear and proper in order to build a suitable instruction with proper delivery method.

            Generally, we decided to create an educational instruction website and through analysis process in ADDIE’s model can help us to draw a clearer guideline. This educational instruction website will focus on English language in the form of understanding the function of certain words, practical exercises and tests and the proper pronunciation for the words. Furthermore, this instruction website can help students to have a better understanding about certain rules in English language and re-conforming about their knowledge through variety of explanation and exercises.

Target

            Basically, the targeted students who will encourage toundergo the program will be the secondary school students which is also known as Form 1, Form 2 and Form 3 at SekolahMenengahKebangsaan Sri Mersinglower. For the targeted participants, their typical background such as their age, educational levels and educational goals are taking into consideration to build a suitable educational instructional website. This instructional website has to be presented well to attract the targeted participants and to reach the maximum of learning efficiency to ensure the objectives are reachable.

Approach or delivery method

Since the target audiences are lower secondary students, the content of the website should be suitable with their prior knowledge about English. In order to reach the objectives, the approaches need to be done step by step. We begin with explaining the subject based on topics, followed by intensive exercise, quizzes until they reach the final assessment that will cover all the topics discussed.

To explain the topic, notes based on topics will be given in the form of slides and can be downloaded so that students can access it anywhere. Instead of just using slides, the notes will be delivered in more interesting way by using latest software such as Prezi. For written notes, it can be presented in the form of flash cards and mind maps. Common mistakes done by English learners should be pointed out as that will help students to understand the topic better. Since the teaching and learning process is online, students can ask questions through open forum that anyone can access.

In determining the students’ understanding, graded test will be done. Before that, exercise based on topics will be given. As we are in the 21st century teaching and learning process era, where teachers act as a facilitator, we can facilitate the students by giving those hints about the questions in the exercises. The difficulties of the exercise will determine the number of hints given. Mini quizzes will be given so that students can get the pattern or format of the frequently asked questions.

Students would also be tested on their time management skill as after the completion of repetitive exercise and quiz for every subject topic, students are required to take a final test within certain time duration. The time duration set starts once the students click on the final test’s section. Through this method we could easily detect student’s progress and development under time pressure.

Constraints

            Due to having the need of internet to access the website, students from rural area or any low cellular internet connection would find accessing the website discouraging and inconvenient. Students who do not own any technology like android phones would also find difficulties to engage in this online learning.

Objective and Outcome

Based on the analysis process in ADDIE’s model that we apply in our website, we could foresee that the students will gain a lot of English knowledge and skills through fun and easy learning. Students who are priory weak in English are surely to improve in their English capabilities and for those who are already at average and above average level are certainly to have a stronger foundation of the language. Exercises provided in each topic helps students to avoid grammatical and spelling error during essay writing and exercises in class, thus through redundant practice they would not find any difficulties in striving for their examination. Mastering English more in depth also helps students outside of classroom, they will be more confident than before to use English as a communication medium. They will soon to realize that learning English is actually enjoyable and it is not a burden to learn English.

The ADDIE model is a guideline used by instructional designers to develop instructional materials. There are five phrases in ADDIE model which are Analysis, Design, Development, Implementation and Evaluation. Instructional theories play important roles in designing and shaping the outcome of instructional materials.

Analysis Phase

In analysis phrase or Goal-Setting stage, instructional problems, goals and objectives are identified. For analysis phrase, designers need to consider about the learning environment and timeline for the instruction materials despite of consider about audience’s needs and previous existing knowledge.

For Pro-Grammar4u.com website, the targeted students will be the secondary school students which are also known as Form 1, Form 2 and Form 3. Students have typical background characteristics such as age, education level and learning environment. For existing knowledge, students should accomplish themselves with minimal requirement and understanding of English. This instructional material will approach the students by providing appropriate and suitable content with targeted students’ prior knowledge about English. Through the website, designers prepared notes, exercises and open forum for the students to give out their opinion about certain topics. For the timeline concept, students need to complete the mini timed quiz and graded test within certain time duration. Students understanding and language development can be tested under time pressure.

 During the constructing of Grammar website, designers found the difficulties to estimate students’ language acquisition level. Furthermore, designers consider about another constraint for students who live in rural area as the internet connection will be limited to access the website and engage to online learning. The objectivesor the outcomes this website, Pro-Grammar4u.com, is to sharpen students’ English skills and find English is fun and easy to learn. Students also can communicate freely in open forum in targeted language to practice their response in giving feedback and polish their confidence in giving opinions. Exercises provided can help students to sharpen their writing and reading skills by discover more vocabularies of English.

Design Phase

            Design phase defines instructional strategy, the selection of the appropriate delivery methods. The instructional strategy will affect the development of domain such as cognitive, affective and psychomotor. Next, the development of prototype and storyboards will be established.

            For Pro-Grammar4u website, designers established their instructional materials by using social learning as media selection. Social learning enable the students to do exercises, open forum and test online with personal computer or mobile phone with internet connection.  The examples of media that designers have selected are flashcards, power point notes, hyperlink that would direct students to videos related to the topic, and audio for speaking purposes. All these Medias are downloadable. This website is a programmed learning where the designers prepare all the questions in sequence and the students need to enter the lesson step by step. This website is using blended strategies in promoting intended language learning, English, as this instructional material contains both active and programme leaning. Active learning occurs when the students communicate with each other through open forum while programmed learning occurs when the students need to take mini quizzes and graded test within certain time duration. In this phrase, prototype such as flowchart and storyboard will be designed.

            As soon as students surf ProGrammar4u.com, students would be greeted with animated narration. The content of the website would be presented to the students once they clicked on the selected topics they favour. This website prepared multiple notes for students before they continue to the next step where students are able to test their understanding and their language ability by attempting exercises and mini quizzes. Students would receive a short feedback based on their performance on attempted mini quizzes. After attempting all exercises and mini quizzes, students are able to unlock the graded test stage and their performance will be graded.

            For behavioural outcomes, the instructional material is able to influence the development of the domain, cognitive, affective and psychomotor. The development of cognitive can be seen through the language acquisition in students when they work on the exercises. After read the notes and work on the exercises provided, students will be able to link the new vocabularies and apply them in the form of English rules. Affective domain included students’ motivation, attitudes and perception in learning. Learning language through social learning can make the learning process become more fun. Thus, students’ perception about ‘English is hard’ will change and they will change their attitudes to learn English in the comfortable way. When they discover the fun in learning language, naturally, they will have self-directedness and motivation in enhance their language ability. Why we need to include the importance of psychomotor domain in social learning? Even though students are just work on their assessment online but they can develop their communication skill by interact with other in open forum. They not only communicate with their mates face to face in targeted language, English, but also can continue their discussion online.

Evaluation Phase

            Evaluation phase based from ADDIE model is stage where it consist of two parts: formative evaluation in which is present in each stage of ADDIE process and summative evaluation. Summative evaluation consists of tests designed for domain specific criterion-related referenced items and providing opportunities for feedback from the users.

            For Pro-Grammar4u website, website designers have come out with step-by-step evaluation process. This is to provide a quick evaluation on students achievement based from time taken for them to complete a full set of exercise or quiz, and the number of correct questions they scored for both exercise and quiz. During this phase, designers collect exercise evaluation data and review the exercise effectiveness. Designers observe students’ performance based on prior prepared notes and exercises, and evaluate if any improvement or changes should be made to deliver a clearer and more effective information. After every quiz attempt by student, a short evaluation would pop out. These evaluation is to give a truthful feedback on their performance, it could be advice on area they lack of and should put more emphasis on, or to compliment students’ performance for scoring on their quiz.

Flowchart

Storyboard