kbb’s headline · ukuran prestasinya berbanding syarikat swasta kerana ia tidak diukur ... dalam...
TRANSCRIPT
In Malaysia, more than ninety percent of its total electrical power generation is from the
burning of fossil fuels in thermal power plant. The combustion of fossil fuels, i.e. coal, petrol,
diesel and natural gas, releases greenhouse gases such as carbon dioxide, water vapor and
other pollutants and harmful gases such as carbon monoxide, sulphur dioxide, nitrous oxide
and others.
The over production of these greenhouse gases and pollutants results in global warming,
which would melt the ice caps in the north and south poles, resulting in the rise of rise of sea
water level. Air pollution not only affects human health but also damages the environment
due to acid rain polluting rivers and destroying our fragile ecosystem.
The utility bills at Bukit Besi Campus exceeded one million Ringgit in 2016. Figure 1 below
shows the pattern of energy consumption for the last four years. As it is an academic institu-
tion, the energy consumption is closely related to students‟ presence at the campus. Between
January to July 2017, we succeeded in reducing our monthly electricity bill by approximately
ten percent (as compared to that in 2016) by limiting the operational hours of the air-
conditioning system only up to 6 pm.
Figure 1: KRBB Electricity Bill from 2014-2017
KBB’S HEADLINE Let’s Conserve Energy, Reduce Our Utility Bills
and Save the Environment
Written By: Nazri Mohamad
Faculty of Mechanical Engineering
It is estimated that by changing our habits and increasing awareness of energy conserva-
tion measures, we may be able to reduce our electricity bills easily by ten percent. The fol-lowing steps may help in reducing energy from the use of air-conditioning and electric equip-ment:
1) Turn off the AC unit when offices, classrooms and laboratories are vacant. 2) “Cold air” should not be wasted. Doors and windows should be closed when AC is in used.
In the situation where leakage through gaps at the door, we may want to be pro-active and seal the gap.
3) Increase the set-point temperature to 25oC.
4) Reduce the hours of using lights. Make sure lights are turned off whenever you leave your room.
5) Set the “sleep mode” to “on” whenever the computer is idle for more than 5 minutes. The necessary steps to realize this energy saving are easy to be carried out. However, collec-
tive effort by all lecturers, assistant engineers, staff in the administration offices and students are needed. Further savings can be realized by properly managing space utilization and re-
ducing the operating scheduled hours of the AC system. LET‟S SAVE THE WORLD FOR OUR FUTURE GENERATIONS.
Inside this edition:
OCTOBER, 2017 UiTM Cawangan Terengganu Kampus Bukit Besi
Let’s Conserve Energy, Reduce Our Utility Bills and Save the Environ-ment
1
Words From The Chief Editors: Keep Striving, Friends!
2
Live...Dream...Hope. 2
Kualiti Perkhidmatan dan Kaitannya
dengan Kepuasan Pelanggan di Sektor Perkhidmatan Awam: Satu Tinjauan Awal di Pejabat Daerah dan Tanah Bentong, Pahang.
3
Eclecticism in Language Teaching 4
Pollution of Environment Caused By Shipping Sector (Part 1)
4
Tekanan di Tempat Kerja dan Cara
Mengatasinya. 5
Peranan Teknologi Sebagai “Rakan”
di dalam Pengajaran 5
A Glance: Route to be a Profession-
al Engineer & My Internship Experi-
ence
6
The Implementations of Higher Or-
der Thinking Skills (HOTS) 7
Enhancing English Communication
Skills among Second Language
Learners.
8
Interesting Quotes To Be Cherished. 8
Paternoster 9
Cinta Kepada Allah Itu Fitrah Manu-
sia 9
Dialogical Teaching 10
Semester System, Credit Hours and
Students’ Learning Time. 10
Kesukarelawan dan Faedah-
faedahnya 11
10 Peraturan Am di dalam Makmal 11
Jalan-jalan Cari Makan di Pulau
Pinang. 12
BCube Editorial Board
Advisor:
Dr. Sarifah Fauziah Binti Syed Draman
Chief Editors:
Norkamruzita Binti Saadon (BM)
Halimaton @ Nor Ashikin Binti Mohd Yusof (English)
Editors (English)
Hanith Bin Iskandar
Editors (BM)
Hasmida Binti Mohd Noor Mardhiah Binti Abdullah
Layout
Nur Afriza Binti Baki
Page 1
Live…Dream...Hope...
Assalamu‟alaikum wbr and good day,
Classes have begun, after the
longest semester break UiTM has ever
had!!! A little bit idiosyncratic but as
Winston Churchill said, “To improve is
to change; to be perfect is to change
often.”
In early 2017, a major change in
the class schedule was introduced at
UiTM, which involved all students,
from both diploma and degree programs. Semester one diploma stu-
dents attend an interim semester from June to August, and in Septem-
ber, all students, including semester one diploma students, register for
their classes and the semester continues until the end of January
2018….A minor adjustment was needed for both the academicians and
students, which we believe is an interesting observation…aforetime,
September was always a hectic month for everyone because this was
the month which assignments, tests, presentations and not to mention,
students‟ activities, were carried out. However, due to the new semes-
ter schedule, September becomes a springboard for everyone and eve-
rything…it is filled with introductions, adjustments and adaptations…
and most importantly, everyone seems more imperturbable.
The beginning of the second semester signals to the academicians
that they have a few months left to accomplish their annual work tar-
gets, which one of them is to join conferences and innovation competi-
tions so as to meet the key performance indicators (KPIs) of UiTM.
Some academicians at Bukit Besi Campus (KBB) have partici-
pated in conferences and also innovation competitions and they
managed to bring home the winning medals...and many will be
participating in one of the biggest events organized by UiTM Ca-
wangan Terengganu, which is known as International Innovation,
Invention and Design Competition and Conference (ICON) 2017.
This will be held on 28th September, 2017, at Kuala Terengganu.
We hope many medals will be brought back and the winnings would
cultivate and motivate more interests in research among Bukit Besi
academicians. We wish all the best for those who would be compet-
ing in ICON 2017 and let this event be a memorable one to all of
us!
Contributions of articles to be published in BCube have shown a
remarkable improvement. For this October Edition, BCube receives
the most number of articles as compared to our previous editions,
which seven Bahasa Malaysia articles and 10 articles written in
English have been submitted. Very impressive supports and we
thank you to all the writers!!! We hope the writing culture among
all the KBB academicians could be cultivated through BCube, our
one and only in-house bulletin.
Last but not least, something to ponder…as Abraham Lincoln said,
“Don‟t worry when you are not recognized, but strive to be worthy
of recognition.” Hence, keep striving, friends! To all BCube readers,
enjoy your reading!!!
Norkamruzita Saadon & Nor Ashikin Mohd Yusof
The Chief Editors
Life is a wonderful gift
Though leading it feels like racing down a deep dark cliff
We live by our code of ethics
Comes any evil urges we strongly resist
Stay alive and continue to exist.
Dreamers get to see beautiful glimpse
Dreaming as a fairytale princess and a prince
Unceasing daydreaming forever since
Day by day we try to convince
The dreamy reality can blossom in one piece.
Hope is definitely reassuring
Careful when hoping for something
Be sure to see the dangers awaiting
While being hopeful is enchanting
Feeling hopeless is really devastating.
Remember and please memorize
We must live a dreamlike life
For hope makes our dreams alive
Try living the life we visualize
Hopefully we get to watch tomorrow‟s sunrise.
Words From The Chief Editors: Keep Striving, Friends!
Written By: Noor Syazana Ngarisan
Faculty of Computer Science and Mathematics
Page 2
Prestasi organisasi dalam sektor awam merupakan satu konsep yang
hangat diperbahaskan sehingga sekarang (Black, Briggs dan Keogh,
2001; Selvanathan, et al., 2016). Setiap pelanggan mempunyai hara-
pan dan penekanan yang berbeza terhadap prestasi organisasi
(Munasamy, Chelliah & Hor, 2010). Organisasi awam adalah sedikit unik
ukuran prestasinya berbanding syarikat swasta kerana ia tidak diukur
daripada segi penjanaan keuntungan. Sebaliknya, organisasi awam
yang cemerlang di mata pelanggan adalah organisasi yang mampu
memberi kepuasan kepada pelanggan bergantung kepada persepsi
pelanggan itu sendiri. Ia mungkin berbeza antara satu pelanggan
dengan pelanggan yang lain mengikut tahap dan penilaian diri mas-
ing-masing. Salah satu aspek yang sering digunapakai bagi mengukur
kepuasan pelanggan ialah aspek kualiti
perkhidmatan. Bagaimanapun, pengukuran
kecemerlangan ke atas perkhidmatan dan
kepuasan pelanggan sesuatu yang sangat
subjektif kerana perkhidmatan bukan seperti
produk yang dapat dilihat dan dipegang
dan mempunyai jisim nyata. Kebanyakan
perkhidmatan awam merupakan monopoli
yang sungguhpun begitu, mereka tetap perlu
memberikan perkhidmatan yang terbaik kepada pelanggan sesuai
dengan dasar kerajaan dan jika tidak mahu sebarang aduan
mengenai kualiti perkhidmatan yang teruk diajukan. Pejabat Daerah
dan Tanah Bentong yang merupakan perkhidmatan di bawah kera-
jaan Negeri Pahang terletak di pusat bandar Bentong dan mula
beroperasi semenjak dari tahun 1921. Kajian ini membincangkan
mengenai kaedah yang diguna pakai dalam mengukur kepuasan
pelanggan. Salah satunya adalah berdasarkan kualiti perkhidmatan.
