HOW TO IMPROVE SPOKEN ENGLISH

Bismillahirrahmanirrahim بِسْــــــــــــــــــمِ اﷲِالرَّحْمَ 

For the past 5 years at USM, I found that most of the students always have problem when it comes to spoken English. So here I would like to share some tips to improve your spoken English.

1. You have to speak and speak and speak even it's broken English. Don't feel shy when you make mistakes! The more you practice the better and more confident you will become in your pronunciation and vocabulary.

2. When you are unsure of a word or a pronunciation of a word, utilize Google Translate (although sometimes you will realize funny translation). Translate and listen to the correct pronunciation by clicking on the audio button.

3. Practice to listen to news bulletins and some songs in English (pronunciation of words). You can also learn new words and expressions this way. The more you listen, the more you learn!

4. You should read out loud. Read the newspaper or a magazine out to yourself. Hearing yourself read will help you spot your mistakes in better way.

5. Learn a word a day. Choose a word you would like to work on and use practice it in different sentences. Use the word until you have learnt it and keep using it regularly.

6. Try to watch movies. Watch movies in English and pay attention to new vocabulary and pronunciation. Imitate the actors and have fun with it.

7. Try your very best to make friends with English speakers or others learning to speak English and compare notes. Talk about things that you have learnt and exchange ideas.

8. Please use a dictionary as much as you could. The dictionary has millions of words to choose from, Look up different words and their synonyms and alternate how and when you use them in sentences.

Please try and amazing results are waiting. Wish you guys all the best, May Allah ease everything, Amin..

CARA MEMOHON MENJADI PENSYARAH UNIVERSITI

Bismillahirrahmanirrahim بِسْــــــــــــــــــمِ اﷲِالرَّحْمَ 

Dengan nama Allah Yang Maha Pemurah lagi Maha Pengasih

Pertama sekali ingin saya tekankan di sini, pensyarah dan cikgu sangat-sangat berbeza. Pensyarah terlibat dalam pengajaran di universiti, kolej universiti, politeknik dan institut latihan. Tugas hakiki seorang pensyarah bukan hanya terikat dengan mengajar semata-mata, tetapi lebih daripada itu. Pensyarah perlu terlibat dalam penyelidikan, meneribitkan buku, jurnal, laporan teknikal, seminar dan persidangan, terlibat dalam perundingan, terlibat dalam seminar, bengkel dan persidangan, menyelia dan memeriksa tesis pelajar prasiswazah dan pascasiswazah, terlibat dalam pentadbiran peringkat universiti, fakulti dan jabatan, terlibat dengan rekacipta, membuat jaringan tempatan dan antarabangsa, terlibat dengan khidmat masyarakat dan terlibat dan mengaggotai badan-badan professional.

Pensyarah tidak terikat dengan masa. Sesetengah universiti, pensyarah tidak perlu punch in dan punch out. Sesetengah universiti pula, pensyarah perlu punch in n out tetapi tidak terikat dengan masa. Bila-bila masa pun boleh. Dari segi cuti, cuti pensyarah sama dengan cuti penjawat awam yg lain. Maksudnya, ketika student sedang cuti, pensyarah bekerja seperti biasa di universiti (tiada cuti).

Setahu saya terdapat beberap saluran untuk memohon menjadi pensyarah seperti berikut:

1) Direct apply

i. Beberapa tahun lepas, apabila seseorang itu telah mempunyai Master, maka beliau sudah boleh memohon jawatan pensyarah.

ii. Namun pada masa skrg, hanya sesetengah institusi sahaja yang menawarkan jawatan pensyarah yang mempunyai Master

iii. Jika tak silap saya, antara institusi yang masih mengekalkan pemohon Master sebagai pensyarah adalah UiTM, politeknik dan juga institusi latihan.

iv. Namun demikian, setelah berkhidmat, pensyarah ini akan disarankan menyambung ke peringkat Doktor Falsafah (PhD)

v. Untuk IPTA pula, jika ingin menjadi seorang pensyarah, maka pemohon itu perlu mempunyai Ijazah Doktor Falsafah (PhD).

vi. Jika pensyarah hanya mempunyai Master, maka gred beliau adalah DS45/DG45. Pensyarah yang mempunyai PhD, maka gred beliau adalah DS51.