Antara yang menjadi isu terbesar pelanggan mengenai kualiti perkhid-
matan awam adalah kualiti perkhidmatan yang ditawarkan tidak sep-
erti yang digembar-gemburkan dalam piagam pelanggan. Melalui
rekod Biro Pengaduan Awam seperti dalam ucapan Ketua Pengarah
Biro Pengaduan Awam, Jabatan Perdana Menteri, YH Dato Mahani
Tan Abdullah pada tahun 2015 di Kuala Lipis, sejumlah 304 kes aduan
telah dilaporkan di Pahang mengenai agensi atau sektor awam. Se-
hingga Ogos 2015, kategori aduan di bawah kelewatan atau tiada tin-
dakan diambil oleh agensi awam terbabit paling banyak diadukan iai-
tu 59.0 peratus. Antara yang menerima aduan termasuklah Pejabat
Tanah dan Daerah Bentong.
Oleh itu, objektif kajian ini adalah:
1. Mengkaji hubungan antara kepuasan pelanggan dengan kualiti
perkhidmatan yang ditawarkan;
a. Mengkaji hubungan antara kepuasan pelanggan dengan elemen
jaminan dalam kualiti perkhidmatan.
b. Mengkaji hubungan antara kepuasan pelanggan dengan elemen
kebolehpercayaan dalam kualiti perkhidmatan;
c. Mengkaji hubungan antara kepuasan pelanggan dengan elemen
fizikal nyata/ketara dalam kualiti perkhidmatan;
d. Mengkaji hubungan antara kepuasan pelanggan dengan elemen
empati dalam kualiti perkhidmatan;
e. Mengkaji hubungan antara kepuasan pelanggan dengan elemen
responsif dalam kualiti perkhidmatan; dan
2. Menyelidik faktor yang paling dominan antara kelima-lima elemen
dalam kualiti perkhidmatan kepada organisasi ini.
Kaedah yang digunapakai bagi mendapatkan maklumat berkaitan
penyelidikan adalah melalui borang soal selidik yang diedarkan secara
rawak kepada pelanggan yang datang ke Pejabat Tanah dan Daerah
Bentong. Daripada kajian ini, pihak pengurusan Tanah dan Daerah Ben-
tong boleh memperbaiki mutu perkhidmatan kepada pelanggan atau
yang berpotensi menjadi pelanggan kerana masih banyak ruang dan
rungutan daripada pelanggan yang datang ke
pejabat dengan memastikan pekerja sentiasa
ada diruang kaunter, sentiasa menepati masa
dalam memberikan perkhidmatan kepada
pelangan dan cekap dalam melayan kerenah
pelanggan. Pekerja di pejabat tanah dan dae-
rah perlu lebih proaktif dan lebih bersifat mesra
pelanggan serta cekap dalam menguruskan
hal-hal yang bersangkutan dengan urusan
tanah dan sebagainya.
Daripada aspek pengurusan, kajian ini juga dapat membantu dalam
membuat keputusan terutama untuk mencapai piawai pelanggan sep-
erti yang telah digariskan dalam objektif kualiti pejabat Tanah dan Dae-
rah Bentong penyelidik telah mencadangkan peningkatan perkhid-
matan yang berorientasikan pelanggan (COSE) kepada sektor awam
untuk memperbaiki kualiti perkhidmatan awam yang mencadangkan
lima tahap yang merangkumi penambahbaikan kepada kualiti di sektor
awam iaitu pengenalpastian pelanggan, soal selidik kehendak pelang-
gan, rekabentuk sistem perkhidmatan, perkhidmatan penghantaran dan
perkhidmatan pemulihan yang boleh diambil untuk memperbaiki kualiti
perkhidmatan dalam sektor awam terutama di Pejabat Tanah dan Dae-
rah Bentong. Jadi untuk mewujudkan kepuasan kepada pelanggan
yang menggunakan perkhidmatan di sektor awam terutama di Pejabat
Tanah dan Daerah Bentong, kualiti perkhidmatan adalah antara faktor
yang perlu diberi penekanan. Mewujudkan hubungan profesional yang
stabil dengan pelanggan pasti akan dapat memberikan pelanggan
apa yang diperlukan dan diinginkan.
Rujukan:
Black, S., Briggs, S. & Keogh, W. (2001). Service quality performance
measurement in public/private sectors. Managerial Auditing Journal.
16(7), pp. 400-405.
Munusamy, J., Chelliah, S. & Hor, W.M. (2010). Service Quality Delivery
and Its Impact on Customer Satisfaction in the Banking Sector in Ma-
laysia. International Journal of Innovation, Management and Technol-
ogy, Vol 1, No 4, pp 398-404.
Teks ucapan aluan YH Dato Mahani Tan Abdullah, Ketua Pengarah Biro
Pengaduan Awam, Jabatan Perdana Menteri, Program Mesra Tahun
2 0 1 5 , D a e r a h L i p i s , 2 0 O g o s 2 0 1 5
http://www.pcb.gov.my/bm/component/content/article/14-
data/1068-speeches-6
Kualiti Perkhidmatan dan Kaitannya Dengan Kepuasan Pelanggan di Sektor Perkhidmatan
Awam: Satu Tinjauan Awal di Pejabat Daerah dan Tanah Bentong, Pahang.
Penulis: Hasmida Mohd Noor, Noor Malinjasari Binti Ali, Siti Fatimah Mardiah Hamzah,
Nik Fazlin Hiryati Nik Jaafar dan Noor Afizah Mohd Paili
OCTOBER, 2017 UiTM Cawangan Terengganu Kampus Bukit Besi
Page 3
As practitioners of education, have you ever come across with the
term “eclectic” or “eclecticism” in teaching? There are many theories,
methods, techniques, approaches and tactics in language teaching.
The concern here is whether to stick rigidly to one method and one
method only. This is where “eclecticism” comes into the picture.
Eclecticism is not a method because it derives from the flexibility
the teacher needs to utilize in class and this flexibility is intertwined
with the adaptability in the classroom. In this sense, the teacher has
adequate space to elect and select among the varieties of approach-
es, methods, techniques and tactics where these bests fit the needs
to a given class at a time. Following this, classroom environment and
surrounding is very dynamics and because of this dynamism, eclecti-
cism becomes very significantly responsive in classroom language
teaching. In diverting from using a single specific method, eclectic is
a renowned label to teacher using techniques and activities from a
range of language teaching approaches and methodologies. In brief,
“eclecticism” has a mixture of approaches in one single teaching ses-
sion. The teacher decides what methodology or approach to use de-
pending on the aims of the lesson and the learners in the group.
Hence, “eclectic approach for teaching foreign language is com-
mendable when circumstances do not allow for the adoption of a sin-
gle method”(Billah, 2015).
Characteristics of Eclectic approach
Eclectic approach is not a rigid method. In looking at this, let us look
into characteristics proposed by Ali (1981:7 as cited in Mwanza,
2017):
Teachers are given a chance to choose different kinds of teach-
ing techniques in each class period to reach the aims of the
lesson.
There is flexibility in choosing any aspect or method that teach-
ers think suitable for teaching inside the classroom
Finally, it saves both time and effort in the presentation of lan-
guage activities.
Learners can see different kinds of teaching techniques, using
different kinds of teaching aids, that help to make lessons
much more stimulating and ensures better understanding of
the material on the other hand.
Solving difficulties that may emerge from the presentation of
the textbook materials
Finally, it saves both time and effort in the presentation of lan-
guage activities.
E x a m p l e o f E c l e c t i c a p p r o a c h
To understand the fundamental underlying eclecticism, let us
look at the following premise. The class starts with an inductive ac-
tivity with learners identifying the different uses of synonyms of
movement using a reading text. They then practice these using Total
Physical Respond (TPR) method. In another class the input is recy-
cled through a Task-Based Lesson, with learners producing the in-
structions for an exercise manual. In the classroom A typical lesson
might combine elements from various sources such as TPR and TBL;
the Communicative Approach, for example in communication gap
activities; the Lexical Approach, for instance focusing on lexical
chunks in reading; and the Structural-situational Approach, for ex-
ample establishing a clear context for the presentation of new struc-
tures. This is a basis of eclectic approach in language classroom
teaching.
To conclude, teachers know best of how to suite the needs of
students with he necessity of adopting mixture of approaches to es-
tablish what best represent situational of needs of students in the
classroom.
References :
Billah, M. (2015) Eclectic approach to teaching language, Daily Ob-
s e r v e r ( o n l i n e v e r s i o n )
http://www.observerbd.com/2015/02/13/72233.php
Mwanza, D.S. (2017) The eclectic approach to language teaching: its
conceptialisation and misconceptions, International Journal of Hu-
manities Social Sciences and Education (IJHSSE) Volume 4, Issue
2, February 2017, PP 53-67 ISSN 2349-0373 (Print) & ISSN 2349-
0381 (Online) http://dx.doi.org/10.20431/2349-0381.0402006
Eclecticism in Language Teaching Written By: Hanith Bin Iskandar
Academy of Language Studies
Shipping sector has Impacted the environment especially water-
ways and oceans. Environmental impact from the ship happens in three
different stages which are construction, operation, and disposal. Most of
the pollutions occur during the ship operation. For example, oil leaks
from tankers, emission of noxious gaseous from exhaust, cargo resi-
dues release from bulk carriers which lead to waterways, ports and
oceans pollution. Other than that, harmful algae and other aggressive
species also spread from ballast water.
There are four basic categories of wastes that generated by ship
according to the International Convention for the Prevention of Pollution
from Ships (Lethbridge, 1991). Those pollutions are an oily waste,
chemicals, sewage and garbage. Usually, some of the oil mixed with
much larger quantities of sea water, and also fuel residues and sludge.
Meanwhile, chemicals are generated from the noxious liquid substances
carried in bulk of parcel tankers, dry bulk carriers or in portable con-
tainers. Sewage and garbage are mostly produced by the passengers
and crews from various activities during its operation. In this paper, it
focuses on oily waste.
Nowadays, it is reported that a number of ships, especially
cruise lines, have been charged with environmental violations related to
bilge water issue. Bilge water is an accumulation of waste water at the
bottom compartment of a ship. Untreated bilge water can contain oil,
gasoline, solvents, detergents, chemicals and many more. It can nega-
tively affect the biodiversity, food, and pose threats to health when it
releases in coastal areas, oceans and waterways. Leaking oil from
engines, machinery areas and various activities in ship operation
often mixes with the bilge water. Normally, in a 24-hour operation,
a large ship will generate an average of 8 metric tons of oily bilge
water. Bilge areas need to be flushed out in order to maintain the
ship stability and eliminate the potential hazardous conditions from
these areas. Usually, a separator will be used to extract the accu-
mulated oil from the bilge water before it is flushed out. Then, the
extracted oil can be reused or discharged in port. (Copeland, 2008)
Ballast water plays an important role to stabilize and bal-
ance the ship in shipping operation. Though, it is also contributed
to the negative environmental issues. Generally, a large amount of
ballast water carries by cruise ships, large tankers, and bulk cargo
carriers. For instance, seawater is pumped out and pumped into
compartment hull during unloading and loading of containership
cargos. Typically, released ballast water contains several biological
materials, including plants, animals, viruses, and bacteria that can
cause wide ranging damage to the marine ecosystems. In addition,
this situation has toxicated the marine life, and affected the man-
kind as marine life provides a source of food. It can cause changes
in growth, distraction of hormone cycles, birth defects, and disor-
der to the immune system, resulting in cancer, genetic abnormali-
ties or even worse, death. Other than that, it is not surprising that
cholera disease also has been related to the ship operation.
Bibliography
Copeland, C. (2008). Cruise Ship Pollution: Background, Laws and
Regulations, and Key Issues.
Lethbridge, R. (1991). MARPOL 73/78 (International Convention for
the Prevention of Pollution from Ships).
Project aims to cut air pollution from ships in the Mediterranean.
(2016, December 18). Retrieved August 31, 2017, from
https://www.timesofmalta.com/articles/view/20161218/environ
ment/Project-aims-to-cut-air-pollution-from-ships-in-the-
Mediterranean.634222
Stokstad, E. (2015, January 14). Tests used to ensure ships don't
carry deadly cargo draw sharp criticism. Retrieved from
http://www.sciencemag.org/news/2015/01/tests-used-ensure-
ships-don-t-carry-deadly-cargo-draw-sharp-criticism
POLLUTION OF ENVIRONMENT CAUSED BY SHIPPING SECTOR (PART 1)
Nor Ain Abd. Rahman, Nik Mohd. Khairuddin Nik Ismail, Mohd. Azahari Johan.
Marine Technology, Faculty of Mechanical Engineering
Figure1: Air pollution from cruise ship.
(Times of Malta, 2016)
Figure 2: Ballast water discharged
harms organisms. (Stokstad, 2015)
Page 4
Tekanan di Tempat Kerja dan Cara Mengatasinya
Oleh : Hasmida binti Mohd Noor
Fakulti Pengurusan Perniagaan
Setiap orang pasti mengalami tekanan di dalam kehidupan
masing-masing. Menurut Brief, Shuer dan Van Sell (1981), tekanan
akan dialami oleh setiap individu yang menghadapi permintaan yang
luar biasa, peluang dan halangan. Banyak faktor yang boleh me-
nyebabkan individu mengalami tekanan yang mana ia boleh diklasifi-
kasikan dalam dua faktor iaitu faktor kerja dan faktor peribadi.
Artikel ini akan membincangkan mengenai faktor kerja yang menjadi
isu utama di dalam setiap organisasi di mana ia memberi kesan ter-
hadap prestasi dan produktiviti setiap organisasi secara kese-
luruhannya.
Antara faktor kerja yang telah dikenalpasti menyebabkan
tekanan di tempat kerja adalah :
1. Permintaan kerja yang mana pekerja diarahkan melakukan terlalu
banyak kerja atau terlalu sikit.
2. Skop kerja yang tidak jelas menyebabkan pekerja tidak me-
mahami dengan jelas apa yang perlu dibuat dalam melaksanakan
kerja mereka terutamanya di kalangan pekerja baru.
3. Konflik kerja yang berlaku yang disebabkan oleh pekerja yang
mendapat arahan berbeza dari ketua yang berbeza dan perlu
diselesaikan dalam tempoh masa yang sama. Ia juga disebabkan
oleh pekerja yang terpaksa melakukan kerja yang bertentangan
dengan etika kerja atau prinsip dirinya.
4. Pekerja mengalami masalah dengan rakan sekerja yang tidak ma-
hu memberikan kerjasama yang baik dalam melaksanakan tugas
terutamanya apabila kerja tersebut perlu dilaksanakan dalam
kumpulan.
5. Persekitaran kerja yang memberikan tekanan kepada pekerja,
seperti persekitaran kerja yang sangat bising, tempat kerja yang
tercemar dan mungkin juga gangguan seksual yang dialami teru-
tamanya dikalangan pekerja wanita.
Tekanan boleh memberi kesan postif kepada prestasi pekerja.
Sebagai contoh,sekiranya pekerja mengalami tekanan pada kadar
sederhana, ia akan meningkatkan usaha dan kreativiti pekerja. Hasil-
nya, ia akan meningkatkan prestasi dan produktiviti organisasi.Tetapi
ianya boleh bertukar menjadi negatif yang mana ia akan menjejas-
kan prestasi pekerja sekiranya mereka merasa sangat tertekan.
Tekanan yang memberikan kesan negatif inilah yang perlu diberi per-
hatian dan diatasi oleh setiap majikan kerana ia akan menyebabkan
pekerja kemurungan, peningkatan kadar kemalangan di tempat kerja
dan pekerja bermasalah disiplin yang akhirnya menjejaskan produk-
tiviti syarikat.
Ada pelbagai cara yang boleh dilakukan oleh majikan untuk menga-
tasi stress di kalangan pekerja seperti yang telah dicadangkan oleh
pelbagai penulis dalam artikel dan jurnal.
Antaranya adalah :
1. Pencegahan tekanan di mana potensi tekanan untuk berlaku
diminimakan. Majikan boleh mewujudkan persekitaran kerja yang
selamat dan fleksibel di mana majikan boleh menyediakan suasana
kerja yang seimbang di antara kerja dan keluarga. Selain itu
majikan juga memastikan kerja yang diberikan kepada pekerja
bersesuaian dengan personalitinya, sentiasa menyediakan latihan
yang diperlukan oleh pekerja dan memberikan maklumbalas setiap
kali menilai prestasi mereka.
2. Melaksanakan pengurusan tekanan terutamanya apabila tekanan
di kalangan pekerja berada di tahap membimbangkan. Majikan
perlu mengenal pasti apakah tanda-tanda tekanan di kalangan
pekerja dan cuba mengawalnya supaya pekerja boleh mengekal-
kan prestasi kerja. Antara yang boleh dilakukan oleh majikan ada-
lah memberi latihan pengurusan masa, latihan berterusan berkai-
tan dengan bidang pekerjaan, menjelaskan matlamat organisasi di
kalangan pekerja. Selain itu majikan juga boleh menyediakan
khidmat kaunseling bagi membantu pekerja menyelesaikan masa-
lah.
3.Majikan juga boleh melaksanakan program yang meningkatkan
kesihatan fizikal dan mental di kalangan pekerja. Di antaranya
adalah membuat program senaman bersama staf secara berkala
dan menganjurkan kempen kesihatan seperti kempen larangan
merokok dan kempen pengurusan berat badan.
Majikan yang mampu menyediakan persekitaran kerja yang
positif akan menyebabkan pekerja merasa gembira, sentiasa berse-
mangat dan mengurangkan tekanan di kalangan mereka. Apabila
pekerja gembira dan bersemangat, mereka akan meningkatkan pres-
tasi kerja dan akhirnya meningkatkan produktivi sebuah organisasi.
Adakah and a merasa tertekan?
Rujukan:
Brief, A.P., Shuer, R.S & Van Sell, M. (1981). Managing Job Stress, Boston:
Little Brown.
“Marahkan tikus rengkiang dibakar.” Itulah perumpamaan yang
boleh kami gunakan bagi menggambarkan isu “teknologi” di dalam
pengajaran dan pembelajaran (P&P). Takutkan keburukan yang diba-
wa oleh teknologi, ramai yang sanggup mengambil langkah untuk
mengelak dari menggunakannya di dalam P&P, tanpa menyedari ba-
hawa banyak kebaikan yang dilepaskan begitu sahaja. Teknologi tid-
ak seharusnya dijadikan “penyebab utama” di dalam membin-
cangkan apa-apa isu sosial yang berlaku. Teknologi tetap teknologi,
di mana ianya sentiasa di bawah “kuasa” manusia. Manusialah yang
wajar dipersalahkan. Teknologi, sekiranya digunakan dengan bijak,
mampu menjadi “rakan” di dalam P&P.
Melalui pengalaman kami di dalam bidang pengajaran, teknologi
dapat membantu memudahkan tugas kami sebagai pendidik.
Bagaimanakah itu? Penggunaan teknologi yang sedia ada membantu
kami menyediakan bahan pengajaran yang terkini. Penggunaan In-
ternet membolehkan kami mencari maklumat-maklumat terkini un-
tuk disampaikan kepada para pelajar. Contohnya, penggunaan
Google Chrome, salah satu contoh pelayar web yang terkenal pada
masa kini, membantu kami mencari apa-apa maklumat pengajaran
dengan hanya satu klik sahaja. Betapa mudah tugas untuk menye-
diakan bahan pengajaran yang terkini, bukankah begitu?
Dengan penggunaan teknologi, kami mampu menyediakan bahan
pengajaran yang menarik, di mana ianya dapat memotivasikan para
pelajar untuk belajar dan pengajaran juga akan menjadi lebih efektif.
Sebagai contoh, penggunaan video pendek di dalam YouTube dan
Khan Academy, mampu menarik para pelajar untuk lebih fokus di
dalam pembelajaran mereka dan mereka akan lebih mudah untuk
memahami dan mengingati dengan adanya kombinasi mendengar
dan melihat di dalam pembelajaran. Tambahan lagi, dengan
menggunakan aplikasi-aplikasi yang menarik, seperti Explain Every-
thing, Socrative, Educreations dan lain-lain, pengajaran akan men-
jadi lebih menarik, bersesuaian dengan minat pelajar-pelajar di za-
man kini yang lebih cenderung terhadap penggunaan teknologi di
dalam kehidupan mereka.