2) Skim Tenaga Pengajar Muda

i. Pihak UiTM ada menawarkan skim tenaga pengajar muda kepada yang berkelayakan.

ii. Ada yg menawarkan dari peringkat ijazah sarjana muda lagi dan ada juga yg menawarkan di peringkat Master.

iii. Pada kebiasaannya, seseorang yg mengambil skim ini, akan terikat kontrak selama 7 tahun bersama UiTM. Uitm akan memberi elaun bulanan, elaun buku dan yuran pengajian kepada calon yang berjaya.

iv. Sebagai tambahan, calon yg mengambil skim ini juga akan diminta bersedia utk berkhidmat, walaupun sedang bercuti.

v. Selain itu, calon juga akan diminta menyambung ke peringkat PhD, dan kontrak akan bertambah 7 tahun lagi menjadikannya selama 14 tahun. Calon ini juga boleh mengambil SLAB/SLAI.

vi. Apabila tamat pengajian, calon akan diminta berkhidmat di mana-mana cawangan UiTM seluruh Malaysia.

3) Skim Tutor/ Fellowship

i. Kebanyakan universiti di Malaysia ada menawarkan jawatan tutor/fellowship

ii. Untuk memohon skim ini, calon perlulah mempunyai CGPA sekurang-kurang 3.00 ke atas atau sebaiknya 3.50 ke atas (bergantung kepada syarat universiti)

iii. Sesudah dilantik sebagai tutor/ fellow, calon akan diberi elaun bulanan dan boleh juga apply SLAB/SLAI.

iv. Kadangkala calon juga akan diminta untuk menyambung pengajian, sama ada di dalam atau di luar negara. Ada sesetengah universiti yang meletakkan kontrak kepada fellow/ tutor. Ada juga yang tidak mempunyai kontrak.

v. Setelah habis pengajian peringkat Doktor Falsafah, ada sesetengah universiti yang meletakkan syarat, menerbitkan beberapa paper di journal berimpact factor sebagai syarat utk mendapat DS51. Dan ada juga universiti boleh terus ke DS51.

4) Skim Politeknik

i. Jika tak salah saya, politeknik juga sudah mula menghantar calon ke luar negara dan sesudah selesai akan pensyarah di politeknik.

ii. Kepada yang berminat, mungkin anda boleh bertanyakan sendiri perihal ini kepada pihak politeknik secara terus.

Research Proposal Guidelines: Points To Consider

I.          RESEARCH TITLE

1.         Research Title must be reflective of its problem

2.         It must answer the following questions:

2.1       What question will answer THE FOLLOWING

2.1.1    What are you trying to investigate?

2.1.2    What are you trying to find out, determine or discover?

2.2       Who question will answer who are the respondents or subjects of the study

2.3       Where question will indicate the research locale, setting or the place where the research study is conducted.

II.        BACKGROUND OF THE STUDY

1.         The proponent should describe the existing and prevailing problem situation based on his/her experience. This scope may be global, national, regional and local.

2.         The proponent should give strong justification for selecting such research problem in his/her capacity as a researcher. Being a part of the organization or systems and the desire and concern to improve the systems.

3.         The researcher should link and relate the background of the study to the proposed research problem.

III.       REVIEW OF RELATED LITERATURE

1.         Related literature includes research findings, published or unpublished theories and principles formulated by experts or authorities in some field or discipline; and ideas or opinions of experts contained in books, pamphlets magazines and periodicals.

2.         It should be written in terms of the purpose of the study.

3.         It should give more weight to studies considered more authoritative as evaluated and should give reference to primary rather than secondary sources.

IV.       CONCEPTUAL/ THEORETICAL FRAMEWORK OF THE STUDY

1.         CONCEPTUAL FRAMEWORK

1.1       The conceptual framework is the schematic diagram which shows the variables included in the study.

1.2       Arrows or line should be properly placed and connected between boxes to show the relationship between the independent and dependent variables.

1.3       All the independent and dependent variables should be clearly discussed and explained how these would influence the results of the study.

2.         THEORETICAL FRAMEWORK

2.1       The theoretical framework consists of theories, principles, generalizations and research findings which are closely related to the present study under investigation. It is in this framework where the present research problem understudy evolved.