Teknologi juga membantu kami mengenali pelajar-pelajar kami
dengan lebih mudah dan cepat. Adalah amat penting bagi seseorang
pendidik untuk mengenali pelajar-pelajarnya kerana setiap pelajar
mempunyai gaya pembelajaran yang berbeza. Pengunaan teknologi,
seperti penggunaan aplikasi-aplikasi Whatsapp Messenger dan Tele-
gram, membantu kami berkomunikasi dengan pelajar-pelajar dengan
lebih mudah. Melalui interaksi ini, kami dapat mengenali pelajar-
pelajar dengan lebih dekat lagi dan ini memudahkan kami untuk
membantu pelajar-pelajar, terutama mereka yang lemah. Seperkara
lagi, kami dapati bahawa teknologi mampu mengurangkan jurang di
antara kami dan pelajar-pelajar yang pemalu serta pendiam. Mereka
mampu berinteraksi dan bertanya soalan dengan lebih terbuka lagi
melalui aplikasi seperti Whatsapp Messenger dan Telegram. Inilah di
antara kebaikan teknologi yang sangat kami hargai.
Secara kesimpulannya, teknologi wajar diterima sebagai “rakan” di
dalam pengajaran. Teknologi tidak boleh disalahkan di dalam apa jua
masalah sosial yang melanda negara kita kerana penggunaan
teknologi itu adalah di dalam kawalan manusia. Manusialah yang
menentukan “hitam putih”nya teknologi itu. Tepuk dada, tanyalah
selera. Jom kita gunakan teknologi dengan bijak!
Peranan Teknologi Sebagai “Rakan” di dalam Pengajaran
Ditulis Oleh: Norkamruzita Saadon dan Nor Ashikin Mohd Yusof
Fakulti Kejuruteraan Kimia dan Akademi Pengajian Bahasa
OCTOBER, 2017 UiTM Cawangan Terengganu Kampus Bukit Besi
Page 5
I have served Faculty of Chemical Engineering (FKK) since
2011 as a part-time-full-time lecturer and joined this faculty as a
permanent lecturer at the end of 2015. I realize upon the appoint-
ment, I will solely involve in a so-called „restless life‟, yet I believe
this position will always drive me even further in my career growth.
When I got a chance to undergo industrial training during last se-
mester break, it was actually the most unanticipated news that I
had ever received in my six years life as a lecturer. To some, it
might be a great way to occupy the longest semester break we
have ever had, but to me it was completely an exhilarating chance
to experience which later would benefit my faculty and me person-
ally.
To emphasize, this industrial training is an important
requirement to permit me sitting for the Professional Interview (PI)
and qualifying myself for Professional Engineer (PE) or also known
as Ingeniur (Ir.). Generally, for engineering lecturers, there are
three routes for us to pursue Ir. There are either through Board of
Engineers Malaysia (BEM), Institution of Engineers Malaysia (IEM),
or Institution of Chemical Engineers (IChemE). After several studies
and considerations over my current position and situation, I have
chosen to attend the program through IEM, particularly the Log
Book Training Schemes (LBTS).
The LBTS program requires me to have working exposure
for at least three (3) years after graduation with an accredited en-
gineering degree. The exposure must be approved experiences in
planning, design, execution or management of work as stipulated
and relevant to an engineer profession. I ought to complete a year
of formal training in industry and the balance of two years only in-
volve my essential tasks as a lecturer. The industrial training should
accordingly be mentored by a PE who will facilitate my preparation
for candidacy of the PI and PE. My mentor is Ir. Nik Mohd Sapawi
Nik Salleh, the Director of Processwell Engineering Sdn. Bhd who
has a very wide experience ranging from process design, process
safety, and operation support and troubleshooting.
The industrial training commenced at ARMADA TPCE Sdn.
Bhd (ATPCE), Kerteh from 11 June 2017 until 31 August 2017, ap-
proximately about two and a half months. This company generally
provides consultancy and integrates design services in the up-
stream or downstream level, particularly in the oil and gas industry.
Their premium client is Peninsular Malaysia Operation (PMO), which
is one of three domestic regions of PETRONAS Carigali Sendirian
Berhad (PCSB). They are also energetically looking and bidding for
any open tender project especially around the east coast area.
At ATPCE, besides the administrative and management de-
partment, there are five core-engineering disciplines which are
working together. They are Process, Mechanical, Electrical, Struc-
ture/Civil, and Instrument engineering. In each main discipline,
they consist of a lead engineer, a senior engineer, an engineer, a
designer, and a draughtsman. The operation manager had assigned
me under the process engineering department whereby I was di-
rectly supervised by the lead process engineer, as well as guided by
the process engineers. Fortunately, we were from the same univer-
sity alumni hence the learning progress went so much better than I
had expected. I thoroughly enjoyed catching up on all the tasks and
the knowledge shared.
During my training at this company, I gained a lot of valua-
ble experience especially in brownfield engineering. The brownfield
engineering refers to the project of expansion, revamping or ser-
vices on an existing facility. I got the chance to go through their
few projects, which were provision of facilities improvement, provi-
sion of detail engineering design, and development process of haz-
ard analysis (PHA) revalidation. All the projects were mainly for
Petronas platforms.
Being there, I had practiced the engineering knowledge that
I possessed besides improving my interpersonal skills. I obtained
particular skills directly in the aspects of field development, the
conduct of process studies and conceptual design, project planning
and scheduling, learning the techniques of acquiring and managing
projects, timesheet reporting, and documentation of Hazard and
Operability Study (HAZOP). I also got the opportunity to join few
meetings, which involved a client and vendors. Besides, some new
engineering terms that I acquired were tie-in-point, tie-in-package,
shutdown package, rig-down/up, caisson, „goose neck‟, Safety Op-
erability Limit (SOL), Material Take Off (MTO) and many more. Most
significantly, I finally managed to interpret the Piping and Instru-
mentation Diagram (P&ID), even though it was so difficult for me to
understand its whole process during my first month of the training!
Only Allah knows it!
Despite my training took place at the company where men
monopolized it, I managed to adapt with the surrounding fast as
well as getting along with the co-workers and the community. I al-
ways gave my best to ensure that I learned something new every
day and went home with satisfaction. I had volunteered working in
a team, involved myself actively in both official task and leisurely
activity, learning and sharing knowledge as well as skills with the
other co-workers. Besides, I had actively involved in their weekly
Tajweed class, which was held during lunch hour.
From my observation in these two months, I can emphasize
that active participation is vital in all disciplines we are involved in
an organisation. Survival ability and life-long learning attributes will
make us sustain in every field we work in. Being open and more
interactive are also essential to let our colleagues share their
knowledge with us. Sharing sessions (sometimes just via chat
groups; WhatsApp, Telegram, IMU or Messenger) would be a help-
ful medium to discuss about anything and everything, from leisure
activities to challenges that someone may be confronting in certain
tasks.
Above all, this short-term-period internship has given
me the chance to explore more the challenges and excitement on
the other side of engineering world. I am very grateful to all Arma-
das‟ members for letting me to be closer to them, which from that
the knowledge transfer was accomplished. I cannot wait to share all
the information I gained to my dear students in the next semester!
Lastly, I hope my little experience will inspire and motivate all the
readers to do more in our daily-lecturer-life. Dear colleagues, if you
are still figuring out what to do if your faculty is under-load of ATA,
please volunteer “to do internship” and this should be your top pri-
ority!
“So go ahead and be a trendsetter. Start the trend that will moti-
vate your future generations,” Ir. Zainab Binti Kayat, Process Engi-
neer.
Bibliography:
http://www.myiem.org.my/content/log_book_training_scheme_lbts
_http://www.atpce.com/
JURUTERA, The Monthly Bulletin of The Institution of Engineers, Ma-
laysia.
A Glance: Route to be a Professional Engineer & My Internship Experience
Written By: Nurul „Uyun Binti Ahmad
Faculty of Chemical Engineering
Page 6
Happy ATPCE Family Leisure activity: ‘Durian Party’ Day Attending client-consultant-vendor meeting
The Implementations of Higher Order Thinking Skills (HOTS)
Written By: Amiruddin Bin Ab. Aziz
Faculty of Computer Science and Mathematics
Higher Order Thinking Skills (HOTS) is the important ele-
ment needs to be practiced in the STPM syllabus in order to ac-
commodate the local university needs of students with critical
thinking which is instructed by the Ministry of Education nowadays.
According to Langer (1991), students of today need to ascertain
the types of critical thinking skills required in order to use the re-
cent communication technologies that they meet daily in their eve-
ryday living and in entry-level jobs. Rajendran (2004) also empha-
sizes the need for students to make prediction, propose solution,
create, judge ideas, express opinions make choices and decision
and solve everyday life-like problems.
The characteristics of HOTS are critical, logical, reflec-
tive, metacognitive and creative thinking. These characteristics
need to be applied to teachers and lecturers in teaching methodol-
ogy. In order to do HOTS in school, the teachers must shift the
teaching methodology from chalk and talk delivery to more hands-
on and minds-on teaching and learning activities with the advance
technique or method such as using multimedia. The table below
shows HOTS versus Routine Teaching (Yen et al, 2015).
Table 1: HOTS versus Routine Teaching
The second strategy in the Malaysian science curricu-
lum is to develop students‟ reasoning abilities by emphasizing Sci-
ence process skills, manipulative skills, critical and creative think-
ing skills that have been introduced into the new Malaysian Sci-
ence Curriculum (Malaysia, Curriculum Development Centre,
2001). These skills are important in teaching approaches such as
inquiry and problem solving through a Thinking Skill Thinking
Strategies (TSTS) framework by Malaysian, Curriculum Develop-
ment Centre. According to Malaysian Curriculum Development
Centre (2001), the conceptual framework of TSTS is divided into
creative thinking and critical thinking. Creative thinking is the abil-
ity to generate and assimilate new genuine ideas. The new and
genuine ideas generated are products of the individual‟s aspiration
and a collection of existing ideas. Critical thinking is the ability to
evaluate and rationalize the existing and new ideas. This critical
and creative thinking goes to thinking strategy such as strategy to
conceptualize, solve the problems and make the decisions.
According to Jones and Haynes (1999), “the teaching
of thinking skills may be included in the curriculum in a variety of
ways. They may be taught as skills within their own right under
the label of critical thinking. They may be taught as a reflective
exercise on how thinking occurs within and across the subject dis-
ciplines. They may be taught within a program of philosophy for
children. Or they may be taught as a particular way of encounter-
ing and comprehending the subject disciplines (the framework ap-
proach)”. Swartz and Perkins (1989) exemplified the description of
various infused thinking skills lessons as “reliability, causal expla-
nation and the use of evidence for inference.” Standard subject
content is restricted in the infusion approach so that these ap-
proaches are highlighted. As a result, students become conscious
of them and thus gain a „metacognitive awareness‟ which extends
to cover a range of different thinking skills, depending upon teach-
er‟s choice”. Based on the above statement, the teaching of think-
ing skills is the best method in teaching methodology in classroom
process and surely this element might vary throughout the above
programs until the PhD level in higher education.
The other strategy is education reforms by the govern-
ment which is Malaysian Smart School. According to Nooraini and
Khairul (2014), the Malaysian Smart School concept which was
introduced in 1997 is set to bring a whole new paradigm into the
national education system. Malaysian Smart School (MSS) was one
of the seven flagship applications that part of Malaysia‟s Multime-
dia Super Corridor Project which is announced by the government.
This concept changes the mindset of student practices in both pri-
mary and secondary schools, moving away from memory based
learning to education that involves thinking, creativity and caring
skill. Ng et al. (2009) in the research concluded that the MSS pro-
ject “signifies a dramatic change in the local educational system
whereby information technology is utilized in every aspect of edu-
cation and students are required to take much greater responsibili-
ties of their own learning”. The research found that the MSS pro-
ject has brought the level of education to the higher level such as
diploma, degree program and also this project will be carried out
on PhD level because the students‟ greater responsibilities lie on
their own learning and thinking skills in their studies.
Another method to implement the HOTS in teaching
methodology is School Based Assessment System (SBA) which is
introduced by the Ministry of Education in year 2012. Before this,
the school had practiced the centralized examination system. The
SBA is the combination of centralized exam and school based as-
sessment. However, the SBA system practiced centralized exami-
nation in different form. According to Nooraini and Khairul (2014),
teachers under SBA system are expected to have greater opportu-
nities to understand their students because they are empowered to
come up with personalized classroom instructions and teaching
methodology and techniques. Through this SBA system, students
need to achieve the thinking skills and creative thinking to solve
the problems in the examination question.
For the conclusion, there are many ways or strategies
and process flow in order to do the element in Higher Order Think-
ing Skills so that the HOTS element can be introduced in the be-
ginning of a diploma and degree program. There are strategies
started from primary and secondary school in teaching methodolo-
gy in order to produce the students have the higher order of think-
ing skills, creative thinking, reflective, logical and also metacogni-
tive. These ways are the process flow in teaching and learning
style nowadays. Surely, these methods must be mastered by the
teachers and lecturers so that they accommodate to share the
knowledge to the students. In addition, this teaching methodology
is very useful until the PhD level.
REFERENCES
Jones, M., & Haynes, B. T. (1999). Teaching thinking skills: Map-
ping the arguments for curriculum choices revisited. Paper pre-
sented at the Australian Association for Research in Education
Conference, Adelaide. Retrieved from http://www.google.com
Langer, J. A. (1991). Literacy and schooloing: A sosiocognitive
perspective, In Hiebert Elfrieda, (Ed.), Literacy for a diverse
society: Perspectives, practices and policies, New York: Teach-
ers College Press.
Malaysia, Curriculum Development Centre (2001). Thinking skill in
Teaching and Learning. Perniagaan Rita Sdn. Bhd.
Nooraini, O. & Khairul. A. M. (2014). Thinking Skill Education and
Trasformational Progress in Malaysia. International Education
Studies; Vol. 7, No. 4. Published by Canadian Center of Science
and Education.
Ng, L. Y.,Kamariah, A. B.,Roslan, S., Wong, S. L.,Rahman, M. A.,&
Zabariah, P. (2009). Self-Regulated Learning In Malaysian
Smart Schools: The Environmental And Personal Determinants.
Working Paper, Universiti Sains Malaysia.
Rajendran, N. (2002, June). Using Constructivist approach to the
teach higher-order thinking skills: Transforming teaching prac-
tice to facilitate mindful learning. Paper presented at the 10th
International Conference on Thinking. Retrieved from
http://www.nsrajendran.com/documents/articles/harrogate200
2.pdf.
Swartz, R. J.,& Perkins, D. N. (1989). Teaching Thinking: Issue
and Approaches. Cheltenhem, Australia: Hawker Brownlow Edu-
cation.
Yen, T. S., Siti, H. H. (2015). Efective Teaching of Higher-Order
Thinking (HOT) in Education. The online Journal of Distance Ed-
ucation and e-Learning, Vol. 3, Issue 2.
HOTS Routine Teaching
Not routine/not fully known in advance Routine/outcome planned in advance
Complex Clear purpose and goal
Yields multiple solutions/viewpoints Yields converging outcomes
Involves process of making meaning Seeks certainty
Involves process of making meaning Involves process of doing
Is effortful, requires mental work Is judged by outcome rather than effort
OCTOBER, 2017 UiTM Cawangan Terengganu Kampus Bukit Besi
Page 7
Have you ever wondered what makes a second language learner
feels disappointed in learning and acquiring English Communication
Skills? Have you ever noticed that there are learners who have learned
English as their second language for so many years and yet, they are unable
to speak fluently and accurately in English? They feel frustrated when they
have to use English to communicate because they realized that they are
incapable to deliver their message well. This could be a disheartening expe-
rience for any teacher (that includes us!) to see a student struggling to con-
vey his messages in his presentation, which is conducted in English.
Throughout our teaching experience in using English as the medi-
um of communication in our classes, we noticed that there is one factor
which could really help in improving a second language learner’s commu-
nication skills, and that factor is SELF-CONFIDENCE. Why self-
confidence? The answer is simple…Communication skill is a productive
skill, which requires a learner to produce the language which he is learning.
“Producing” requires a learner to use the language in his communication
and this is a daunting task to most second language learners since they
have to deliver their message in a jiffy and this takes a lot of guts because
the learners need to think fast for the appropriate words to be used so that
their message will be delivered and understood. If a learner is confident, he
is in the saddle of overcoming any obstacle which could hinder him to use
the language.
Thus, it is undisputable that self-confidence is one of the factors
which could help learners to communicate well in English. How could
learners develop their self-confidence? Here are some suggestions which
are based on our few years of experiences in teaching:
1. Expand the vocabulary
To be able to speak confidently, second language learners need to
broaden their vocabulary so that they have words to express their ideas.
However, this takes some times and perseverance would definitely help in
this. How could learners enrich their vocabulary? There are a few ways,
such as:
a. Read English text or material
Reading will definitely help second language learners to enlarge their
vocabulary. They can read from any source, like from books, newspapers,
magazines, advertisements and in today’s digital world, life is much easier
to access any reading materials which are available online for free.
Through reading, learners are able to discover many new words, which
they can apply in their communication. When the learners know what to
say, they will deliver the message easily without any struggling and stum-
bling. Most importantly, they help themselves to develop their self-
confidence to use the language.
b. Watch good English movies
English movies contribute a great help in enriching any second lan-
guage learner’s vocabulary. By watching the movies, the learners are ex-
posed to many new words in expressing themselves. However, learners
need to be selective in the movie so that their objective in broadening their
vocabulary through watching English movies is achieved. The genre of the
movies could be used in selecting a movie for the purpose of learning Eng-
lish words.
c. Listen to English songs.
English songs, which have beautiful, good and many new words,
could help in broadening any second language learners’ English vocabu-
lary. The words heard from an interesting song will easily be remembered
because the music makes the learning fun and effective. Apart from learn-
ing new words from the lyrics, the learners have the opportunity to im-
prove on their pronunciation. However, a proper selection of an English
song needs to be carried out first so that the intention to widen the Eng-
lish vocabulary is not neglected.
2. Positive Attitude
Having a positive attitude is among the best ways to build up self-
confidence to communicate in English among second language learners.
After a few years of teaching, we noticed that learners with positive atti-
tude could develop their self-confidence and hence, they are able to over-
come certain obstacles which could deter them from using English when
they are conversing. Some of the common hindrances which are frequent-
ly faced by our students are shyness, nervousness and apprehensiveness.
Once the learners believe that they “can do it”, they can build up their in-
trinsic motivation and hence, possess self-confidence.
Therefore, self-confidence is vital in English communication skills
and as academicians, we need to open up “the doors” to help our learners
to build up their self-confidence.
Enhancing English Communication Skills among Second Language Learners.
Written By: Nor Ashikin Mohd Yusof & Norkamruzita Saadon
Akademi Pengajian Bahasa dan Fakulti Kejuruteraan Kimia
INTERESTING QUOTES TO BE CHERISHED.