2.2       Authors of these theories and principles should be cited. As much as possible research findings and theories should be correct.

V.        STATEMENT OF THE PROBLEM

1.         There should be an introductory statement which reflects the main problem of the study.

2.         Sub-problem should be stated in such a way that it is not answerable by either yes, no, when and where.

3.         Sub-problems should include all the independent and moderate variables which are reflected in the conceptual framework.

4.         If the research is quantitative avoid the “how questions."

VI.       ASSUMPTIONS

1.         Assumption refers to a proposition of some occurrences or considerations that may be considered in eliminating the area of the study.

2.         It is a proposition which a researcher asserts based on his own intuition, experience, and observations but which is not scientifically proven. It is adopted as a premise to the solution of the problem envisioned in his study.

VII.     SIGNIFICANCE OF THE STUDY

1.         This section describes the contributions of the study to knowledge. This could be in the form of new knowledge in the field, a check on the major findings of other studies, a check on the validity of findings in a different population, a check on trends over time and a check on the other findings using different methodology.

2.         It discusses the importance of the study to the society, the country, the government, the community, the institution, the agency concerned, the curriculum planners and developers and to the researchers.

VIII.    SCOPE AND LIMITATION

1.         This section explains the nature, coverage, and time frame of the study.

2.         It presents in brief the subject area of investigation, the place, the time period, or school year covered.

3.         It discusses the variables included in the study and the exclusion of other variables which are expected to be included.

4.         It indicates the extent of capability of results arising from the sampling population

IX.       METHODOLOGY

1.         This discusses the research locale, research design, population sampling or respondents of the study, research instrument, and the statistical treatment of data.

1.1       Research Locale

1.1       This discusses the place or setting of the study. It describes in brief the place where the study is conducted. Only important features which have the bearing on the present study are included.

1.2       Shows the target population.

1.2       Research Design

1.2.1    This describes the research mode whether it is true experimental or quasi-experimental design, descriptive or survey research, historical research, qualitative research, ethnographic and etc.

1.3       Population Sampling or Respondents of the Study

1.3.1    This describes the target population and the sample frame.

1.3.2    It specifies the sampling technique used and how the sample size is determined.

1.4              Research Instrument

1.4.1    This explains the specific type of research instrument used such as questionnaire, checklist, questionnaire-checklists, structured interview, teacher–made test, standardized instrument which are adopted or borrowed with permission from the author or from other sources.

1.4.2    The parts of the instruments should be explained and what bits of information are derived.

1.4.3    The establishment of validity and reliability should be explained and only experts should be chosen to validate such instrument. Specific and appropriate statistical test used should be given and the computed values derived. Interpretation should be included in the discussions.

1.4.4    Explain how each statistical test is used in the treatment of data.

1.4.5    If the research instrument included options which are scaled, explain how each scale is given the weight, its interval and class limits.

X.        BIBLIOGRAPHY

1.         These include all materials used and reviewed by the researcher, such as books, magazines, periodicals, journals, thesis or dissertation (published or unpublished). Monographs, speeches and modules, web page or internet, etc.

2.         In the choice of bibliographic materials, the following should be considered:

2.1       Relatedness to the research problem.

2.2       Inclusion of recent publications (materials published in the 50’s up to 70’s should not be included).

XI.       WORKPLAN

(Please use the Gantt Chart)

Einstein's Formula for Success

Albert Einstein had a formula for success. Can you believe that? One of the greatest minds of all time developed a math formula for success! I suggest you read this carefully—this may be the most important math equation you will ever see.

Einstein said, "If A equals success, then the formula is: A=X+Y+Z.

X is work.

Y is play.

Z is keep your mouth shut"

Einstein no doubt had an excellent sense of humour. Let's look at the 3 variables in this equation. They are:

1. Work

2. Play

3. Keeping your mouth shut!

1. Work: Albert Einstein had a tremendous work ethic and because of that gave more to society and modern science than any person in recent times.

2. Play: Einstein, however, did not work 24 hours a day and made time for fun and relaxation. His idea of fun may have been different than yours, but that doesn't mean it still wasn't play.