The goal of education is not to increase the amount of knowledge but to create
the possibilities for a child to invent and discover, to create men who are capa-
ble of doing new things (Jean Piaget) Source: https://www.brainyquote.com/quotes/jean_piaget_751077?src=t_education
The way we communicate with others and with ourselves ultimately determines
the quality of our lives (Tony Robbins) Source: https://www.brainyquote.com/quotes/tony_robbins_147783
Life is like riding a bicycle. To keep your balance, you must keep
moving (Albert Einstein)
Source: https://www.success.com/article/17-quotes-about-living-a-beautiful-life
Page 8
Saya masih ingat pada hari ulangtahun kelahiran sahabat saya
di mana kami menyambutnya dengan meriah. Walaupun dis-
ambut secara sederhana, ia tetap menampakkan keakraban
kami semua. Setiap orang pasti akan melahirkan azam seiring
dengan peningkatan usia . Apabila diajukan soalan mengenai
azam sahabat saya itu, jawapan yang diberikannya adalah
ingin menjadi seorang yang lebih baik. Saya pun terfikir,
bagaimanakah yang dinamakan baik itu dan apakah cara un-
tuk kita jelaskan tentang kebaikan itu? Apakah ciri-cirinya dan
apa yang perlu dilakukan untuk menjadi orang yang baik?
Seorang yang baik adalah orang yang berusaha untuk
mem"baik"kan orang lain atau dalam erti kata lain membawa
orang menjadi baik bersama-sama kita. Jadi bagaimana
caranya? Caranya tidak lain dan tidak bukan adalah dengan
membawa manusia kembali kepada PenciptaNya dan me-
mandu mereka ke jalan yang benar. Tiada yang maha baik
selain dari Allah. Maka kita harus berusaha mendekatinya
dengan apacara sekalipun.
Di dalam diri manusia ada satu aset yang dinamakan "Aset
Fitrah". Aset ini adalah lumrah dalam kehidupan manusia. Ianya
datang bukan atas kehendak manusia tetapi atas kehendak
Allah jua yang meletakkan aset ini dalam setiap diri manusia.
Antara contoh Aset Fitrah adalah konsep ketuhanan. Setiap
manusia pasti mempunyai fitrah untuk bertuhan, tidak kiralah
ianya dari agama Islam, Kristian, Hindu, Buddha dan agama
lain. Mereka yakin bahawa adanya suatu kuasa yang lebih be-
sar dari mereka yang menciptakan alam ini. Mari kita selongkar
sirah Nabi Ibrahim seperti yang termaktub dalam Al-Quran, "
Dan ingatlah ketika Nabi Ibrahim berkata kepada bapanya
Aazar: Patutkah ayah menjadikan berhala-berhala sebagai tu-
han-tuhanmu? Sesungguhnya aku melihat kamu dan kaummu
dalam kesesatan yang nyata. Dan demikian Kami perlihatkan
kepada Nabi Ibrahim Kebesaran dan Kekuasaan Kami di langit
dan di bumi supaya menjadilah dia dari orang-orang yang
percaya dengan sepenuh-penuh yakin. Maka ketika dia be-
rada pada waktu malam yang gelap, dia melihat sebuah bin-
tang (bersinar-sinar) lalu dia berkata: Inikah tuhanku? Kemudian
apabila bintang itu terbenam, dia berkata pula:Aku tidak suka
kepada yang terbenam dan hilang. Kemudian apabila
dilihatnya bulan terbit (menyinarkan cahayanya), dia berka-
ta:inikah Tuhanku? Maka setelah bulan itu terbenam berkatalah
dia: Demi sesungguhnya, jika aku tidak diberikan petunjuk oleh
Tuhanku, nescaya menjadilah aku dari kaum yang
sesat.” (Surah An-An'am, 76-79).
Jadi, tanyalah diri sendiri, mengapakah Allah merakam kis-
ah ini di dalam Al-Quran? Kisah ini bukanlah untuk dijadikan
cerita kanak –kanak tetapi untuk dijadikan tauladan kepada
kita bahawasanya dalam diri manusia itu ada fitrah untuk men-
gagungkan Allah. Namun apabila kita telah mengenal Allah,
tahu kehebatan dan keagungan Allah, kita masih lagi boleh
alpa. Seolah-oleh kita telah berlaku zalim pada fitrah untuk ber-
tuhan. Ramai yang lupa bahawa mereka ada Allah yang senti-
asa bersama mereka. Biarpun seluruh dunia membenci mereka
namun Allah tetap menyayangi diri mereka dan sentiasa bersa-
ma mereka ketika susah dan senang. Walau seluas lautan dosa
mereka kepada Allah namun Allah itu Maha Pengampun yang
sentiasa dan akan mengampunkan diri mereka.
Selepas mengenal tuhan maka Aset Fitrah yang se-
terusnya akan hadir iaitu inginkan kebaikan. Ya sahabat, fitrah
manusia inginkan kebaikan,walau sejahat mana dirinya pasti
ada sekelumit kebaikan dalam hatinya. Itulah fitrah yang Allah
berikan kepada semua makhluk ciptaanNya. Dengan ke-
baikan dalam dirinya, maka dia terpanggil untuk membaikkan
orang lain dengan mendekatkan diri kepada Allah atau
berdakwah kepada yang Esa. Dia tidak mahu merasai ke-
baikan seorang diri, dia merasakan syurga itu terlalu besar un-
tuk dirinya seorang, maka tanpa berfikir panjang dia akan ber-
susahpayah untuk menjadikan orang sekelilingnya baik, biarpun
terpaksa menempuh cabaran seperti pertelingkahan, kutukan,
cacian dan sebagainya namun azamnya tidak pernah luntur
untuk membaikkan orang lain.
Sebagai konklusinya, orang yang baik adalah orang yang
berusaha mengenal Allah dan membawa manusia mengenali
Allah untuk kebaikan, kerana Allah itu maha baik. Men-
dekatkan diri kepada yang baik akan menjadikan kita orang
yang baik juga. Carilah Allah dan kembalilah kepadaNYA.
Apakah maksud paternoster? Jika anda
membuat carian di internet melalui Google atau ma-
na-mana enjin carian tentang paternoster ini, saya
percaya maklumat pertama di bahagian paling atas
enjin carian akan memaparkan semua maklumat
berkenaan sebuah perkampungan nelayan yang ter-
letak di Afrika Selatan. Walaubagaimanapun, itu
bukanlah tajuk yang ingin diketengahkan di sini.
Paternoster yang ingin saya perkenalkan di sini ada-
lah sebuah sistem pengangkutan menegak (vertical
transportation system) yang sangat popular
digunakan di dalam bangunan sekitar separuh per-
tama abad ke 20.
Paternoster adalah lif penumpang yang
terdiri daripada beberapa kereta lif (lift car) yang
disambungkan secara rantaian (chain) . Selalunya
paternoster direka untuk kapasiti dua orang setiap
kereta. Kesemua kereta lif bergerak perlahan da-
lam gelung ke atas dan ke bawah (contoh pada
Gambar 1, ada lima kereta lif bergerak keatas dan ada lima
kereta lif bergerak ke bawah) di dalam bangunan tanpa
henti. Jika penumpang ingin turun di tingkat tertentu, maka
penumpang perlulah keluar sebaik sahaja kereta lif sampai
di tingkat tersebut secara penuh sebelum sebahagian badan
penumpang berada di tingkat yang lain. Kedengaran seperti
bahaya bukan?
Sejajar perkembangan teknologi dan atas sebab kesela-
matan, pembinaan Paternoster yang baru telah dihentikan
sekitar pertengahan tahun 1970an.
Anda ingin tahu bagaimana paternoster berfungsi
dan mengapa ianya dikatakan bahaya? Sila tonton video di
pautan di bawah, saya yakin anda semua akan setuju
dengan apa yang saya perkatakan.
Video Paternoster : https://www.youtube.com/watch?
v=6o7K4ZW0pXc
Gambar 2: Contoh Paternoster
Paternoster
Ditulis Oleh: Muhammad Faiz Bin Mohd Mazelan
Fakulti Kejuruteraan Mekanikal
Ditulis oleh: Mohd Saufi Md Zaini
Fakulti Kejuruteraan Kimia
OCTOBER, 2017 UiTM Cawangan Terengganu Kampus Bukit Besi
Page 9
Cinta Kepada Allah Itu
Fitrah Manusia
Dialogical teaching is a form of teaching method which involves
interaction between teacher and student. It is different from the
traditional method of teaching, where teachers present and the stu-
dents listen and absorb. Dialogic teaching emphasizes the two-way
communication between students and teachers in a collaboratively
negotiation through expressing ideas. Through the dialogue, teach-
er can stimulate the students in developing their own
ideas and extend the students‟ thinking to increase
their understanding (Muntner, 2008).
This will also help to overcome their misunderstand-
ing as the teachers are engaging with them and at the
same time students can explore the limit of their own
understanding. According to Robin (2008), in his book
Towards Dialogic Teaching, “Dialogic teaching comes in
many ways as to increase the relationship between lan-
guage, learning, thinking and understanding”. Robin
(2008) believed that dialogical teaching does not come from a sin-
gle set of teaching method but as an approach and a professional
outlook, concerning not only the technique but also the classroom
relationship that fostered. Through the balanced of power between
teachers and students, both parties will discover new ways of con-
structing and conceiving the knowledge.
Furthermore, dialogical teaching is also assisting the teachers to
precisely diagnose students‟ needs, create effective learning tasks
and evaluate their progress. The teaching process is different from
the traditional method and Robin (2008), had divided the process
into:
Interactions:which encourage students to generate their own ideas
Questions: which harness their thinking in detecting problem
Answers: which are obtained from generated discussion and inter-
action
Discussion and argumentation: which probe and challenge ra-
ther than unquestioningly accept
Classroom organization: which make all the above
possible.
These types of application are conducted in the class-
room in order to create environment where the students
can exchange views and information openly, explore is-
sues, test ideas and tackle problems.
To summarize, dialogical teaching is proven to enhance
the students‟ understanding in a specific topic, enrich
students‟ way of thinking whether in detecting a problem or solving
it and foster their critical thinking. These processes involve many
steps and require cooperation from both parties of the teacher and
students. Although the result will be remarkable, the teacher must
attain full control of classroom environment and organization to en-
sure the successful of the teaching method.
References
Muntner, M. (2008). Teacher-Student Interactions: The Key To
Quality Classrooms. The University of Virginia Center for Ad-
vanced Study of Teaching and Learning (CASTL).
Robin, A. (2008). Towards Dialogic Teaching. York: Dialogos, 4th
edition.
What are semester system and credit hours and how are they
related to the amount of time students required to spend in ac-
quiring their diploma certificate?
The semester system is based on the US Education system. The se-
mester system emphasizes continuous assessment (quizzes, assign-
ment, tests and exam) which implies students are driven to strive con-
tinuously throughout the semester. This continuous assessment is re-
flected in their performance indicator called GPA, the Grade Point Aver-
age, for a given semester, as well as the CGPA, that is the Cumulative
GPA.
In Malaysia, UiTM is one of the earliest tertiary institutions adopting the
semester system, and in doing so, we have relinquished ourselves from
the British system. It was believed the semester system would reduce
failure rate as it will prevent procrastination towards the end of the
year in the preparation for the “do or die” final exam in the British sys-
tem.
Another attractive aspect of the semester system in the engineering
training, is the possibility of imparting engineering skills through as-
signments. Systematic and well-planned assignments during the four-
year program will enable gradual development of engineering skills.
These skills are difficult to be imparted in classrooms as they require
practice and repetitions to master the skills.
Credit Hours and Student Training [Learning] Time (SLT)
The four-year engineering program is rigorous. Students are ex-
pected to acquire strong understanding and knowledge of the engineer-
ing sciences, mathematical and computational skills and other relevant
engineering skills. The ideal achievement of an engineering program is
given by the following American Board of Engineering and Technology
(ABET) design requirement:
“According to ABET, students must be prepared for engineering
practice through a curriculum culminating in a major design ex-
perience based on the knowledge and skills acquired in earlier
course work and incorporating appropriate engineering stand-
ards and multiple realistic constraints. Engineering design is the
process of devising a system, component, or process to meet
desired needs. It is a decision-making process (often iterative),
in which the basic Science, Mathematics, and the Engineering
Sciences are applied to convert resources optimally to meet
these stated needs.”(Rashid, 2013).
The four-year full-time programs are usually divided into eight semes-
ters (of fourteen weeks each). The total credit hours per semester is
between sixteen to eighteen. In most cases each subject is given three
credit hours, although there are instances in which subjects are given a
weightage of two or four credit hours.
A three-credit hour subject requires a total learning time (both in class
and also outside class hours) of approximately 120 – 130 hours during
the 14 weeks (of a semester). This translates to approximately 42
hours for each given credit hour per semester. For students taking 18
credit hours (a semester), the total learning time a week shall be (18 x
42) / 14 = 54 hours weekly.
A FULL-TIME student pursuing engineering degree should spend Mon-
day to Friday, 8 a.m to 5 p.m. at the university and additional two
hours at night. This will give approximately a total of 50 hours weekly.
In addition, during the weekend at least 4 hours should be spent in the
preparation for the following week.
AND YES, THIS SHOULD START FROM THE FIRST WEEK, ALL THE
WAY TO THE FOURTEENTH WEEK.
To quote a professor teaching “Introduction to Engineering” sometimes
ago, he said,
“If you devote the above amount of time and you have a good capabil-
ity, then you are an “A” student; if you have average capability, then
you are a “B” student; and if you are a poor student (of course you
meet the minimum entry requirement) then you are a “C” student.”
That is how serious engineering education is since it prepares the world
for those who are responsible for the opening up of the frontiers of
space, developing the smart phones as well as weapons of mass de-
structions.
Reference:
Rashid, M.H.(June 22, 2013).The Process of
Outcome-Based Education-Implementation,
Assessment and Evaluations. ASEE Interna-
tional Forum.
Dialogical Teaching
Written By:Mohamad Zamin bin Mohamad Jusoh
Faculty of Mechanical Engineering
Page 10
Semester System, Credit Hours and Students’ Learning Time.
Written By:Siti Nur Amalina Aznam, Matzaini Katon, Asiah Ab Rahim, Nazri Mohamad
Faculty of Mechanical Engineering
Frasa kesukarelawan telah menjadi satu tular dewasa ini di dalam
laman-laman sosial. Frasa ini kerap muncul di dada-dada akhbar, dan
meniti di bibir-bibir kepimpinan satu organisasi kecil mahupun kepimpi-
nan negara. Telah banyak pertubuhan-pertubuhan agensi bukan kera-
jaan (NGO) berorientasikan sukarelawan telah ditubuhkan dan
dibangunkan bak cendawan tumbuh selepas hujan. Pertubuhan–
pertubuhan seperti 1M4U, Persatuan Belia Islam Nasional (Pembina), Ha-
luan, Yayasan Salam Malaysia, Muslim Volenteer Club, Aman Palestin
dan Aqsa Syarif telah memainkan peranan dan mempopularkan kerja-
kerja sukarelawan ini kepada masyarakat Malaysia umumnya. Komuniti
Universiti Teknologi MARA (UiTM) Cawangan Terengganu, Kampus Bukit
Besi juga tidak ketinggalan dalam arus kepesatan pertumbuhan badan-
badan yang berorentasikan kerja-kerja sukarelawan ini seperti kelab
Youth Organization University Re-Establish Society ( YOURS) dan Unit Koku-
rikulum Siswa-Siswi Pertahahanan Awam (Kor SiSPA).
Definisi kesukarelawan (volunteerism) ini adalah suatu amalan yang
dikerjakan oleh seseorang dengan menyumbang masa, tenaga dan ke-
mahiran tanpa mengharapkan sesuatu keuntungan kepada dirinya.
Mengikut kamus dewan edisi keempat, sukarelawan ini membawa mak-
sud seseorang yang mengerjakan sesuatu dengan sukarela tanpa seba-
rang paksaan dan kelayakan-kelayakan tertentu (Dewan Bahasa dan
Pustaka, 2017). Sikap tolong menolong antara satu sama lain, melakukan
sesuatu kerja tanpa mengharapkan balasan duniawi dan kesudian da-
lam melakukan sesuatu bukan hanya untuk kepentingan diri sendiri, teta-
pi untuk masyarakat umumnya merupakan antara elemen penting di
dalam budaya kesukarelawan. Justeru itu, budaya kesukarelawan ama-
tlah dipuji dan dituntut dalam ajaran Islam. Ini dapat dizahirkan dalam
saranan Allah didalam Al-Quran, surah Al-Maidah, ayat 2; “Hendaklah
kamu tolong-menolong untuk membuat kebajikan dan bertaqwa".
Berdasarkan definisi dan maksud kesukarelawan yang dinyatakan di
atas, kerja-kerja kesukarelawan ini seolah-olahnya tidak membawa seba-
rang faedah kepada individu yang mengamalkannya. Tetapi, pada
hakikatnya, kesukarelawan ini memberikan pelbagai faedah yang besar
kepada pengamalnya. Lebih banyak ilmu dan pertolongan di-
sumbangkan dan dikongsikan oleh seseorang individu kepada individu
lain, lebih banyak ilmu dan peluang yang diperolehi dalam bentuk yang
mungkin berbeza. Hal ini telah dijanjikan oleh Allah dalam firmanNya;
“Sesungguhnya orang-orang yang bersedekah baik lelaki mahupun per-
empuan dan meminjamkan kepada Allah pinjaman yang baik, nescaya
akan dilipat-gandakan (ganjarannya) kepada mereka; dan bagi mereka
pahala yang banyak.” (wordpress, t.t.).
Kerja kesukarelawan ini memberi kesan yang positif kepada perhub-
ungan komuniti kita walaupun kerja yang dilaksanakan dianggap kecil.
Ia secara tidak langsung membentuk jaringan masyarakat majmuk yang
kuat dan toleransi. Melalui kerja-kerja amal yang dikerjakan, secara tidak
langsung, telah mengembangkan jaringan sosial, menambah kenalan
dari latar belakang yang berbeza dan menambah baik kemahiran
komunikasi kita. Aktiviti kesukarelawan adalah aktiviti yang paling berke-
san untuk memperolehi rakan yang baru walaupun dari latar belakang
yang beza. Ia akan menjadikan perhubungan lebih berkembang dan
berkualiti. Dunia kesukarelawan ini akan membantu diri seseorang dalam
meningkatkan kemahiran sosial dan keyakinan diri. Ini kerana, dunia
kesukarelawan ini memerlukan seseorang berjumpa, dan berhubung
dengan orang lain yang mempunyai minat yang sama.
Disamping itu, kesukarelawan juga memberi faedah yang besar
kepada kesihatan fizikal dan emosi kita seperti membantu mengawal
tekanan, kemarahan dan kesedihan. Perhubungan sosial yang terbentuk
melalui aktiviti kesukarelawan ini memberi kesan yang mendalam di da-
lam kesejahteraan psikologi kita dan membantu di dalam mem-
bangunkan sistem sokongan padu di dalam diri kita. Tidak terlalu
keterlaluan jika dikatakan bahawa kesukarelawan ini memberi kegembi-
raan kepada individu yang mengamalkannya.
Kerja-kerja berkaitan kesukarelawan juga secara tidak langsung
memajukan karier seseorang. Kita akan bertemu dengan orang-orang
yang lebih berpengalaman dalam sesuatu bidang. Selain pengalaman
yang diperolehi melalui aktiviti-aktiviti yang dijalankan, pengkongsian
ilmu di antara individu yang berpengalaman tersebut mampu me-
nyumbang kepada kemajuaan kerjaya. Kerja sukarelawan ini secara tid-
ak langsung menyediakan peluang dan jalan untuk kita mengamalkan
kemahiran-kemahiran penting yang sering digunakan di tempat kerja
seperti kemahiran bekerja berpasukan, kepimpinan, kemahiran berkomu-
nikasi, penyelesaian masalah, perancangan projek, pengurusan sumber
manusia, pengawalan kos dan lain-lain.