3. Keeping your mouth shut: Finally, my favorite part of his success formula is to keep your mouth shut. I genuinely believe that the person who talks the least says the most. A friend of mine complains that the woman he is dating talks too much. I don't know how to break the news to him; however, the problem is not that she talks too much. It simply is the fact that he is irritated that he isn't able to talk. Now, let me just say this is not a generic man and woman statement. I am speaking about a specific person I know. His desire is to constantly talk and because he likes to talk so much, he will talk in circles. If you let him talk long enough he will repeat the same thing three times and then contradict himself. His desire is not to hear but to be heard.

Albert Einstein, on the other hand, had nothing to prove. He felt no need to be the "Chatty Cathy" he could have been with his knowledge. It wasn't important to him to talk to everyone he met and talk over their heads to demonstrate his IQ. Instead, he learned the value of quietness and solitude.

Shift your mind-set from being a talker to a listener. It has been said that you can make more friends in five minutes by becoming interested in others than you can make in five years of trying to get others interested in you! How do you become interested in others? You ask questions and then keep your mouth shut!

Citing a source within a source

To all research students (Phd, Masters and Final Year Project):

You might experience this situation when citing a reference for your journal/ dissertation/ thesis/ report. For sources that you have not actually seen but which are referred to in another work, list the secondary source in the Reference List. In-text, name the original work and give a citation for the secondary source.

For example, if Bodwin's work is cited in a book written by Richard and you did not read Bodwin's original work, list the source you did read (in this case the Richard reference) in the Reference List.

In-text write:

Bodwin (as cited in Richard, 2008) defined ...

In Reference List write:

Richard, H. (2008). Project and Construction Management. (4th ed.). Auckland, New Zealand: Addison Wesley Longman.

Hope this help

What Does an Architect Do?

A few weeks ago, I spoke to one of my friend what he thinking architects basically do. His respond was, "I in person know architects do more than this, but I would presume that 95% of the common people would assume that all an architect do is design houses." This kind of opinion is pretty insulting and patronizing to the architects. As far as I am concern, in some countries (depending on local legislation), an architecture degree is not even mandatory for residential design. Nonetheless, as architects or architecture students, you should comprehend that it is your job to alert and educate your clients and peers as to precisely what it is that you actually do and what your responsibilities are. This, in itself, can potentially avoid many job-related problems, litigations, and in some cases, lawsuit.

Let me first elucidate what is an architect. An architect is a person who plans, designs, and sometimes oversees the construction of a building. Architects are the professional, artistic, and technically skilled creators, inventors, and designers. They should apply plethora of understanding and awareness to utilize in their thought processes in order to not only use in the design, but in the communication of ideas to clients. 

That said, I would like to illuminate some of the responsibilities that come with the job.

1: Space Programming

Architect sits with the owner, developer and/or users of the new building to develop the best possible space layout, adjacencies, and goals of the project.

2: Schematic design

Architect translates the owner’s needs into a rough building design. Beginning with gestural models and drawings which helps the architect develops the language of the building and ending with mass studies and eventually some sort of 3D model representing the building and style. This presented along with a rough, non detailed space layout will commonly conclude the schematic design phase after many revisions.

3: Design Development

The owner agrees to the design and the architect begins to run with it. Ordering a site survey, perhaps some soils testing the architect now has enough information to layout a site design, foundation & structure (may subcontract a structural engineer), mechanical and electrical (may subcontract a mechanical and electrical engineer), wall sections, building elevations, partition types, door and window schedules, code research, material choices etc. Essentially this is the point where most of the decisions about what the building actual is, gets decided.

4: Construction Documents

This stage takes the bulk of the time (40%-60%) and is where the architect and interns create the contract documents. These consist of detailed drawings showing every possible detail as it relates the building, from how walls are made, how door jambs are to be constructed, how the exterior cladding is to be connected tot he structure, how the building is to be water proofed and insulated, roofing details, etc.. This is also the point where we write the specifications for the project.

5: Bidding and Negotiation

This is the point where architect hands off the construction documents to the owner and assist in getting and receiving bids, answering questions from the bidding contractors and subcontractors, issuing addenda and clarifications and ultimately helping the owner to choose the right contractor for the job.