Kesukarelawan juga menawarkan peluang untuk menceburkan diri
di dalam bidang yang baru tanpa memberikan komitmen yang besar
pada jangka panjang. Sebagai contoh, anda berminat dengan ilmu-
ilmu perubatan. Justeru itu, anda boleh merancang kerja-kerja kesu-
karelawan di hospital atau di rumah-rumah orang tua. Melalui media ini,
anda akan memperoleh lebih ramai orang yang berkaitan di sekeliling
anda dan lebih banyak ilmu yang berguna dapat diperolehi melalui ker-
ja-kerja yang dilaksanakan.
Tidak dapat dinafikan bahawa pada asasnya kerja-kerja kesukarela-
wan ini berlandaskan keikhlasan dan ingin membantu tanpa
mengharapkan sebarang balasan dalam bentuk kewangan mahupun
material. Namun, terdapat banyak kelebihan-kelebihan dan faedah-
faedah yang boleh diperolehi apabila kita menceburkan diri dalam
dunia kesukarelawan.
Rujukan
Dewan Bahasa dan Pustaka (2017). Lamanweb rasmi Dewan Bahasa
dan Pustaka. Diakses daripada
http://prpm.dbp.gov.my/cari1?keyword=sukarelawan
Wordpress (t.t). Keistimewaan Orang Bersedekah. Diakses daripada
https://rahsiasedekah.wordpress.com/bersedekah-menyebabkan-
kita-kaya/
Kesukarelawan dan Faedah-faedahnya
Penulis: Mohd Faizul Idham Bin Mohd Zulkipli
Fakulti Kejuruteraan Mekanikal
1. Pelajar diwajibkan memakai jaket atau „ lab coat‟ (jaket
fakulti) dan berkasut yang menutup kaki . Pemakaian
selipar adalah dilarang ketika berada di dalam makmal.
2. Pelajar hendaklah membaca, memahami, dan mematuhi
prosedur serta peraturan keselamatan umum dalam
makmal di dalam manual makmal.
3. Pelajar tidak dibenarkan masuk ke dalam makmal tanpa
kebenaran daripada pensyarah atau pembantu jurutera.
4. Pelajar diwajibkan memakai alat pelindung diri (Personal
Protective Equipment) sebelum memulakan eksperimen
terutamanya yang berkaitan dengan bahan kimia dan radi-
asi. Sila dapatkan nasihat daripada pensyarah atau pem-
bantu jurutera.
5. Pelajar dilarang melakukan aktiviti atau bekerja secara
bersendirian .
6. Pelajar tidak dibenarkan makan, minum atau merokok di
dalam makmal. Pelajar juga dilarang bermain telefon bim-
bit atau berlari didalam makmal.
7. Pelajar dilarang menjalankan eksperimen dengan tangan
yang basah, dalam keadaan mengantuk atau dibawah
pengaruh ubat untuk mengelakkan daripada kejadian yang
tidak diingini berlaku. Pelajar juga dilarang menyentuh
sebarang alatan yang tidak biasa digunakan. Sila dapatkan
nasihat dan pertolongan daripada pensyarah atau pemban-
tu jurutera.
8. Pelajar hendaklah memastikan sambungan litar dan
peralatan adalah betul sebelum menghidupkan bekalan
kuasa dan membuka suis. Pastikan suis ditutup, soket di-
tanggalkan daripada plug, dan kawasan di tempat kerja
dibersihkan sebelum meninggalkan makmal.
9. Pelajar mestilah meletakkan kembali peralatan atau kom-
ponen ke tempat asal dengan baik dan teratur selepas
melakukan eksperimen.
10. Maklumkan kepada pensyarah atau penolong jurutera
sekiranya berlaku kemalangan atau peralatan makmal tid-
ak berfungsi, rosak atau pecah.
10 Peraturan Am di dalam Makmal Disumbangkan Oleh: Mohd. Arzaimiruddin Bin Ariffin
Fakulti Kejutruteraan Mekanikal
OCTOBER, 2017 UiTM Cawangan Terengganu Kampus Bukit Besi
Page 11
Pulau Pinang terkenal dengan ‘street food’. Oleh itu, jika anda ke Pulau Pinang, tidak sah sekiranya anda tidak mencuba beraneka
jenis makanan di sana contohnya nasi kandar, tosai, pasembur, cendol, char kuey teow, laksa penang dan banyak lagi. Di sini,
penulis akan memberi sedikit maklumat berkenaan dengan lokasi makanan yang sedap dan popular mengikut pengalaman dan
pandangan peribadi penulis ketika berkunjung di Pulau Pinang. Tidak semua tempat penulis sempat berkunjung, namun, di-
harapkan sedikit sebanyak dapat membantu para pembaca, terutamanya mereka yang menggemari makanan dan dikenali se-
bagai ‘food hunter’. Sila muat turun aplikasi waze pada telefon pintar anda untuk memudahkan perjalanan dan carian!
Jalan-jalan Cari Makan di Pulau Pinang.
Sumbangan: Mohd Arzaimuruddin Bin Ariffin
Fakulti Kejuruteraan Mekanikal
NASI KANDAR BERATUR ORIGINAL
Lokasi: Georgetown | Jalan Kapitan Keling |
Latitude: 5°25'0.38"N
Longitude: 100°20'15.37"E
Waktu operasi: 10:00 Malam – 9:00 Pagi
Catatan: Menu nasi kandar, harga sederhana
dan servis cepat walaupun terpaksa beratur Pan-
jang. Harga sederhana bergantung kepada jenis
lauk yang diambil.
RESTORAN KAPITAN
Lokasi: Georgetown | Lebuh Chulia |
Latitude: 5°24'58.42"N
Longitude: 100°20'19.20"E
Waktu operasi: 24 jam
Catatan: Menu disyorkan adalah nasi bri-
yani, roti naan dan tosai. Harga sederhana
bergantung kepada pilihan.
NASI KANDAR LINE CLEAR
Lokasi: Georgetown | Penang Road |
Latitude: 5°25'11.09"N
Longitude: 100°19'56.86"E
Waktu operasi: Buka 24 jam. Tutup setiap hari
Selasa.
Catatan: Menu nasi kandar, harga sederhana
bergantung kepada jenis lauk yang diambil.
NASI KANDAR DEEN‟S MAJU
Lokasi: Georgetown | Jalan Gurdwara |
Latitude: 5°24'35.06"N
Longitude: 100°19'40.94"E
Waktu operasi: 2:30 Petang – 11:00 Malam
Catatan: Menu nasi kandar, harga sederhana
dan servis cepat walaupun terpaksa beratur
panjang.
LAKSA JANGGUS
Lokasi: Balik Pulau |
Latitude: 5°18'36.99"N
Longitude: 100°12'12.77"E
Waktu operasi: 3:30 Petang – 8:00 Malam
Catatan: Menu terkenal ialah Laksa Penang
dan harga berpatutan. Lebih mudah
sekiranya menggunakan waze untuk da-
tang ke sini.
TEOCHEW CHENDUL
Lokasi: Georgetown | Lebuh Keng Kwee |
Latitude: 5°25'1.00"N
Longitude: 100°19'51.14"E
Waktu operasi: 10:30 Pagi – 7:00 Petang
Catatan: Rasa cendol asli yang sedap dan harga
berpatutan.
D'HERITAGE PENANG COFFEE, CHOCO-
LATE & HERBAL PRODUCT
Lokasi: Teluk Bahang |
Latitude: 5°27'20.37"N
Longitude: 100°12'52.26"E
Waktu operasi: Waktu disyorkan berkunjung
pada 9:30 Pagi – 6:00 Petang
Catatan: Aneka minuman kopi dan coklat.
ROTI BAKAR HUTTON LANE
Lokasi: Georgetown | Bersebelahan pagar
IPK Pulau Pinang; Lokasi sementara
kerana penambahbaikan bangunan sedang
dijalankan di lokasi asal
Latitude: 5°25'2.90"N
Longitude: 100°19'49.95"E
Waktu operasi: 4:30 Pagi – 1:00 Petang
Catatan: Roti bakar (pakai arang), half
cook egg, teh tarik dan kopi „O‟. Harga
berpatutan.
Lokasi asal: Georgetown | Hutton Lane |
Latitude: 5°25'8.86"N
Longitude: 100°19'53.38"E
SANY CHAR KOEY TEOW
Lokasi: Bayan Lepas | Bersebelahan Tokong
Ular)
Latitude: 5°18'54.09"N
Longitude: 100°17'10.66"E
Waktu operasi: 4:00 Petang – 3:00 Pagi
Catatan: Menu Char Koay Teow. Harga seder-
hana bergantung kepada pilihan seperti char
koay teow udang, kerang, atau ketam.
PASEMBUR @ PADANG KOTA LAMA
Lokasi: Georgetown | Padang Kota Lama
Latitude: 5°25'21.52"N
Longitude: 100°20'26.09"E
Waktu operasi: waktu disyorkan berkun-
jung pada 7:00 Petang – 12:00 Malam
Catatan: Menu Pasembor, satay, kerang
bakar, pelbagai jus buah-buahan dan ban-
yak lagi. Apabila anda duduk di meja, an-
da akan dikerumuni pekedai-pekedai un-
tuk menawarkan makanan dan minuman.
Jangan panik, rileks dan pilih mengikut
selera anda.
APAM BALIK STATION @ BATU FER-
RINGHI
Lokasi: Batu Ferringhi | Bersebelahan Holiday
Inn Resort Penang
Latitude: 5°28'21.29"N
Longitude: 100°14'49.17"E
Waktu operasi: 3:00 Petang – 10:45 Malam
Catatan: Aneka apam balik. Harga bermula
dari RM1 dan bergantung kepada pilihan.
GEORGETOWN WHITE COFFEE
Lokasi: Georgetown | Berdekatan KOMTAR &
Prangin Mall
Latitude: 5°24'57.33"N
Longitude: 100°19'50.75"E
Waktu operasi: Waktu disyorkan berkunjung pa-
da 3:00 Petang – 10:00 Malam
Catatan: Aneka kopi dan roti bakar, telur sapa-
ruh masak. Harga sangat berpatutan.
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