6: Construction Administration

This is the construction part of the project where architect acts as the contract authority and force both parties (owner and contractor) to meet the contract requirements. This means checking show drawings and issuing supplemental drawings to help the contractor install and build things appropriately and to the specifications. This is one of the most important stages, because this is where the quality will either be great or awful, depending on the correctness of the beforehand made specifications and details and the quality of the contractor.

Interview: How Much Does CGPA Matters?

An excellent university education is often cited as a obligatory precondition for getting a good job. Many a times with this thoughtful of the significance of university, a huge ratio of uni students get wrapped in their CGPA’s, as they believe it as the value statement of their own self-worth. Despite the fact that it is quite simple to presume that only super achievers with extremely high CGPA grades are more expected to get good jobs, the veracity is quite different. Whereas having a decent CGPA is significant, rest assured there are other ways to qualify too.

CGPA is a blend of numerous factors but isn’t actually the best indicator of how you will perform in the working world. We all know that person with high CGPA who struggles socially or that person who couldn’t care less about his or her university life but seems to have no trouble making great things happen in their life. Book smarts and street smarts are very different things.

Don't get me wrong, CGPA is super important but at the same time you must have other soft skills in order to secure a job during an interview. I myself graduated with HIGH CGPA but still managed to survive in the industry before i become a lecturer. Here i would like to share a story of my colleague who had interviewed candidates which to be hired in his company. Hope you guys can take this as a lesson. 

He had interviewed 4 candidates for 2 posts of Assistant Quantity Surveyor (QS) in his company. These were the candidates summary:

Candidate 1: CGPA 2.72 (Male)

Candidate 2: CGPA 3.55 (Female)

Candidate 3: CGPA 2.97 (Female)

Candidate 4: CGPA 3.41 (Female)

Candidate (2) and Candidate (4) came from among the best universities in Malaysia. Came with outstanding CGPA of 3.55 and 3.41. They brought in all the Dean List and Sijil Kecemerlangan along with them. The interviewer asked 10 questions to each candidate but they could only answer 3 out of 10 questions. They have no self confidence and the first impression was bad. They were not showing enthusiasm and interest on the job. They fail to elucidate how their skills match the job the applied for.

On the other hand, Candidate 1 and Candidate 3 came from medium ranked universities in Malaysia. They obtained average CGPA of 2.72 and 2.97. No dean list, no Sijil Kecemerlangan but they managed to answer 8 out of 10 questions. The spoken English was great. They have self-confidence. They understand about their scope of works as Assistant Quantity Surveyor. The first impression was great and the were presentable. And they have good leadership qualities in their CV's leading a few event during university life. And the interviewer lastly decided to hire Candidate 1 and Candidate 3 even though their academic qualification (CGPA) was not that great compared to Candidate 2 and Candidate 4.

Moral of the story, to secure a job upon graduation, CGPA alone not the criteria that will be evaluated. Most companies don't really bother whether you are high scorer as they only want to know what can you contribute to the company in order for them to make money. Employer also look for those street smart who got the ability to take charge, to volunteer for the tasks and to accepet accountability for achieving the required results of those task given.

Employer also look for someone who can work in a team not just sitting in front your table and do your own work. In addition, they are looking for someone with the ability to set priorities, to separate the relevant from the irrelevant tasks and then to concentrate single-mindedly until the job is complete. If they can have candidate with good CGPA, good attitude, presentable and got all the x-factor, then it is a bonus for my company to have them in.

To summarise, what employers need are people who can think, people who can create, people who have ideas and can express them. And that’s what writing is about. Even if you’re planning on a math or science career (where your calculus know-how might actually come in handy), you still need strong communication skills.

But, this is not an excuse for not doing well at university and taking for granted the aspect of CGPA. What i am trying to highlight here is; other than CGPA, there are a lot more important things you should "learn" to become an "excellent student". Maintaining a good CGPA will play a vital role for your academic success. Similarly, slacking it off could probably land you in academic probation or the university might not just grant you a great scholarship. If we look into the realities of the job market in Malaysia, majority of employers do not entail the same academic standards on their applicants. In general, almost 70% of hiring managers and employers do report the screening of applicants based on their average CGPA grades, but majority of the groups say that they use a CGPA of 3.00 as a standard for their cut-off.